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Learning technologies for case studies [EdMedia 2016]
- 1. Learning technologies at theservice of the Case Study Methodology in the 21st century classroom Cristian Opazo, Lillian Moran New York University
- 2. Case Method -background Harvard Law School (~1870) Harvard Business School (~1915); widespread use in 1930s and 1940s Others: medicine & other health sciences, administration, policy analysis, management, etc. Case Method an also be adopted in liberal arts and general education
- 3. Rationale for Usingthe Case Study Method To bridge the gap between theory and practice A good case study gives students practice in: identifying the parameters of a problem evaluating courses of action recognizing and articulating positions
- 4. Case studies arecontextual narratives Consist of the following elements: 1. a specific, reality-based story 2. a rich scenario that describes a relatively complex issue 3. a conflict to be solved
- 5. Case Study Methodworks on two cognitive levels Fundamental Level 1. raises a thought-provoking issue 2. portrays actors at critical junctures 3. provides plenty of data about entities, locations, and actions 4. lacks an obvious or clear-cut right answer 5. encourages students to reflect and take a position 6. encourages students’ active participation Higher level thinking
- 6. Examples vs. CaseStudies CASE STUDIES: student applies the facts with active guidance over time EXAMPLES: instructor describes the facts
- 7. Implementation of CaseStudy Method Case with action questions What actually happened Review case based on new information Any number of course sessions
- 8. Two examples atNYU Wide spectrum of implementations (from very simple to very complex) Evaluating clinical competencies through Qualtrics surveys Multimedia Interactive Case Study: Family Homelessness in NYC
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- 10. Thanks EdMedia and thanksVancouver!
Editor's Notes
- #3 Idea of using teaching cases in a university setting started at the Harvard Law School around 1870 Migrated into Harvard Business School about 1915; widespread use in 1930s and 1940s Gradual adoption by other professional schools: medicine, administration, policy analysis, etc.
- #4 STUDENT OUTCOMES!
- #5 Fundamental level: tells a “real” and engaging story is relatively concise raises a thought-provoking issue has elements of conflict provides plenty of data about character, location, and actions portrays actors at critical junctures / moments of decision
- #6 Fundamental level tells a “real” and engaging story is relatively concise raises a thought-provoking issue has elements of conflict provides plenty of data about character, location, and actions portrays actors at critical junctures / moments of decision
- #7 student applies facts in a more complex situation over time Eg. McDonalds is a globalized company = example How did McDonald’s become so globalized = case study
- #8 You can do it in one session or over multiple sessions
- #9 Cristian
- #10 The Case Center - FREE and fee cases - http://www.thecasecentre.org/educators/casemethod/resources/freecasesoverview National Center for Case Study Teaching in Science - LARGE searchable free case studies - http://sciencecases.lib.buffalo.edu/cs/collection/ MITSloan Learning Edge - https://mitsloan.mit.edu/LearningEdge/Pages/About.aspx Acadia Institute of Case Studies - http://aics.acadiau.ca/index.html British Columbia Innovation Council - http://aics.acadiau.ca/index.html Penske - small set of company/customer case studies - http://www.penskelogistics.com/insights/case-studies/ Case Place.org - free and for fee cases - http://www.caseplace.org/ Stanford Graduate School of Business - http://www.penskelogistics.com/insights/case-studies/