Led by the Knows? Critically reading learning technology case studies

LED BY THE KNOWS? CRITICALLY READINGLEARNING TECHNOLOGY CASE STUDIES John Traxler, Andy Black & Doug Belshaw ALT-C 7th September 2011 10.50am, Room 8.90

STRUCTURE1. Introduction to case study collections2. Overview of exemplar case study’s research methodology3. Individual reading of case studies4. Paired questions5. Snowballing6. Skimming case study collections7. Discuss questions and perceptions8. Plenary - discussion of general question of using case studies to shape policy and practice

INTRODUCTIONCase studies are generated by research activity, bytrials, projects and initiatives, and often ﬁnd their wayinto published collections of case studies. They can thenbe used as ‘raw material’ by book publishers, fundingagencies and advisory bodies in learning technology aseffective ways to test concepts, inﬂuence policy andinform practice.However, no-one involved in the process, from theoriginal researchers and developers, through the editorsand publishers to the practitioners and managers,seems to take a step back to question what inferencesare made by readers and how these inferences areshaped, deliberately, accidentally or unconsciously, bythe forces, processes and choices along the way.

INDIVIDUAL CASE STUDY - EXEMPLARMobilink (p.10) 1. What is missing? 2. How and why is it different from a conference presentation or journal paper? 3. How have the images, graphics, and design shaped the readers’ perceptions of the case studies?

YOUR TURN. BBC Janala (p.19) 1. What is missing? 2. How and why is it different from a conference presentation or journal paper? 3. How have the images, graphics, and design shaped the readers’ perceptions of the case studies?

CASE STUDIESCOLLECTIONS

CASE STUDIES COLLECTIONS1. How has the editorial or 6. What should we infer from a introduction shaped the collection of case studies? readers’ judgements about the case studies? 7. What conﬁdence can we have in our inferences and their2. How were the case studies relevance? selected? 8. What are the spread, depth3. What is missing? and quantity of case studies around a given topic needed4. What should a writer write to substantiate an argument and an editor edit? or make a point?5. What seems to be the 9. What are funders trying to purpose of the case study say? What has not been said? collection?

CASE STUDIES COLLECTIONS1. How has the editorial or introduction shaped the readers’ judgements about the case studies?2. How were the case studies selected?3. What is missing?4. What should a writer write and an editor edit?5. What seems to be the purpose of the case study collection?

CASE STUDIESCOLLECTIONS 6. What should we infer from a collection of case studies? 7. What conﬁdence can we have in our inferences and their relevance? 8. What are the spread, depth and quantity of case studies around a given topic needed to substantiate an argument or make a point? 9. What are funders trying to say? What has not been said?

PLENARY(How) should we use experts,evidence and case studies toshape policy and practice?• ESCalate case studies: http://escalate.ac.uk/8250• GSMA report: http://bit.ly/p2nfRJ

Led by the Knows? Critically reading learning technology case studies

by Doug Belshaw

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