An instructional design case event: Exploring issues in professional practice     

Mable B. Kinzie  M. Elizabeth Hrabe  Valerie A. Larsen 《Educational technology research and development : ETR & D》1998,46(1):53-71

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu.  相似文献   

Mind the (tax) gap: an ethnography of a number     

Lotta Björklund Larsen 《Journal of Cultural Economy》2017,10(5):419-433

This article looks carefully at the making of the tax gap as a calculative practice at the Swedish Tax Agency. It points to the challenges with assessing tax gap numbers and reveals examples of its careless usage by various stakeholders in Swedish society in order to impact the discourse on tax compliance. Based on an ethnographic study of documents, it is an example of a number that performs a dual function: on the one hand mobilizing people’s morals and subsequent commitments and on the other hand measuring such commitments. On a more general level, the tax gap is an example of how a number that describes a complicated reality is calculated with many caveats attached to it, yet used with certainty in society. I thus challenge the metaphor of the ubiquitous ‘black box’. The Swedish tax gap number is a calculated device and can be unpacked as a specific number. But if we think about what a tax gap ought to contain, we have to think outside the box and beyond: what was not included in the published tax gap number and why there was no room for it.  相似文献