Knowledge about vs. knowledge of: A framework for conceptualizing the

functional uses of cases in learning activities

Jean SlickAssociate Professor

Disaster and Emergency Management ProgramRoyal Roads University

Research Questions1. How and why do faculty members use case-based

learning in their teaching in disaster and emergency management (DEM) postsecondary program?

2. What cultural-historic influences are reflected in the characteristics of faculty members’ case-based learning activity designs?

3. What instructional design guidance can be derived from the study findings to inform a theoretically grounded approach to the use of cases in learning activities in DEM postsecondary programs?

Study Design• Design-based research methods– Use of a priori learning or instructional theory– Development of warranted theories (Edelson, 2006)

• Domain theories (context and outcome theories)• Design frameworks (substantive design principles offering

a generalized solution)• Design methodology

• Case-based research methods (Yin & Stake)– Use of a priori theory – Analytic generalization based on literal or

theoretical comparison of cases

7 Study Participants

37 Case-based Learning Activity Designs

1. Knowledge about why and how cases are used in DEM higher education programs

2. Particular cultural characteristics of the use of cases in the DEM field

Case-based Learning Activity Design Theoretical Propositions

1. Objects distinguish and direct activity; needs and motives are realized in the object of activity (Leont’ev, 1977).

2. Signs and tools mediate activity, with each having a different function (Vygotsky, 1978). Signs and tools have functional as well as developmental effects (Kaptelinin & Nardi, 2009).

3. In learning activities, cases can be both objects and tools.

Outcome-based reasons for using cases

Domain-based reasons for using cases

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Example of reasons for the use of cases

Legal cases are precedents (intrinsic use of cases); the case method is designed to develop students knowledge about specific cases, as well as knowledge of legal reasoning (instrumental use of cases).

Business cases are decision-based simulations; the case method is designed to help students integrate and apply prior learning, as well as to develop business acumen. (instrumental use of cases – knowledge of how to do something)

Medical cases are problem-based learning scenarios designed to develop students foundational knowledge, as well as hypo-deductive thinking skills and information seeking skills. (instrumental use of cases, knowledge about something, as well as knowledge of how to do something)

Feedback and Questions

Does this conceptual model for framing the functional reasons for using cases make sense to you in relation to your own practice?

Substantive design principles (warranted theory)

• Cases must be reflective of the academic subject matter associated with a specific course and program of study.

• Cases must be realistic, but can differ in the degree of realism (real, fictitious, hypothetical).

• In any given case-based learning activity, there are two psychological dimensions of case tools.

• The characteristics of cases tools selected for a learning activity influence the division of labour and structure of a case-based learning activity.

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Psychological functions of case tools Tool Functional effects Theory

Case Description Bring a case “to life” for students; provide a proxy for real experience (generative)

“sensuous images are a universal form of mental reflection generated by the objective activity of the subject” (Leont’ev, 1977, p. 173), which may be “actually perceived or arising in memory, referred to the future or perhaps only imagined” (Leont’ev, 1977, p. 177)

Knowledge Frame(discipline/profession)

Give meaning to something; develop disciplinary ways of seeing and knowing(associative)

“sensuous images acquire a new quality, namely their meaning or value” (Leont’ev, 1977, p. 173); “meanings are indifferent to the forms of sensuousness in which the world is revealed to the specific individual…their functioning...presupposes their reference to sensuous influences (Leont’ev, 1977, p. 176)

Problem Frame(profession)

Engage students in realistic activity; develop expertise with cultural forms of practice(simulation)

Participation in simulated activity supports the “internalization of socially rooted and historically developed activities” (Vygotsky, 1978, p. 57). Problems are needs that become the motive for activity.