Overview What are Teaching Cases? The Different Parts to Teaching Cases Learning Outcomes The Steps to Creating Teaching Cases Online Delivery Augmentations to Online Teaching Cases Creating Online Teaching Case Studies 2 What are Teaching Cases? An engaging situation (non-fictional or imaginary) with narrative elements that promote learner discourse, experiential learning, and complex divergent analysis and problem-solving “…a story with an educational message” (Smith, Mar. 18, 2007, Early draft…, n.p.) Undergirded by theories (Yin, 1993) Creating Online Teaching Case Studies 3 What are Teaching Cases? (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 & Naidu, 2001, p. 5). Creating Online Teaching Case Studies 4 Types of Teaching Case Studies Area-focused (business, medicine, law, engineering) (Garvin, 2003; Williams, 1992, as cited by Carroll & 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…, 1994, n.p.) “Interrupted cases” / “progressive disclosure” (slow revelation of selected information) Creating Online Teaching Case Studies 5 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) Creating Online Teaching Case Studies 6 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) Exemplification logic (Carroll & Rosson, 2005, p. 2) Difficult “population validity” and “ecological validity” (Crossley & Vulliamy, 1984, p. 194) Creating Online Teaching Case Studies 7 The Different Parts to Teaching Cases Typical Elements Optional Add-Ons Priming Role plays The case (including Simulations discussions, research, simulations, role plays, scenarios, and / or guest speakers) Debriefing (of the case) Learner Notes Assignments Augmentations (like videos) Guest speakers Creating Online Teaching Case Studies 8 Learning Outcomes Empowerment in problem-solving real-world problems through case analysis, and macro and micro perspectives 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 (through researching and writing online teaching case studies) Creating Online Teaching Case Studies 9 (Optimal and General) Learner Takeaways “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 Creating Online Teaching Case Studies 10 Improved Learner Engagement and Retention Higher engagement for learners through less traditional learning A more progressive method of learner assessment Creating Online Teaching Case Studies 11 The Steps to Creating Teaching Cases Some Formal Standards Case Study Competencies The Process Types of Research Teaching Case Authoring Legal Concerns Field Testing Creating Online Teaching Case Studies 12 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) Creating Online Teaching Case Studies 13 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” Creating Online Teaching Case Studies 14 Some Formal Standards (cont.) Solid research and citation Verisimilitude to the topic Applicability to lived and current situations Decision-forcing Learning value Conflict provocation Clear provenance of Creating Online Teaching Case Studies information and research citations Generalizability Brevity Writing style Multi-media richness, full sensory wrap (via information and digital experiences) 15 Case Study Competencies Knowledge Attitudes Skills Subject Matter Competencies (Domain Knowledge) Strategic Competencies Social Competencies Self Competencies Creating Online Teaching Case Studies 16 The Process 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). Creating Online Teaching Case Studies 17 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 Creating Online Teaching Case Studies SECONDARY Academic literature via databases, open-source publications Pre-published case studies In-house curricular materials, documents, and others 18 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 Creating Online Teaching Case Studies 19 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 Creating Online Teaching Case Studies 20 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 Creating Online Teaching Case Studies 21 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) Creating Online Teaching Case Studies 22 Online Delivery “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 Creating Online Teaching Case Studies 23 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 Creating Online Teaching Case Studies 24 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 Creating Online Teaching Case Studies 25 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 Creating Online Teaching Case Studies 26 Augmentations to Online Teaching Cases Ancillary activities Roleplay backstories / Field trips / travel histories Professional feedback and critiques Projects Research and writing Presentations Interviews Guest speakers Digital gallery shows of digital artifacts Creating Online Teaching Case Studies 27 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) Student presentations, slideshows, research (primary and secondary), and papers (with copyright releases from the learners) Student interactivity (richness of contributions) Creating Online Teaching Case Studies 28 E-Learning Strategies with Teaching Case Studies Pre-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 Creating Online Teaching Case Studies 29 Learning Ecologies 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. Creating Online Teaching Case Studies 30 Role Play Simulations Contrived but authentic Based 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 problemsolving Pre-sim preparation: prior study, prior research, prior preparation Immersive and engaging, full-sensory Synchronous and asynchronous interactions Creating Online Teaching Case Studies 31 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 & Naidu, 2001, p. 3) Creating Online Teaching Case Studies 32 Teaching Notes Design Assumption of range of instructional and co 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) Creating Online Teaching Case Studies 33 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, & 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 Creating Online Teaching Case Studies 34 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” Creating Online Teaching Case Studies 35 The Evaluation of Learning Efficacy Measures of learning objectives and learning outcomes Anonymous online learner / participant surveys F2F learner debriefings / learner datamining Pre- and post- assessments Instructor insights Creating Online Teaching Case Studies 36 References Albano, G., Iovane, G., Salerno, S. & Viglione, S. (n.d.) Web based simulations for virtual scientific experiment: Methodology and tools. 1st International EleGI Conference on Advanced Technology for Enhanced Learning. 1 – 9. Carroll, J.M. & Rosson, M.B. (2005). A case library for teaching usability engineering: Design rationale, development, and classroom experience. Journal on Educational Resources in Computing: 5(1). Crossley, M. & Vulliamy, G. (1984). Case-study research methods and comparative education. Comparative Education: 193 – 207. Creating Online Teaching Case Studies 37 References (cont.) Herreid, C. (1994). Case studies in science—A novel method of science education. Journal of College Science Teaching: 23(4). Ip, A. and Naidu, S. (2001). Experienced (sic)-based pedagogical designs for elearning. Education Technology: Vol. XLI, No. 5. 53 – 58. Orngreen, R. (n.d.) CaseMaker: An environment for case-based e-learning. Academic Conferences Limited. 167 – 180. Smith, B. (2007, Mar. 18). Early draft notes… Enduring Legacies Project. Tripp, D.H. (1985). Case study generalisation: An agenda for action. British Educational Research Journal: 11(1), 33 – 43. Yin, R.K. (1981). The case study as a serious research strategy. Science Communication. Knowledge: Creation, Diffusion, Utilization: 3(1), 97 -114. Creating Online Teaching Case Studies 38