IDT Roundtable
April 17, 2008
Shalin Hai-Jew
An Online Teaching Case Study
 Built around stories (real or fictional, but based on
reality), narrative elements for cultural and learning
accessibility
 Full-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
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Case Studies Learning Outcomes
 Empowerment in problem-solving real-world
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problems through case analysis, macro and micro
perspectives
Higher engagement for learners through less
traditional learning
Creative 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
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Online Delivery
of Teaching Case Learning
 “Multimedia 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 resources
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(Optimal and General)
Learner Takeaways
 “Leadership, 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
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Case Study Competencies
Knowledge
Attitudes
Skills
Subject Matter
Competencies
(Domain
Knowledge)
Strategic
Competencies
Social
Competencies
Self
Competencies
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Limitations to Case Studies
 An 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 needed
 Difficult cross-case tabulation and comparison
without like cases (need for research rigor)
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Limitations 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)
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What 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
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general stories
Open-ended, experiential, possibly with role plays and
simulations
Competing pros and cons, benefits and costs analyses
Enhanced with digital artifacts
Undergirded by theories (Yin, 1993, as cited by Kennedy and
Luzar, Autumn – Winter 1999, p. 586)
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What 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).
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Types 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)
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Some Formal Standards
Yin’s 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)
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Some 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 analysis”
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Additional Teaching Case Studies
Standards
 Solid research and
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citation
Verisimilitude to the
topic
Applicability to lived
and current situations
Decision-forcing
Learning value
Conflict provocation
 Clear provenance of
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information and
research citations
Generalizability
Brevity
Writing style
Multi-media richness,
full sensory wrap (via
information and digital
experiences)
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Field Testing
 Alpha 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)
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Types of Research
PRIMARY
 Live interviews (F2F,
telephone, email)
 Email queries
 Online survey creation
and deployment
 Face-to-face conferences
 Visits to relevant
physical sites
 “Hidden literature”
pursuit
SECONDARY
 Academic literature via
databases, open-source
publications
 Pre-published case
studies
 In-house curricular
materials, documents,
and others
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Teaching 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 concerns
 Learning Object Design: Multimedia creation of
digital “learning objects” and delivery in the LMS
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Teaching Case Authoring (cont.)
 Pedagogical Approach: defined roles for role plays,
pre-briefing and post-debriefing, pacing, interactivity
design, discussion questions, assignments, research
proposals
 Simplification: Writing initially targeted to upperlevel college learners and simplified to upper-level
high-school and lower-level college students for F2F
delivery
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Legal Concerns
 Intellectual property ownership / joint copyright
 Privacy rights
 Defamation / libel / slander (subtext and possible
implications)
 Cultural, political, and other implications
 Avoidance of stereotypes
 Accessibility
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Digital Resources Design
for Case Studies
 Types: Slideshows, flashcards, Q&As with headshots
of interview subjects, diagrams, timelines, interactive
image maps, photo essays and simple games
 Standards: Learning value, accessibility, platformindependence, consistency in word and look-and-feel
style, accuracy, interactive, latest technologies, various
approaches for different learning styles
accommodations, reusability and fun
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eLearning Strategies
with Teaching Case Studies
 Scaffolding for novices and value-added opt-ins for
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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
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eLearning Strategies
with Teaching Case Studies
 The surfacing and capture of tacit knowledge
 Entertaining of shifting viewpoints
 Encouraging further research to enliven and deepen
learning
 Support of online learning communities / virtual
teaming
 Facilitated by an online instructor
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Sample LMS
for Case
Studies:
A Learning
Trajectory
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 held—for the deployment of
the case.
Lastly, after the case’s deployment, there
may be gallery shows of the learning
artifacts…and digital takeaways and
“tangibles” that the learners may have
created.
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Using the LMS to Set Up the Case
 Learner 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
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Using the LMS to Deploy the Case
 Teaching Case Deployment: Video, slideshows, text,
photo essays
 Interactivity: Asynchronous group assignments,
message board discussions, synchronous live
classroom interactivity re: particular issues or
processes
 Simulations: Mock court cases, debates, role plays
(while in-character)
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Using the LMS to Debrief the Case
 Debriefing Assignments: Learner reflections, group
debriefings, discussions, one-on-one individual
debriefings, dyadic interchanges, or additional followup research
 Digital Takeaways for Learners: Learners may have
slideshows and materials that they created or cocreated as learning residuals.
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This image shows how a teaching case study may be enriched in an
online space—with digital learning enhancements, designed
online interactivity, value-added localizaiton,and research by
learners.
Teaching Case
Affordances
(via the Axio™
LMS)
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The Time Elements
 Chronological: Linear chronological (with
branching paths), major collaborative events (for
interactivity and sharing—as in digital galleries)
 Non-Linear: Non-linear, non-chronological, learning
community, and volunteer group efforts to address
various aspects of the cases
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Combining Cases for Learning
Value
 Research various cases on the WWW
 Combine the various digital learning objects (DLOs)
into a coherent study
 Add learning items for prefacing, segue-ing, and
concluding
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Building New Add-ons to Cases
 Have 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)
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Value-Added with Learner
Contributions
 Student presentations, slideshows, research (primary
and secondary), and papers (with copyright releases
from the learners)
 Student interactivity (richness of contributions)
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eLearning Strategies
with Teaching Case Studies
 Pre-role play / discussion preparation (context and
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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
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Online (Teaching) Case Studies
Learning Ecology
 Human-mediated
guides
 Digital learning
objects
 Interactivity
 WWW
resources
The 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.
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Role Play Simulations
 Contrived but authentic
 Based on real-world situations, stories and role
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positions
Require clear stances and strategies (embodied in
language and communications)
A focus on practical and real-world problemsolving
Pre-sim preparation: prior study, prior research,
prior preparation
Immersive and engaging, full-sensory
Synchronous and asynchronous interactions
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Role 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)
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Teaching Notes Design
 Assumption of range of instructional and co
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learning approaches
Potential 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)
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Teaching 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
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Teaching Notes Design (cont.)
Teaching Case Debriefing Strategies
1. Lewinian model of relating observations to
larger issues (generalization, transference)
2. Piagetian model of having intuitive knowledge
challenged by new beliefs and modes of thinking
(a change from naïve understandings to more
sophisticated ones), a constructive reaction to
“perturbation”
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The Evaluation of
Learning Efficacy
 “Games 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 resource’s learners” (Galarneau, 2005,
n.p.).

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Anonymous online learner / participant surveys
F2F learner debriefings / learner datamining
Pre- and post- assessments
Instructor insights
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Inheriting Case Studies
for Teaching and Learning
 Localization, customization
 Add-on / opt-in learning value
 Revision of assignments for local concerns and
needs
 Use of case metadata, such as topic, audience / prereqs, 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)
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http://ublib.buffalo.edu/libraries/projects/cas
es/webcase.htm (Other Case Study Sites on
the WWW)
http://www.heacademy.ac.uk/resources/cases
tudies (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
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Enduring Legacies Native Cases
The Evergreen State College
 http://www.evergreen.edu/tribal/cases/
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Ethics Case Studies
University of San Diego
 http://ethics.sandiego.edu/resources/cases/HomeOve
rview.asp
The Markkula Center for Applied Ethics
 http://www.scu.edu/ethics/
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Center for the Advancement of
Social Entrepreneurship
Duke University
 http://www.fuqua.duke.edu/centers/case/knowledge/
casestudies/index.html
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The
Process
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Culturally
sensitive
Legal
Academically
sound
Thorough
Recursive
Multi-sourced
User 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).
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The Future
 Databases 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 “ilities”
 Automatic updating of particular LOs with current
statistics / data feeds
 Differing pedagogical approaches and uses of
“inherited” cases
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Conclusion
 Notes: 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
shalin@k-state.edu. Thanks.
 Office of Mediated Education / Instructional
Designers: http://id.ome.ksu.edu/
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