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DispositionChapter 1 The case method in education
• Higher education today• Assumptions on learning• Higher cognitive order thinking• Different kind of knowledge• The case method and other activity based educational tools• Why the case method• Does the case method enhance learning?
Chapter 2 Implementing the case method• Contextual issues/issues on facilitation• 3P-model• Key skills of a facilitator• Role of the facilitator
Disposition continued
Chapter 3 The case method: a practical perspective
• How to write a case• The nature of a case• Motivation and learning
The message
• Awareness• Cannot copy and paste
Chapter 1
• What is the case method?• The origins of the case method• Why use the case method?• Where has the case method been used?• Educational effects of the case method
Higher education in a changing world
• Reduction of funding• Higher enrolment rate• New student groups• External audits
= New demands on the efficiency of teaching methods and student learning outcomes
Current assumptions on preferred learning
• Active participation• Problem oriented approach• New knowledge is constructed on:
– Previous knowledge (existing cognitive structures)
– Previous experience
• Relevance
The SOLO taxonomy with The SOLO taxonomy with sample descriptive verbs/termssample descriptive verbs/terms
CompetenceCompetence
FailIncompetentMisses point
Incompetence One relevantaspect
Several relevantindependent aspects
Integrated into a structure
Generalised to new domain
Prestructural Unistructural Multistructural Relational Extended abstract
IdentifyNameFollow simple procedure
CombineDescribeEnumeratePerform serial skillsList
AnalyseApplyArgueCompare/ contrastCriticiseExplain causesRelateJustify
GenerateHypothesiseReflectTheorise
•• • •
Different kinds of knowledge
• Declarative• Procedural• Conditional• Functional
What is the case method?
The origins of the case method
Student activating methods
• Role play• Action research• Critical incident analysis• Problem based learning• Case method
Action research
CONCRETEEXPERIENCE
ABSTRACTCONCEPTUALISATION
ACTIVEEXPERIMENTATION
REFLECTIVEOBSERVATION
Experiential Learning Cycle(Kolb, 1984)
Where have cases been used?
• Law• Business• Social Sciences (Political Science)• Medicine • Teacher Training Programmes
Why cases?
• Convey knowledge, facts, information to students• Apply theory to a situation • Enhance students’ decision making skills• Improve students’ technical or behavioural skills in
analysing data• Improve students’ self esteem • Stimulate students’ interest in a subject• Foster reflection• Present a realistic picture of the complexities in a
situation
Educational effects – does the case method enhance students’ learning?
1. How to define the independent variable?
2. To compare with what?
3. Pre / Post tests
4. Variation? If so is that good?
Cut and paste: the problems of application
Learn a New ”Tool”
• Taiwanese scholars at Harvard
• Swedes going to the US/Canada
• Awareness: why cases?• Cut and paste: What are the conditions that
make case teaching work?– How to contextualise the case method to our
educational system?
Preconditions to make case teaching work
• Case teaching aligned with the overall objectives of the curriculum
• A functioning case facilitator• Suitable assessment practices• Aligned grading system• The students’ preconception of their role is in
accordance with the requirements of the case method
The objectives of Chapter 1
• What is the case method?• The origins of the case method• Why use the case method?• Where has the case method been used?• Educational effects of the case method
Chapter 2
Implementing the case method
Objectives lecture two: Implementing the case method
Contextual issues:• The educational context• The curriculum context• Learning objectives• Assessment proceduresIssues on the facilitator include:• The epistemological beliefs of the facilitator• Theories on the role of the teacher• Important skills of a successful case facilitator
The 3P model and the educational context
The teaching and learning processThe teaching and learning processThe 3P Model (Biggs & Moore, 1993) The 3P Model (Biggs & Moore, 1993)
PresagePresage Process Process Product Product
Student characteristics: Student characteristics: • BackgroundBackground• Prior knowledge & Prior knowledge & experienceexperience• AbilityAbility• Conceptions of learningConceptions of learning• General learning General learning approachapproach• Language competence Language competence
Teaching context:Teaching context:•CurriculumCurriculum•Conceptions of teachingConceptions of teaching•Teaching experienceTeaching experience•Teaching/assessment Teaching/assessment methodsmethods•Classroom climateClassroom climate
Approaches to learningApproaches to learning•SurfaceSurface•DeepDeep
Learning outcomesLearning outcomes•QuantityQuantity•QualityQuality•AffectiveAffective
• How do you think a case seminar relates to teachers’ own concepts of teaching and learning?
• Do you think that teachers would be hesitant to run a case seminar?
• What actions would it be necessary to undertake to ensure actively engaged teachers are using the case method?
• Do you think that there are any obvious obstacles for this kind of a method from a teacher’s perspective?
• How do you think a case seminar would relate to students’ concepts of teaching and learning?
• Do you think students would be hesitant to participate?
• What efforts would it be necessary to undertake to ensure an active student participation?
• In your opinion, would there be any obvious obstacle for this kind of a method from a student perspective?
Constructive alignment
Constructive alignment Biggs (1999)Biggs (1999)
CurriculumCurriculum in the form of in the form of clear objectives clear objectives stating stating level of level of understandingunderstanding required required
Teaching/ chosen to facilitate achievementlearning of the objectivesactivities
AssessmentAssessment chosen tochosen to test test if students have if students have taskstasks achieved the achieved the objectives objectives and the and the level of achievementlevel of achievement
Formative assessmentFormative assessment
ContinuousContinuousOn-going during learning/teaching On-going during learning/teaching
DiagnosticDiagnosticProvides feedback to students and teachers on Provides feedback to students and teachers on
• Strengths and weaknessesStrengths and weaknesses• DifficultiesDifficulties• Misconceptions Misconceptions
Remedial Provides opportunities for modification/improvementProvides opportunities for modification/improvement
Summative assessment
TerminalAt the end of learning/teaching
DescriptiveHow well materials/knowledge/skills have been learnt
For ranking and selection No provision for modification/improvementNo provision for modification/improvement
Backwash effect of assessmentTeacher’s and student’s perspectives on assessment
Teacher’s perspective: Objectives Teaching activities Assessment
Student’s perspective: Assessment Learning activities Outcomes
Backwash effect can be either positive or negative
Some issues on facilitation
1 2
3 4
Student
Teacher
Know
Don’t know
Know Don’t know
Different kinds of questions
• Open ended questions
• Diagnostic questions
• Information seeking questions
• Challenge questions
• Action questions
• Questions on priority and sequence
• Prediction questions
• Hypothetical questions
• Questions of extension
The objectives of Chapter 2 were to discuss
Contextual issues• The educational context• The curriculum context• Learning objectives• Assessment procedures
Issues on the facilitator include• The epistemological beliefs of the facilitator• Theories on the role of the teacher• Important skills of a successful case facilitator
Chapter 3
The case method: a practical perspective
The objectives of this chapter are:• To discuss the nature of a good case• To discuss how to produce a case• To discuss how to set up a case seminar
The nature of a good case
• Relevant situation• Open ended
What kind of knowledge?
• Declarative• Conditional• Procedural• Functional
The nature of the case The educational objectives have to give guidelines on what kind of case to use
The Educational Purpose, i.e.
Type of Case
Convey knowledge, facts information to students
Apply theory to a situation
Foster reflection
Present a realistic picture of the complexities in a situation
Authentic Armchair
The case structure
• Learning objectives?• What kind of case to use?• Narrative?• Actors and attributed interest• Dilemma?
The three dimensions of the writing process
• Conceptual clarity• The clarity of the dilemma• The structure
Other issues to consider
• Study questions• Teaching notes
The learning process
• Individual preparation• Small group discussion• Large group deliberation
Different kinds of questions
• Open ended questions
• Diagnostic questions
• Information seeking questions
• Challenge questions
• Action questions
• Questions on priority and sequence
• Prediction questions
• Hypothetical questions
• Questions of extension
Motivation
• Intrinsic• Extrinsic• Social• Achievement
The interest model
• Situational• Textbook• Personal
The objectives of this session were
• To discuss the nature of a good case• To discuss how to produce a case• To discuss how to set up a case seminar
Conclusion of the three lectures
Awareness
• Why the case method?
• What educational purpose?
• How would it fit into the existing curriculum context?
• How would it fit with the epistemological positions of the teachers and students?
• Assessment practices You cannot copy and paste the case method
• Substantial and profound educational analysis first
• Technical training second
