Reflections on Cases and Objects in Teaching & Learning

Exploring Case-Based Reasoning (CBR), Cognitive Flexibility Theory (CFT), and Learning Objects

What are key similarities or striking differences between these theories/models? Do the theories/models share any common foundations or principles?

Both case-based reasoning (CBR) and cognitive flexibility theory (CFT) fall under an umbrella or category of instructional approaches known as Case-based learning. Case-based learning encompasses a number of different methods and models, all of which emphasize learning in context (also see previous post on context-based learning). 

To create an authentic context for learning, both CBR and CFT utilize scenarios or story lines, called cases, from which students discuss, explore, and formulate solutions for dealing with the situation described in the case. An instructional goal of these two models is to develop the learner's capacity to adapt knowledge gained through previous problem-solving experience to a new situation.

When considering how to present a case to learners, theoretical principles associated with multimedia learning objects come into play. Developing case based reasoning and cognitive flexibility modules require significant time and resources. Creating multiple relevant and well-designed cases is a lot of work, especially since the best cases may be fairly complex. To create an effective learning environment that emphasizes cognitive flexibility, the designer will want to allow for multiple paths, actions, and even outcomes. Merrill (1999) asserts that "the goal of a learning environment is to enable the student to explore some device or setting. The objects in the environment behave in a way similar to their behavior in the real world" (p. 411). Fortunately, multimedia learning object repositories can serve as a valuable resource for the design and development of CBR and CFT case-based learning. 

What are your initial reactions to these learning theories/models? What are barriers to their use? What benefits might be expected for those who overcome the barriers?

The development of multimedia case studies, such as anchored interactive learning environments (Cognition and Technology Group at Vanderbilt, 1994) can be resource intensive, but as Jarz, Kainz, and Walpoth (1997) point out, "the use of multimedia can significantly improve the quality of case studies, especially with regard to their presentation of reality" (p. 23). And, as I mentioned in my previous post, the increase of free online applications and desktop software programs available to educators continue to make it easier and less expensive to create effective and realistic technology-mediated learning in context. Additionally, a number of free, online learning object repositories exist that enable instructional designers to benefit from and build upon others' work.

Case-based learning, as a general approach, provides instructors/designers with a range of options in the instructional design. When making didactic, curricular, and task design decisions, one has the flexibility to scaffold the learning activities as little or as much as is befitting of the specific instructional context, subject matter, and student population. For instance, cases can be structured to direct students toward a specific conclusion or establish a context and provide the resources to enable students to engage with the issues in a more dynamic and open-ended manner (Jarz et al., 1997). Case based learning situates instruction within a navigable framework for understanding complex concepts and information and applying them to real world situations (Oliver, n.d.), which, as discussed in my previous post has been shown to lead to increased motivation and greater transfer of learning on the part of the learner.

The cognitive flexibility model seems great for K-12 teaching and learning. Unlike anchored instruction, in which all of the information needed to solve the problem is embedded within the module, CFT requires considerable thought, discussion, exploration/research and reasoning in order to reach an informed decision or solution. As such, it fosters analytical problem-solving and research skills in younger students who lack the life experience of adult learners. 

Would you attempt to use any of these theories/models with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theories/ models be modified so that they would work with your current/future students?

As a teaching assistant for graduate courses in instructional technology, case based learning is generally an effective model since it is good for teaching adult learners about the roles they might play in professional settings (such as instructional designer) and the decisions that must be made in those roles. In a course I am currently taking on the foundations of Student Affairs, case based learning activities have proven highly informative and engaging. It gave me a far better sense of the complex and strategic decision-making processes required of college and university administrators who function as student affairs educators. Although this was done in a face-to-face course setting, it would also have worked quite well delivered in a distance educational setting that allowed for asynchronous or synchronous student interaction. 

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out these learning theories/models online?

• Real World Learning Objects (RWLO) Resource Library - online repository of Internet-based learning objects for college faculty
• Multimedia Educational Resource for Learning and Online Teaching (MERLOT) Repository - a free online community and library of learning materials designed primarily for faculty, staff and students of higher education; the repository includes 18 types of learning materials, one of which is "learning objects"
• Tin Can