Getting ready casos
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The document discusses case studies and how to analyze them. It defines a case study as a description of an actual situation involving a decision, challenge, opportunity, problem or issue faced by a person or organization. It explains that analyzing a case study allows you to step into the position of the decision maker. It then provides descriptors to define key elements of a case study, such as the decision, participants, and instructor. It outlines the short and long cycle processes for analyzing a case study, which involves reading the case details and exhibits, defining the issue, generating alternatives, and selecting and implementing a preferred alternative.
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1. The document describes the process of creating and refining assessment tools and curriculum for a graduate medical education workshop on research design and statistics.
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This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
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The document discusses the case method of learning. It provides details on what case study analysis involves, the objectives and types of case studies, and the steps to prepare and analyze a case study. The key points are:
1) A case study examines real-life situations and problems faced by managers and provides incomplete information to analyze.
2) The objectives are to help students apply theories, solve problems, and develop business judgment skills.
3) There are different types of case studies like illustrative, exploratory, and critical instance cases.
4) Analyzing a case study involves 6 steps - comprehending the situation, defining the problem, identifying causes, generating solutions, making a decision, and planning the action
An Introduction to the Case Study Method Preparation, Analysis, and.docx
An Introduction to the Case Study Method: Preparation, Analysis, and Participation*
Introduction
A case study is a written description of a problem or situation. Unlike other forms of stories and narrations, a case study does not include analysis or conclusions but only the facts of a story arranged in a chronological sequence. The purpose of a case study is to place participants in the role of decision-makers, asking them to distinguish pertinent from peripheral facts, to identify central alternatives among several issues competing for attention, and to formulate strategies and policy recommendations. The method provides an opportunity to sharpen problem-solving skills and to improve the ability to think and reason rigorously.
Most cases depict real situations. In some instances, the data are disguised, and infrequently, the case may be fictional. Cases are not intended to be comprehensive or exhaustive. Most cases are snapshots of a particular situation within a complex environment.
The focus of a case study is on a main protagonist who is shown at the point of a major decision. Typically, the information presented is only what was available to the protagonist in the real situation on which the case is based. Thus, as in real life, important information is often unavailable or incomplete. Because a case study describes reality, it may be frustrating. "Real-life" is ambiguous, and cases reflect that reality. A "right" answer or "correct solution" is rarely apparent.
Although the case study method is principally used in the development and improvement of management skill and leadership ability, its usefulness is not limited to this field. For example, case study pedagogy is also used to teach medical diagnosis to doctors, classroom skills to teachers, and legal decision-making to lawyers. This educational method is useful whenever decision-making must be derived primarily from skillful analysis, choice, and persuasion. The case study method actively engages the participant in these processes: first, in the analysis of the facts and details of the case itself; second, in the selection of a strategy; and third, in the refinement and defense of the chosen strategy in the discussion group and before the class. The case method does not provide a set of solutions, but rather refines the student's ability to ask the appropriate questions and to make decisions based upon his or her answers to those questions.
* This note was prepared by Sharon A. McDade, Director of the Institute for Educational
Management. It was based in part on information included in similar notes on the case method
from the Harvard Graduate School of Business Administration, the Institute for Educational
Management, and the Institute for Management of Lifelong Education. Copyright © 1988 by
the President and Fellows of Harvard College.
Preparation
The case study method is demanding and requires significant preparation time. It is intended to build on experiences of the cla.
An introduction to the case study and.pdf
This document provides an introduction to the case study method for analysis. It explains that a case study describes a real-life problem or situation without conclusions, placing the reader in the role of a decision-maker. Effective preparation for case studies involves carefully reading and analyzing the case to identify key problems and alternative solutions, prioritize issues, and develop recommendations. There is typically no single right answer, as cases aim to reflect real-world ambiguity. The case method helps to improve problem-solving and decision-making skills through active engagement in analyzing details, selecting strategies, and defending choices in discussion.
Case study solving technique
This document provides guidance on how to analyze a case study. It defines different types of case studies and outlines a two-step process for analyzing a case. The short cycle process involves getting an initial understanding of the key details. The long cycle process involves a more in-depth reading and analysis to define the problem, analyze data, generate alternatives, and make a recommendation. It emphasizes identifying the decision-maker, issue, affected areas, and limitations to develop measurable and practical solutions.
Case study solving technique
This document provides guidance on analyzing case studies. It defines different types of case studies and outlines a two-step process for solving case studies. The short cycle process involves quickly reading the case study to understand the key details. The long cycle process involves an in-depth analysis including defining the problem, analyzing data, generating alternatives, and making a recommendation based on evaluating the alternatives against key decision criteria. Instructions are also provided for engaging with case studies before, during and after class discussions.
Case study solving technique
This document provides guidance on how to analyze a case study. It explains that a case study describes an actual administrative situation involving a decision or problem. It then outlines four types of case studies. The document proceeds to describe a two-step process for analyzing a case study: the short cycle process involves quickly reading the case study to understand the key details, while the long cycle process involves an in-depth analysis. Key steps in the analysis include defining the problem, analyzing data, generating alternatives, evaluating alternatives using decision criteria, and making a recommendation. Instructions are also provided for engaging with case studies before, during and after class discussions.
Action research in guidance made easy
This action research study analyzed factors influencing students at risk of dropping out at San Miguel National High School. The researcher identified 128 students at risk and used the Family, Individual, Community, and School framework to determine causes. Most at-risk students were male in grades 7 and 8. Individual factors like lack of interest in school were most common. The school's interventions like parent consultations and student monitoring were found to help students case by case with collaboration. Further guidance counseling improvements and funding were recommended.
An Approach To Case Analysis
The document provides an overview of the case method approach to analyzing case studies. It describes what a case study is and how the case method is used as a learning tool. The key aspects of analyzing a case study are outlined, including: defining the problem, analyzing the case data, generating alternatives, selecting decision criteria, evaluating alternatives, and making a recommendation. Students are guided through a two-step process of preparing a case - the short cycle process of initial familiarization and the long cycle process of more detailed analysis. The document emphasizes analyzing the issues, considering various stakeholder perspectives, and justifying a recommendation based on evaluation criteria.
Mc 5
The document discusses the case method of learning. It begins by explaining that the case method was developed at Harvard Business School in the 1920s. It shifts students from a passive role of listening to an active role of applying concepts to real-world situations. The document then discusses what constitutes a good case study, the different types of case studies, and how to properly analyze a case study. It provides steps for reading a case, identifying problems, developing alternatives, and evaluating solutions. Finally, it offers tips on preparing and presenting a case study.
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Selection and formulation of a research problem.pptx
One of the greatest challenges faced by researchers is resource and time constraints. This makes it difficult to involve the entire population of interest and so researchers only use a subset of a population to represent the whole population. This is called a sample. The use of samples however involves other big class of problems: given that your measurements are credible, how much of the world do they represent? How far can you generalize the results of your research? The answer depends, first, on the kind of data in which you are interested. There are two kinds of data of interest to social scientists: individual attribute data and cultural data. These two kinds require different approaches to sampling and that is the focus of this week.
The-Power-of-Case-Studies.pptx
Learn how case studies can help you understand complex problems, identify solutions, and make informed decisions. Discover the different types of case studies and how to conduct them effectively.
An Overview of Selected Learning Theories about Student Learning
1. The document discusses several learning theories and frameworks including Bloom's Taxonomy, SOLO Taxonomy, and Perry's model of intellectual development. It also summarizes various studies on how students learn and what skills they develop through different educational experiences like projects, lectures, and exams.
2. Bloom's Taxonomy categorizes cognitive skills into remembering, understanding, applying, analyzing, evaluating, and creating. Studies found exams mostly tested lower-order skills while projects better developed higher-order skills.
3. The SOLO Taxonomy describes how student responses integrate information from being disconnected bits to coherent wholes as understanding increases.
Formulation of Research Problem - Meaning, Definition, Components, Techniques...
This ppt covers the Formulation of Research Problem in that many sub themes are covered.
What is a Research Problem
Definition of Research Problem
Problems May Arise from
Characteristics of Good Research Problem
Components of Research Problem
Criteria for Selecting a Research Problem
Importance of formulating a research problem
Technique Involved in Defining a Problem
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Research problem
A research problem is a specific issue, difficulty, contradiction, or gap in knowledge that you will aim to address in your research.
Teaching with Technology Chapter 5 Presentation
This document discusses various problem-solving techniques and frameworks that can be used in education, including deductive reasoning, inductive reasoning, anchored instruction, problem-based learning, and ill-defined problems. It provides examples of each approach and emphasizes using complex, realistic problems that resemble real-world issues to help students develop deep understanding and problem-solving skills. Authentic problems that require self-directed learning in a collaborative environment are seen as most effective.
Case of management process
This document discusses case studies and case-based learning. It defines cases as complex narratives from classroom settings that allow for multiple interpretations. Case studies are used in universities and professional education to explore unclear issues, describe complex phenomena, and connect theories to practical situations. The document outlines the importance of case-based learning, including that it helps practitioners examine experiences, bridges theory and practice, contextualizes concepts, and motivates students to problem solve authentic issues. It provides guidance on how to analyze a case by assessing the situation, analyzing problems and causes, considering solutions, and making recommendations.
4th post
This document outlines a case study analysis framework for students. It discusses framing the decision by identifying the role, situation, stakeholders, and requirements. It emphasizes thorough analysis of issues and options using both qualitative and quantitative methods. Students are advised to structure their analysis, interpret results, and evaluate alternatives using decision criteria before making and justifying a choice. The document stresses communicating findings throughout analysis and clearly linking the choice and rationale to implications. Following the framework is intended to strengthen students' decision-making capabilities and ability to transfer knowledge and skills to real business situations.
Brainstorming
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
Microteaching (Critical Thinking - adapted for 1st Year JC Students)
The document outlines a lesson plan on critical thinking and analyzing different perspectives. It provides background on the lesson, including the student profile and assumptions of prior knowledge. The lesson objectives are for students to analyze, evaluate, and synthesize perspectives on the issue of rising tuition rates among polytechnic students in Singapore in the year 2030. To do this, students will first analyze the perspective of a future problem scenario presented by the teacher as an example, focusing on elements of reasoning like purpose, assumptions and implications. Students will then work in groups to analyze different stakeholder perspectives on the issue.
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An Introduction to the Case Study Method Preparation, Analysis, and.docx
An Introduction to the Case Study Method Preparation, Analysis, and.docx
Using discussion forums to enhance critical thinking
Using discussion forums to enhance critical thinking
Selection and formulation of a research problem.pptx
Selection and formulation of a research problem.pptx
An Overview of Selected Learning Theories about Student Learning
An Overview of Selected Learning Theories about Student Learning
Formulation of Research Problem - Meaning, Definition, Components, Techniques...
Formulation of Research Problem - Meaning, Definition, Components, Techniques...
Microteaching (Critical Thinking - adapted for 1st Year JC Students)
Microteaching (Critical Thinking - adapted for 1st Year JC Students)
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Getting ready casos
- 1. Jacqueline Ibarra IEC 101 Online 2010
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- 5. UCG Descriptores de conocimiento y habilidades por niveles**