The case method in education

1
(No Transcript)
2

• The case method in education
• Jonas Nordquist, Associate Editor, BMJ Learning
• Jonas.Nordquist_at_ki.se

3
Disposition

• Chapter 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

4
Disposition continued

• Chapter 3 The case method a practical
  perspective
• How to write a case
• The nature of a case
• Motivation and learning

5
The message

• Awareness
• Cannot copy and paste

6
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

7
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

8
Current assumptions on preferred learning

• Active participation
• Problem oriented approach
• New knowledge is constructed on
• Previous knowledge (existing cognitive
  structures)
• Previous experience
• Relevance

9
The SOLO taxonomy with sample descriptive
verbs/terms
Generate Hypothesise Reflect Theorise
Competence
Analyse Apply Argue Compare/
contrast Criticise Explain causes Relate Justify




Combine Describe Enumerate Perform serial
skills List
Identify Name Follow simple procedure
Fail Incompetent Misses point
Incompetence
One relevant aspect
Several relevant independent aspects
Integrated into a structure
Generalised to new domain
Prestructural
Unistructural
Multistructural
Relational
Extended abstract
10
Different kinds of knowledge

• Declarative
• Procedural
• Conditional
• Functional

11
What is the case method?The origins of the case
method
12
Student activating methods

• Role play
• Action research
• Critical incident analysis
• Problem based learning
• Case method

13
Action research
Experiential Learning Cycle (Kolb, 1984)
14
Where have cases been used?

• Law
• Business
• Social Sciences (Political Science)
• Medicine
• Teacher Training Programmes

15
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

16
Educational effects does the case method
enhance students learning?

• How to define the independent variable?
• To compare with what?
• Pre / Post tests
• Variation? If so is that good?

17
Cut and paste the problems of application

• Learn a New Tool
• Taiwanese scholars at Harvard
• Swedes going to the US/Canada

18

• 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?

19
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

20
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

21
Chapter 2

• Implementing the case method

22
Objectives lecture two Implementing the case
method

• 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

23

• The 3P model and the educational context

24
The teaching and learning processThe 3P Model
(Biggs Moore, 1993) Presage
Process Product

• Student characteristics
• Background
• Prior knowledge experience
• Ability
• Conceptions of learning
• General learning approach
• Language competence

• Learning outcomes
• Quantity
• Quality
• Affective

• Approaches to learning
• Surface
• Deep

• Teaching context
• Curriculum
• Conceptions of teaching
• Teaching experience
• Teaching/assessment methods
• Classroom climate

25

• 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 teachers
  perspective?

26

• 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?

27

• Constructive alignment

28
Constructive alignment Biggs (1999)

• Curriculum in the form of clear objectives
  stating level of understanding required
• Teaching/ chosen to facilitate achievement
• learning of the objectives
• activities
• Assessment chosen to test if students have
• tasks achieved the objectives and the level of
  achievement

29
Formative assessment

• Continuous
• On-going during learning/teaching
• Diagnostic
• Provides feedback to students and teachers on
• Strengths and weaknesses
• Difficulties
• Misconceptions
• Remedial
• Provides opportunities for modification/improvem
  ent

30
Summative assessment

• Terminal
• At the end of learning/teaching
• Descriptive
• How well materials/knowledge/skills have been
  learnt
• For ranking and selection
• No provision for modification/improvement

31
Backwash effect of assessmentTeachers and
students perspectives on assessment

• Teachers perspective Objectives Teaching
  activities Assessment
• Students perspective Assessment Learning
  activities Outcomes
• Backwash effect can be either positive or
  negative

32

• Some issues on facilitation

33

Teacher

Know
Dont know
Know
Student
Dont know
34
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

35
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

36
Chapter 3

• The case method a practical perspective

37

• 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

38
The nature of a good case

• Relevant situation
• Open ended

39
What kind of knowledge?

• Declarative
• Conditional
• Procedural
• Functional

40
The nature of the case The educational
objectives have to give guidelines on what kind
of case to use

41
The case structure

• Learning objectives?
• What kind of case to use?
• Narrative?
• Actors and attributed interest
• Dilemma?

42
The three dimensions of the writing process

• Conceptual clarity
• The clarity of the dilemma
• The structure

43
Other issues to consider

• Study questions
• Teaching notes

44
The learning process

• Individual preparation
• Small group discussion
• Large group deliberation

45
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

46
Motivation

• Intrinsic
• Extrinsic
• Social
• Achievement

47
The interest model

• Situational
• Textbook
• Personal

48
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

49
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