The design is based on a constructivist approach to learning which draws on case-based techniques to support learner’s project work. Specifically the learning design is a particular implementation of Jonassen’s (1999) model for a constructivist learning environment which includes the following key elements:

(Adapted from Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional theories and models (2nd edition, pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.)

Although this model suggests key elements to be incorporated into the design, there is little to guide the designer on the specifics of the instructional materials, learning activities and sequence. The design of these came from extensive review and analysis of the conceptual and research literature of case-based learning.

ORIGIN OF THE LEARNING DESIGN
This learning design originated from a doctoral research study which sought to investigate how learners interpreted rich, contextual information in the form of cases. The study arose from the researcher’s interest in how authentic activities, in this subject a realistic project task, could be supported by rich contextual materials and associated activities. In reading the case-based literature it became evident to the researcher that, despite the popularity and widespread use of case-based learning, little was known about the way learners interpret case materials and then use the knowledge gained in other situations. This particular learning design was developed from conceptual and research literature, peer review and pilot testing of various versions, and provided the basis for conduct of the study.

NUMBER OF TIMES LEARNING DESIGN HAS BEEN IMPLEMENTED

This learning design has been implemented once as a pilot version, and four times as a full implementation.

MODIFICATIONS SINCE FIRST USE
Since its implementation there have been no significant changes to the learning design. Minor changes and additions have been made to the resources.

DISSEMINATION
To date, there has been no specific effort to further disseminate the design beyond its original context.

RESEARCH CONDUCTED ON THE DESIGN
Research on this learning design has been conducted as basis for a doctoral study (see Bennett, 2002 - details below in Publications). The aim of the study was to gain a fuller understanding of the different ways in which learners interpret contextually rich case-based materials and how they use that understanding in their own projects. The study was guided by three key questions:

1. How do learners interpret the case materials?
2. How do learners develop solutions to their project design tasks?
3. What aspects of the projects and cases do learners reflect on at the end of the subject?

A qualitative case study approach was used. This was appropriate given the exploratory nature of the study. Student work from case analysis, group project and reflective tasks was collected as a key data source. This was complemented by interviews with students and their instructor, observations by the researcher at class meetings, and the collection of documents such as discussion list records and subject files. Data analysis was guided by the research questions, but also sought to identify emergent themes and issues.

The study found that the case analysis task produced a diverse range of responses from students, both in terms of the issues discussed and the type of responses elicited. Learners found the cases useful in raising their awareness of project issues, and suggesting design approaches and management strategies. The critical role of discussion and reflection in developing students’ understanding of multimedia design and development emerged. The study also revealed some of the limitations of the case approach and highlighted the need for strategies that support learners’ thinking and reasoning.

THOUGHTS ABOUT EFFECTIVENESS
Overall, the study indicated that the particular learning sequence – from analysis, through project to reflection – was effective in helping learners develop their understanding of multimedia project work. For some tasks, however, it became apparent that some learners needed more support, for example to achieve the kinds of thinking required for the case analysis task. These findings are being used to develop additional support strategies.

UNEXPECTED LEARNING OUTCOMES
The most unexpected outcome was how effective the comparisons made between the case projects and the student projects were in enhancing learners’ understanding of real-world practice.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Findings from the study indicate the learning design is effective in engaging learners by:

• Encouraging learners to examine their ideas about relevant issues, such as collaboration, the design process, project management with reference to the literature and their past experiences.
• Enabling learners to choose an existing project or suggest their own.
• Their work in collaborative teams in which they make all of the decisions about their projects and take on specific roles and responsibilities.
• Encouraging learners to reflect on their experiences, both individually and collaboratively.

ACKNOWLEDGEMENT OF LEARNING CONTEXT
The learning design acknowledges the learning context in that the link between theory and practice is continually made, through the analysis of real-life cases, the project work and the reflective components. The activities are designed to encourage learners to consider future practice and advice for others as part of their learning; in this way they consider how they learning is relevant to other situations. The overall learning design could be used in other settings with a different set of resources and project problems. In this way it may be transferable to other cultural settings, however this is has yet to be investigated.

HOW THE DESIGN CHALLENGES LEARNERS
Findings from the study indicate some of the challenges experienced by learners. Most significant of these is in working collaboratively to make decisions about and manage their projects. As noted above the student teams are given the freedom to direct and plan their projects:

• Encouraging learners to examine their ideas about relevant issues, such as collaboration, the design process, project management with reference to the literature and their past experiences.
• Enabling learners to choose an existing project or suggest their own.
• Their work in collaborative teams in which they make all of the decisions about their projects and take on specific roles and responsibilities.

OPPORTUNITIES FOR PRACTICE
The learning design gives learners access to practice through realistic activities that as much as possible align to those in the real-world. This subject provides opportunities to consolidate knowledge and skills gained from previous subjects in which they worked on smaller, individual design projects. Students are also encouraged to build on their experiences as teaching/training professionals/ All of the activities undertaken relate directly to an assessment task. Comments from the instructor and discussion of design ideas and products within class meetings are the key mechanisms for receiving feedback.