The Third Strand: The Case Studies Strategy
Deploying Teaching Case Studies for e-LearningIDT Roundtable
April 17, 2008Shalin Hai-Jew An Online Teaching Case Study Built
around stories (real or fictional, but based on reality), narrative
elements for cultural and learning accessibilityFull-sensory wrap
via digital means (sound, visuals) Fact and research-based,
academically cited, triangulated data, learning outcomes design,
with instructor notes Interactive via role plays, simulations, and
scenarios
2Deploying Teaching Case Studies for E-LearningCase Studies
Learning OutcomesEmpowerment in problem-solving real-world problems
through case analysis, macro and micro perspectivesHigher
engagement for learners through less traditional learningCreative
and open-ended possibilities / stochastic, non-predictive, and
highly dependent on participant contributions Emergent and evolving
cases with more digital artifacts, complementary WWW-based cases
The importance of capturing new research for the historical record
and learning 3Deploying Teaching Case Studies for E-LearningOnline
Delivery of Teaching Case LearningMultimedia and web-based teaching
cases emerged in the 1990s (Orngreen, Feb. 2004, p. 167) Building
and writing based on single sourcing for reusability /
transferability Regionally dispersed participants; communications
and interactive synergies (synchronous and / or asynchronous
communications)Supported via digital learning objects (DLOs) and
WWW resources4Deploying Teaching Case Studies for
E-Learning(Optimal and General) Learner TakeawaysLeadership,
decision-making, trust-building, communication, and conflict
management (Collins, 2007, p. 2) The skills of negotiation,
mediation and collaboration as applied to their respective
communities (Strumpff, Teaching cases, 2006, p. 2) Deeper
engagement in the applied problem-solving learning (Lynn, 1996 /
1999, p. 4) Higher order critical thinking skills 5Deploying
Teaching Case Studies for E-LearningCase Study
CompetenciesKnowledgeAttitudesSkillsSubject Matter Competencies
(Domain Knowledge)Strategic CompetenciesSocial CompetenciesSelf
Competencies6Deploying Teaching Case Studies for
E-LearningLimitations to Case StudiesAn n = 1, a singularity or
unique case with limited transferability or generalizability
Challenges re: academic respectability Definitions of objectivity
vs. subjectivity, with the need for triangulation of data for
verification and representativeness; high level of qualitative
researcher skill neededDifficult cross-case tabulation and
comparison without like cases (need for research rigor) 7Deploying
Teaching Case Studies for E-LearningLimitations to Case Studies
(cont.)Higher demands on instructional faculty to be flexible and
skilled Generalizable to theoretical propositions but not
populations (Tripp, 1985, p. 40) Replication logic, not sampling
logic (Yin, 1994, as cited by Kennedy and Luzar, Autumn Winter
1999, p. 584) Exemplification logic (Carroll and Rosson, 2005, p.
2)Difficult population validity and ecological validity (Crossley
and Vulliamy, 1984, p. 194)8Deploying Teaching Case Studies for
E-LearningWhat are Teaching Case Studies?a story with an
educational message (Smith, Mar. 18, 2007, Early draft, n.p.)
Fact-based stories, some hypothetical stories, some general
storiesOpen-ended, experiential, possibly with role plays and
simulationsCompeting pros and cons, benefits and costs analyses
Enhanced with digital artifactsUndergirded by theories (Yin, 1993,
as cited by Kennedy and Luzar, Autumn Winter 1999, p. 586)
9Deploying Teaching Case Studies for E-LearningWhat are Teaching
Case Studies? (cont.)A teaching case is a story describing, or
based on, actual events, that justifies careful study and analysis
by students. In other words, a teaching case is a story about the
real world told with a definite teaching purpose in mind. A
teaching case is a way of bringing the real world into a classroom
so that students can practice on actual or realistic problems under
the guidance of their teacher. Case teaching, unlike conventional
lecturing, is discussion-based and experiential (Lynn, 1996;
Rangan, 1995, as cited by Ip and Naidu, 2001, p. 5). 10Deploying
Teaching Case Studies for E-LearningTypes of Teaching Case Studies
Area-focused (business, medicine, law, engineering) (Garvin, 2003;
Williams, 1992, as cited by Carroll and Rosson, 2005, p. 1)
Exploratory, descriptive, explanatory (Yin, Mar. 1981, p.
59)Decision or dilemma cases, appraisal / issue (analytical) cases,
case histories / largely finished stories as illustrative models
(Herreid, Case studies, n.d., n.p.)Interrupted cases / progressive
disclosure (slow revelation of selected information)
11Deploying Teaching Case Studies for E-LearningSome Formal
StandardsYins five criteria: A case (1) should be significant; (2)
must be complete regarding analytical boundaries and collection of
evidence; (3) must consider alternative perspectives; (4) must
display sufficient evidence with latitude to take a variety of
stances, and (5) be engaging. (1994)12Deploying Teaching Case
Studies for E-LearningSome Formal Standards (cont.)The Star Quality
Case (Lynn, 1996 / 1999, p. 8) Poses a problem that has no obvious
right answer; Identifies actor(s) who must solve the problem, make
decisions;Requires the reader to use the information in the case to
address the problem; Evaluating the problem or potential solutions
requires the reader to think critically and analytically; and Has
enough information for a good analysis13Deploying Teaching Case
Studies for E-LearningAdditional Teaching Case Studies
StandardsSolid research and citationVerisimilitude to the topic
Applicability to lived and current situations Decision-forcing
Learning value Conflict provocation Clear provenance of information
and research citationsGeneralizabilityBrevity Writing style
Multi-media richness, full sensory wrap (via information and
digital experiences)
14Deploying Teaching Case Studies for E-LearningField
TestingAlpha testing regarding the technologies and contents Field
testing in face-to-face (F2F) and online classrooms, with learner
feedback (beta testing) Solicitation of commentary from
participating faculty, administrators and subject matter experts
(SMEs) Double checks from the sources (of the interviews)
15Deploying Teaching Case Studies for E-LearningTypes of
ResearchPRIMARYLive interviews (F2F, telephone, email) Email
queries Online survey creation and deployment Face-to-face
conferences Visits to relevant physical sites Hidden literature
pursuit
SECONDARYAcademic literature via databases, open-source
publicationsPre-published case studies In-house curricular
materials, documents, and others 16Deploying Teaching Case Studies
for E-LearningTeaching Case Authoring Documentation: Handling of
researched information Writing: Point-of-view (first, second or
third person; author presence or absence; limited narrator or
omniscient narrator), tone, terminology, segmenting, logic, source
citations, legal concernsLearning Object Design: Multimedia
creation of digital learning objects and delivery in the LMS
17Deploying Teaching Case Studies for E-LearningTeaching Case
Authoring (cont.) Pedagogical Approach: defined roles for role
plays, pre-briefing and post-debriefing, pacing, interactivity
design, discussion questions, assignments, research
proposalsSimplification: Writing initially targeted to upper-level
college learners and simplified to upper-level high-school and
lower-level college students for F2F delivery
18Deploying Teaching Case Studies for E-LearningLegal
ConcernsIntellectual property ownership / joint copyrightPrivacy
rights Defamation / libel / slander (subtext and possible
implications)Cultural, political, and other implications Avoidance
of stereotypes Accessibility 19Deploying Teaching Case Studies for
E-LearningDigital Resources Design for Case StudiesTypes:
Slideshows, flashcards, Q&As with headshots of interview
subjects, diagrams, timelines, interactive image maps, photo essays
and simple gamesStandards: Learning value, accessibility,
platform-independence, consistency in word and look-and-feel style,
accuracy, interactive, latest technologies, various approaches for
different learning styles accommodations, reusability and fun
20Deploying Teaching Case Studies for E-LearningeLearning
Strategies with Teaching Case StudiesScaffolding for novices and
value-added opt-ins for experts, consideration for primary and
secondary audiences / stakeholders Role plays / cooperative games
Facts before emotional engagements Taking advantage of live
interactive group dynamics Full sensory wrap for field-dependent
learners
21Deploying Teaching Case Studies for E-LearningeLearning
Strategies with Teaching Case StudiesThe surfacing and capture of
tacit knowledge Entertaining of shifting viewpointsEncouraging
further research to enliven and deepen learningSupport of online
learning communities / virtual teamingFacilitated by an online
instructor
22Deploying Teaching Case Studies for E-LearningSample LMS for
Case Studies: A Learning TrajectoryThe image here shows how an LMS
may be used initially to set up a case with opt-in resources and
artifacts, evaluative elements, live interactive and
non-interactive events, collaborative elements, and maybe a
practice simulation. These may be done to prime the thinking. Then,
the actual teaching case activities may be heldfor the deployment
of the case. Lastly, after the cases deployment, there may be
gallery shows of the learning artifactsand digital takeaways and
tangibles that the learners may have created.
23
The image here shows how an LMS may be used initially to set up
a case with opt-in resources and artifacts, evaluative elements,
live interactive and non-interactive events, collaborative
elements, and maybe a practice simulation. These may be done to
prime the thinking. Then, the actual teaching case activities may
be heldfor the deployment of the case. Lastly, after the cases
deployment, there may be gallery shows of the learning artifactsand
digital takeaways and tangibles that the learners may have
created.
23Using the LMS to Set Up the CaseLearner Preparation: Opt-in
resources, terms via digital flashcards, slideshows, readings,
interviews (audio, video, text); evaluative elements like rubrics
and self-assessments; visuals (for models), timelines, graphics,
tables, charts, maps; and others Special Setups: Guest lectures,
fieldtrips, games, and light simulations
24Deploying Teaching Case Studies for E-LearningUsing the LMS to
Deploy the CaseTeaching Case Deployment: Video, slideshows, text,
photo essays Interactivity: Asynchronous group assignments, message
board discussions, synchronous live classroom interactivity re:
particular issues or processesSimulations: Mock court cases,
debates, role plays (while in-character) 25Deploying Teaching Case
Studies for E-LearningUsing the LMS to Debrief the CaseDebriefing
Assignments: Learner reflections, group debriefings, discussions,
one-on-one individual debriefings, dyadic interchanges, or
additional follow-up researchDigital Takeaways for Learners:
Learners may have slideshows and materials that they created or
co-created as learning residuals.
26Deploying Teaching Case Studies for E-LearningTeaching Case
Affordances (via the Axio LMS) This image shows how a teaching case
study may be enriched in an online spacewith digital learning
enhancements, designed online interactivity, value-added
localizaiton,and research by learners. 27
This image shows how a teaching case study may be enriched in an
online spacewith digital learning enhancements, designed online
interactivity, value-added localizaiton,and research by
learners.
27The Time Elements Chronological: Linear chronological (with
branching paths), major collaborative events (for interactivity and
sharingas in digital galleries) Non-Linear: Non-linear,
non-chronological, learning community, and volunteer group efforts
to address various aspects of the cases
28Deploying Teaching Case Studies for E-LearningCombining Cases
for Learning ValueResearch various cases on the WWWCombine the
various digital learning objects (DLOs) into a coherent study Add
learning items for prefacing, segue-ing, and concluding 29Deploying
Teaching Case Studies for E-LearningBuilding New Add-ons to
CasesHave learners add value to an existing case through their own
research (and while following all the rules of ethical research,
especially anything related to humans, informed consent and
professional ethical oversight) 30Deploying Teaching Case Studies
for E-LearningValue-Added with Learner ContributionsStudent
presentations, slideshows, research (primary and secondary), and
papers (with copyright releases from the learners) Student
interactivity (richness of contributions) 31Deploying Teaching Case
Studies for E-LearningeLearning Strategies with Teaching Case
StudiesPre-role play / discussion preparation (context and
concepts) Post- role play / discussion preparation Customizable for
different learning situations Archival for analytical review,
debriefing and discussions (post-teaching case work / activities /
sims) Potential tracking and save progress of case discussions for
further discussion and analysis
32Deploying Teaching Case Studies for E-LearningOnline
(Teaching) Case Studies Learning EcologyHuman-mediated
guidesDigital learning objectsInteractivityWWW resourcesThe image
here shows that learners animate the learning ecology of a case
study. There is value-added with interactivity, WWW resources,
digital learning objects, and human (often expert)
facilitation.
33
Deploying Teaching Case Studies for E-LearningThe image here
shows that learners animate the learning ecology of a case study.
There is value-added with interactivity, WWW resources, digital
learning objects, and human (often expert) facilitation. 33Role
Play Simulations Contrived but authenticBased on real-world
situations, stories and role positions Require clear stances and
strategies (embodied in language and communications) A focus on
practical and real-world problem-solving Pre-sim preparation: prior
study, prior research, prior preparationImmersive and engaging,
full-sensory Synchronous and asynchronous interactions 34Deploying
Teaching Case Studies for E-LearningRole Play Simulations (cont.)
The essential ingredients of a web-based RPS (role-play simulation)
are a) dynamic goal-based learning; b) role-play simulation; and c)
online web-based communication and collaboration (Ip and Naidu,
2001, p. 3) 35Deploying Teaching Case Studies for
E-LearningTeaching Notes DesignAssumption of range of instructional
and co-learning approachesPotential awkwardness with teaching and
learning in the online space Offering of various online resources
Additional resources to help instructors add value to the learning
Support to allow instructors to choose what to emphasize /
de-emphasize in their teaching Ancillary supports for learner
reflections on the learning (hot seat for individuals, dyads, and
groups) 36Deploying Teaching Case Studies for E-LearningTeaching
Notes Design (cont.)Flexibility and openness to apply their own
perspectives, ideas, research and unique learner audience The need
to bring in an abstraction piece in order to create more
transferable learning (Albano, Iovane, Salerno, and Viglione, Mar.
15 16, 2005, n.p.)Ideas for use of the cases for lead-up learning
to other activities or anchor learning to conclude other learning
activities
37Deploying Teaching Case Studies for E-LearningTeaching Notes
Design (cont.)Teaching Case Debriefing Strategies Lewinian model of
relating observations to larger issues (generalization,
transference) Piagetian model of having intuitive knowledge
challenged by new beliefs and modes of thinking (a change from nave
understandings to more sophisticated ones), a constructive reaction
to perturbation
38Deploying Teaching Case Studies for E-LearningThe Evaluation
of Learning EfficacyGames and simulations are only as effective as
the pedagogical approach that is employed in their design and
development. Furthermore, their effectiveness must be measured
against the learning objectives and methods selected vis-a-vis the
needs of the resources learners (Galarneau, 2005, n.p.). Anonymous
online learner / participant surveys F2F learner debriefings /
learner dataminingPre- and post- assessments Instructor
insights
39Deploying Teaching Case Studies for E-LearningInheriting Case
Studies for Teaching and LearningLocalization, customization Add-on
/ opt-in learning value Revision of assignments for local concerns
and needs Use of case metadata, such as topic, audience / pre-reqs,
an abstract, case contents, setting information, decision maker,
issues / problems / interests, constraints, decisions, sources of
information, research plan and foreseeable difficulties (Lynn, 1996
/ 1999, p. 10) 40Deploying Teaching Case Studies for
E-Learning(Some) National Databases of Teaching Case
Studieshttp://ublib.buffalo.edu/libraries/projects/cases/webcase.htm
(Other Case Study Sites on the
WWW)http://www.heacademy.ac.uk/resources/casestudies (The Higher
Education Academy Case Studies)
National Center for Case Study Teaching in Science University of
Buffalo
http://ublib.buffalo.edu/libraries/projects/cases/case.html
42
Deploying Teaching Case Studies for E-LearningEnduring Legacies
Native CasesThe Evergreen State
Collegehttp://www.evergreen.edu/tribal/cases/
43
Deploying Teaching Case Studies for E-LearningEthics Case
StudiesUniversity of San
Diegohttp://ethics.sandiego.edu/resources/cases/HomeOverview.aspThe
Markkula Center for Applied Ethics http://www.scu.edu/ethics/
44
Deploying Teaching Case Studies for E-Learning
Center for the Advancement of Social EntrepreneurshipDuke
University
http://www.fuqua.duke.edu/centers/case/knowledge/casestudies/index.html
45
Deploying Teaching Case Studies for E-LearningThe
ProcessCulturally sensitiveLegalAcademically sound
ThoroughRecursiveMulti-sourcedUser tested The image here shows four
phases to the creation of a teaching case study: research; design
and writing; multimedia design and technology uploading, and
instructional deployment (and information collection).
46
The image here shows four phases to the creation of a teaching
case study: research; design and writing; multimedia design and
technology uploading, and instructional deployment (and information
collection). 46The FutureDatabases of topic-specific case studies
Geographically dispersed collaborations Value-added learning
objects (LOs) with multimedia richness (videos, case software use)
and possible interoperability and other ilitiesAutomatic updating
of particular LOs with current statistics / data feeds Differing
pedagogical approaches and uses of inherited cases
47Deploying Teaching Case Studies for E-LearningConclusionNotes:
Some of this information was first presented at the C2C SIDLIT
conference in early August 2007 at KU. A version was used as
background for a presentation for the Society for Applied Learning
Technology (SALT)s Washington New Technologies conference Aug. 21
24, 2007, in Virginia. This is a partially derivative slideshow
from those endeavors. If you would like the actual APA source
citations, contact [email protected]. Thanks. Office of Mediated
Education / Instructional Designers:
http://id.ome.ksu.edu/48Deploying Teaching Case Studies for
E-Learning
