Workshop from the National Association of Schools of Public Affairs and Administration (NASPAA) 2014 conference

1. How
to
Effec*vely
Use
Cases
and
other
Learning
Objects
Jodi
Sandfort
Kate
Conners
NASPAA
2014
Pre-­‐Conference
Workshop
Albuquerque,
NM

2. Workshop
Purpose
….refine
our
understanding
and
prac*ce
of
using
teaching
cases
and
other
learning
objects
to
design
interac*ve
teaching
and
engaged
learning
among
our
students
in
professional
public
affairs
programs

3. The Hubert Project promotes
interactive learning and
teaching for government and
nonprofit professionals.
www.HubertProject.org | info@hubertproject.org | twitter.com/HubertProject

4. Workshop
Agenda
• What?
–
Defining
Cases
and
other
“Learning
Objects”
• Why?
–
Science
of
Teaching
&
Learning
about
Interac=ve
Pedagogy
• How?
– Selec=ng
Materials,
Preparing,
Facilita=ng,
Building
Whole
Courses

5. WHAT?
Variety
of
Case
Study
formats

6. Storytelling
as
a
Teaching
Tool

7. Formats
• Verbal
• WriVen
• Video
• Mul*media
• Descrip*ve
• Protagonist
–
one
point
of
view
• Mul*ple
points
of
view
–
“Simula*on”

8. What
is
a
teaching
case?
• A
wriVen
or
mul*-­‐media
descrip*on
of
a
par*cular
situa*on
or
decision
• Requires
student
to
analyze
informa*on
and:
– make
a
strategic
decision
– draw
a
conclusion
about
why
a
par*cular
ac*on
was
taken
– consider
issues
to
be
addressed
• Developed
less
“rigorously”
than
social
science
research
case
studies

9. Characteris*cs
of
a
good
teaching
case
• Tells
a
compelling
story
• Forces
students
to:
– think
about
constraints
ac*ng
on
decision
makers
– think
about
the
op*ons
available
to
decision
makers
– Sort
through
informa*on
and
decide
what
is
relevant
• Has
no
obvious
“right”
answer
• Provides
a
vehicle
for
collabora*ve
learning
and
interac*on

10. “Learning Objects”
….”anything
that
is
set
up
to
cons=tute
or
prompt
the
subject
maKer
of
an
interac=ve
teaching
session.”
(Alford
&
Brock,
2014:2)

11. Open Educational
Resources
Freely accessible, openly formatted and
licensed media used for teaching,
learning, assessment and research

12. “Learning
Object”
Formats
• Verbal
• WriVen
• Video
• Mul*media

13. Harvard
University,
B-­‐School,
Resources
on
Case
Teaching
Professor
David
Garvin,
Harvard
hVp://hbsp.harvard.edu/mul*media/pcl/pcl_1/4/advicenewteachers.html

15. Case
Repository:
Mul*media
Video
Briefs
E-­‐Studies
E-­‐Cases

16. Other
Relevant
Case
Repositories:
WriVen
1. Electronic
Hallway
at
the
Evans
School
of
Public
Affairs
at
the
University
of
Washington:
hVp://hallway.evans.washington.edu/cases
2. Rutgers
School
of
Public
Affairs
&
Administra*on
Portal:
hVp://casesimportal.newark.rutgers.edu/
3. Collabora*ve
Governance
Ini*a*ve,
Maxwell
School
at
Syracuse
University:
hVp://www.maxwell.syr.edu/parcc_eparcc.aspx
4. Harvard
Business
School:
hVp://hbsp.harvard.edu/
&
Kennedy
School
of
Government:
hVp://www.case.hks.harvard.edu/
5. Ins*tute
for
Public
Administra*on
in
Canada
(IPAC):
hVp://www.ipac.ca/CaseStudyProgram-­‐About
6. Australian
New
Zealand
School
of
Government
(ANZSOG):
hVp://casestudies.anzsog.edu.au/
7. European
Case
Clearinghouse:
hVp://www.ecch.com/educators

17. WHY?
Lessons
from
the
Science
of
Teaching
&
Learning

18. Science
of
Teaching
&
Learning
“[N]arra*ve
serves
to
integrate
the
func*oning
of
individuals
within
groups
by
teaching
specific
skills
and
general
values,
and
crea*ng
common
blueprints
and
shared
understandings….The
convergence
of
these
diverse
func*ons
within
the
narra*ve
provides
a
nexus
of
neural
network
integra*on
among
lep
and
right;
top
and
boVom;
and
the
sensory,
soma*c,
motor,
affec*ve
and
cogni*ve
processes
in
all
parts
of
the
brain.”
Cozolino
and
Sprokay
(2006:16)
“Neuroscience
and
Adult
Learning”

19. Science
of
Teaching
&
Learning
• Prior
Experience
• Tacit
&
Explicit
knowledge
• Neural
plas*city
Brain
structure
created
by
repeated
interac=ons

22. Science
of
Teaching
&
Learning
• Social
founda*on
of
learning
• Emo*onal
• Body
language
• Iden*fica*on

23. Learning
Styles
&
Teaching
Tools
Ac*ve
Experimenta*on
Concrete
Experience
Reflec*ve
observa*on
Abstract
Conceptualiza*on
Teaching
Case
Studies
Adapted
from
Kolb,
1984.
Ac@on
Learning
Experien=al
Learning:
Experience
as
the
Source
of
Learning
&
Development
Projects
Project-­‐Based
“Capstone”
Workshops
Simula@ons
Personal
Learning
Networks

24. HOW?
Selec*ng
Appropriate
Materials
Preparing
Yourself
&
Students
Facilita*ng
Learning
in
Class
Structuring
a
Course
(including
Assignments)

25. Interac*ve
Teaching
Learning
Objects
Par*cipant-­‐
Centered
Learning

26. Physical
Environment
Students
must
be
able
to
see,
hear
and
engage
with
each
other
as
well
as
the
instructor,
so:
• Lobby
to
get
classrooms
that
facilitate
discussion
• Move
around
the
classroom
to
facilitate
discussion

27. Usage Notes
• Direction on how instructors can facilitate
discussion of the case in class
• Advice on key analytical points that can
be garnered from the case
• Suggesting timing of various parts
• Questions for students
• Board diagrams
• Additional readings and / or theoretical
concepts

29. Facilita*on
Plan
Write
plan
about
how
you
will
facilitate
discussion,
star*ng
with
use
of
*me
– Introductory
lecture
(if
any)
– Case
Set
up,
related
to
core
issues
of
course
&
session.
Establish
shared
understanding
of
what
is
“going
on”
in
the
case
– Time
alloca*on
for
each
issue
you
want
to
address
– Summary
and
take-­‐away
messages

30. If
wriVen
case,
consider
visual
images

31. Various
approaches:
Very
structured

32. Idea
Capture
Plan
• Visualize
how
you
want
to
represent
key
ideas
– Parts
of
the
board
– Rela*onships
• Consider
– Should
anything
be
represented
first
by
you?
(on
board,
on
slide)

33. Other
prepara*on
• Materials,
equipment
• Student
pre-­‐session
ques*ons

34. Facilita@ng
Classroom
Discussion
hVp://www.youtube.com/watch?v=JJ7aVrtTbg0

35. Some
Jan
Rivkin
strategies:
• Focusing immediately on
the central strategic
question addressed by the
case in a compelling way
(“How will Nutrasweet
respond?”)
• Forcing students to take a
position and defend it
analytically by calling on
them
• Using role-plays to increase
engagement
• Preventing a narrowing of
the debate (“Who sees
things very differently?”)
• Move away from a wrong
analytical path
– Using students to point
out problems
– With humor (“Oops”)
• Use humor to underline a
central point (“Never enter a
price war without credible
low cost position”)
• Linking central analytical
points to overall themes
from past classes and future
ones

36. Strategies
for
Promo*ng
Engagement
• “Role
plays”
–
what
would
you
do?
• Take
a
poll
of
class
and
ask
different
sides
to
represent
• Socra*c
method
–
cold
call….alterna*vely
“warm”
call
• Probe
for
alterna*ve
vantage
point
• Small
groups
• Non-­‐speaking
engagement
(discussion
forums)
• Opportunity
to
lead
discussion
with
study
ques*on
provided
in
advance
• Include
par*cipa*on
as
part
of
course
grade

37. Alterna*ve
Ways
to
Close
Discussion
1. Summarize
what
you
think
are
some
key
take-­‐away
points
either
orally
or
in
wri*ng/handout
form
2. Ask
one
or
two
students
at
the
beginning
of
class
to
provide
some
take-­‐away
points
Ask
for
volunteers:
“What
did
we
learn
from
this
case?”
3. Relate
analysis
to
something
immediate
(in
the
news)
or
local
…and
don’t
always
do
it
the
same
way!

38. The
Prac*ce….
• Make sure that the major themes and analytical
points in the class get across to the class
• Monitor overall level and swings in class
engagement
• Choose speakers in a way that:
– Advances the class discussion
– Is equitable
• Remember the order of speakers if you have
promised people they can talk
• Write legibly on the whiteboard

39. Indicators
of
Success
–
Class
Session
• Students
do
most
of
the
talking
• High
#
of
students
voluntarily
par*cipa*ng
in
discussion
• Low
#
of
ques*ons
asked
by
instructor;
#
number
of
challenging
ques*ons
asked
between
students
of
each
other
• High
‘energy’
in
the
room
• Number
of
high
points
where
everyone
engaged
and
focused
on
issues
• Coherence
to
discussion;
in
the
end,
it
‘made
sense’

40. Planning
Courses
using
Learning
Materials
• Select
materials
– Consistent
with
learning
objec*ves
– High
quality
in
terms
of
expression
and
demands
– Fits
*me
available
– Of
interest
to
students
(they
can
project
themselves
into
the
situa*on)
• Consider
integra*ng
with
assignments

43. Some
Alterna*ve
Ways
to
Use
Cases
• Case
Dominant
• Reality
Check
• Alterna*ng
Class
Sessions
• Compara*ve
Cases
• Drop
in

44. Scaffolding
• Scaffold
content,
aVending
to
levels
of
difficulty
over
the
term.
– Start
with
cases
that
explore
a
few
central
constructs
via
familiar,
interes*ng
topics.
– Layer
mul*ple
skills/concepts,
and
syntheses
over
the
term
(permits
repeated,
incremental
prac*ce
and
expansion
of
skills).
• Allow
room
at
end
of
each
discussion
and
end
of
term
for
reflec*on,
synthesis,
ques*ons,
lessons
learned

45. Assessment
of
Student
Learning
• Quiz
on
the
Content
of
the
Case
• Memos
or
other
professional
wri*ng
to
address
quandary
• Financial
or
sta*s*cal
analysis
in
the
presen*ng
context
• Students
create
Case
or
E-­‐Case

46. Portfolio of Products Community of Educators

47. • Browse
To Engage in the Hubert
Community…..
}and
use
a
collec*on
of
high-­‐quality
animated
videos,
mul*media
cases
and
studies
on
public
affairs
topics
• }Register
on
the
site
to
have
access
to
teaching
notes,
download
materials,
and
email
no*ces
about
new
materials.
• Find
support
for
crea*ng
mul*media
learning
materials
for
your
curriculum
and
for
your
own
scholarly
books
and
ar*cles.
• Request
for
Proposals
(RFP)
for
Financial
and
Technical
support
to
build
materials
• Preconference
at
the
Public
Management
Research
Conference
(June
2015)
with
scholarship
for
those
interested
in
developing
nonprofit
human
services
or
racial
equity
materials

48. Except where otherwise noted, this work is licensed
under Attribution-ShareAlike 4.0 License:
http://creativecommons.org/licenses/by-sa/4.0/