Knowledge about vs. knowledge of: A framework for conceptualizing the functional use of cases in learning activities

1. Knowledge about vs. knowledge of:
A framework for conceptualizing the
functional uses of cases in learning activities
Jean Slick
Associate Professor
Disaster and Emergency Management Program
Royal Roads University

2. Research Questions
1. 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?

3. 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

4. 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

5. 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.

6. Outcome-based reasons for using cases

7. Domain-based reasons for using cases

8. 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)
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10. 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?

11. 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.

12. 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/professi
on)
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.
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