Case Based Learning Aids Monica McCrory Fall 2008 SISLT9410

Overview Overview of Case-Based Learning –Typologies –Definitions –Examples Studies –Kim & Hannafin –Demetriadis et al., study Implications Issues & Questions

Case-Based Learning Overview

CBL: a generic term that includes: Case Studies Case-Based Reasoning Case-Based Teaching Case-Based Instruction Problem Based Learning Problem-centered instruction –(Jonassen 2006)

Jonassen’s Typology of Cases Level 1 - Cases as Exemplars/Analogies –Worked examples Level 2 - Cases as Analogues (CBR) Level 3 – Case-Study Method Level 4 – Cases as Problems to Solve –Anchored instruction –Goal-Based Scenarios –Problem-Based Learning Student-Constructed Cases

Cases can provide … schemas that can transfer to future cases examples to model problem-solving stored memories that create case libraries relevant cases to demonstrate theories cases for authentic ex post facto analysis and so on…

Cases as Exemplar/Analogies Help learners construct schema based on kind Schemata: stored - retrieved - transferred (Gick and Holyoak, 1983) Examples enhance transfer –(Catrambone and Holyoak, 1989) *most common Surface features vs systemic features Generalization vs analogical reasoning *Worked examples –Vary formats –Multiple modalities –Emphasize structure –Learners explain examples

Cases as Analogues aka: Case Based Reasoning (CBR) Experiential memories a form of intelligence –A Theory of Memory (Schank, 1990; Kolodner, 1993) Previous case vs new case Case libraries index common themes Case learning exceeds expository learning –(Hernandez-Serrano, Jonassen, 2003)

Case Study Engages students in analysis of previous cases to see how others solved it Goal: embed learning in authentic contexts Knowledge application not acquisition Cognitive Flexibility Hypertexts –Authentic complex, ill-structured cases

Cases as Problems to Solve “…provides background information, contextual information, and instructional supports to help students generate and test different solutions to problems presented...” –(Jonassen, 2006)

Anchored Instruction Based on situated learning theory and cognitive apprenticeships Uses high-quality video scenarios Learners generate problem to be solved

Student-Constructed Cases Student-authoring environment Non-linear interconnections Use static cognitive flexibility hypertexts present definitive body of difficult material Students construct and elaborate their own cases Engagement is deeper than when interpreting some else’s case –(Strobel, Jonassen, and Ionas, in press)

Goal-Based Scenarios (GBS) (Schank, Fano, Bell, & Jona, 1991) Motivation is critical aspect of learning Creates learning environments where students want to learn. Examples: –Advisors to President dealing with hostages in a foreign land (Bareiss & Beckwith, 1993) –Advising couples about the risk of having children with sickle-cell anemia (Schank et al., 1994)

Goal-Based Scenarios (GBS) (Schank, Fano, Bell, & Jona, 1991) Teach complex systems by identifying a goal to be achieved and a set of skills to be applied in the context of the system Students perform authentic, real-world activities, and supported with advice in the form of stories “Learn by doing” (Schank & Cleary, 1995)

CBL vs PBL Individual or groupIndividual or group Guided inquiryGuided inquiry Student & Facilitator share in learningStudent & Facilitator share in learning Case-orientedCase-oriented Structured/Scaffolded environmentStructured/Scaffolded environment Cases indexed in Case LibraryCases indexed in Case Library Small groups/teamsSmall groups/teams Discovery-orientedDiscovery-oriented Tutor facilitates some Students collaborateTutor facilitates some Students collaborate Problem-orientedProblem-oriented Struggle to defineStruggle to define ExplorationExploration Grappling with problemGrappling with problem Problem resolutionProblem resolution

Case-based learning Business, Law, Science, Medical Field Teacher Preparation, Religious Studies…Business, Law, Science, Medical Field Teacher Preparation, Religious Studies… Learning through doing Situates learning in real-world Employs higher-order thinking skills Uses open-ended discussion Internalizes learning

CBL Aids Cases/experiences are at the core Real-world problem solving Students interpret, reflect on, apply cases Extract content & reuse it effectively Develops expertise & flexible thinking

Cases are… Goal-focused Concrete not Abstract Interpreted and Connected Compared Indexed Transferred Used to construct mental models Reiterated

Advantages of CBL Provides open-ended exploration of issues Encourages debate, discussion, and exploration Encourages a more structured approach to problem-solving Efficient goal-directed Focuses on key points

Feedback Remember Outcomes Refine Understanding “Index” Predict Test Ideas Failure Learning Cycle

Studies

Situated case-based knowledge: An emerging framework for prospective teacher learning Hyeonjin Kim, Michael Hannafin An example case

A Situational Case-Based Framework in Teacher Ed Participants: – engaged in realistic teaching-with-technology interacting with exemplary-teacher video case –Improved conceptual understanding of: teacher roles, student characteristics, pedagogy, curriculum standards, content, and technical issues, etc. –Developed routinized strategies related to specific lesson projects Kim & Hannafin 2008 Teaching & Teacher EducationKim & Hannafin 2008 Teaching & Teacher Education

Situated Case-Based Framework Socially shared identities and beliefs –Expanded perceptions/value of technology –Identified multiple roles of computers in facilitating learning and thinking –Facilitated student interaction and ownership –Kim & Hannafin 2008 Teaching & Teacher Education

Situated case-based knowledge: An emerging framework for prospective teacher learning Hyeonjin Kim, Michael Hannafin

Effect of scaffolding students’ context-generating cognitive activity in technology- enhanced case-based learning Demetriadis, Papdopoulos, Stamelos, Fischer, 2008 Computers & Education

Problem - Misconceptions due to oversimplification Goals: –deeper domain specific knowledge –Transfer learning to novel situations –accurately match problems with solutions Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

Purpose of Study - To investigate whether “students’ learning and problem-solving performance in ill- structured domains can be improved if elaborative question prompts are used to activate students’ context-generating cognitive processes during the study.” Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

Attributes of Study - Problem-solving Scaffolding ill-structured domains with elaborate question prompts Epistemic beliefs (complex vs simple) Knowledge acquisition/knowledge transfer Crisscrossing Demetriadis, Papdopoulos, Stamelos, Fischer, 2008, Computers & Education

Types of Prompts - Crisscrossing activity (proposed in CFT) (Spiro & Jehng, 1990) guided students' attention to important aspects of the case thus facilitating problem representation. Justification prompts (Lin and Lehman, 1999) facilitated knowledge transfer. Reflection prompts (Davis and Linn 2000) increase integrated understanding of relevant science. Self-generated questions (Scardamalia, 1984)

Research Questions H 01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge. H 02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation. H 03 (EB effect) Learning outcomes are not affected by students EB profile.

Methods 32 Computer Science students (17 F) (Juniors) Ss = domain novices. no previous CBL exp. pre-test, familiarization, study, post-test 5-Point EB instrument designed –(Jacobson et al., 1996) CONTROL - 3 text-based scenarios on managerial decisions EXPERIMENTAL - scaffolding questions (eCASE)

Research Results H 01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge. Rejected H 02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation. Rejected H 03 (EB effect) Learning outcomes are not affected by students EB profile. Tentative

Results Various types of questions activate students to provide fuller answers and learning was positively affected. Experimental group superior to control in knowledge acquisition. Assumption that students activate these processes without prompting is not strong. Not prompting causes lack of integration of ideas. Deeper (more abstract) internal representations result improving performance in transfer test.

Limitations Larger sample size. Longer study needed Need to randomly assign students. More questions may be needed Questions may need to be more specific

Related Research Typology of Case-Based Learning: The Content, Form, and Function of Cases Jonassen, 2006, Educational Technology The evolution of a collaborative authoring systems for non-linear hypertext: A design-based research study, Strobel, Jonassen, Ionas, 2008 Computers and Education

More Related Research Situated case-based knowledge: An emerging Framework for Prospective Teacher Learning Kim & Hannafin 2008, Teaching & Teacher Education Comparing PBL with CBL: Effects of a Major Curricular Shift at Two Institutions 2007 Srinivasan, Wilkes, Stevenson, Nguyen, Slavin, Academic Medicine 82(1) Facilitating Grounded Online Interactions in Video-Cased Based Teacher Professional Development, Nemirovsky and Galvis 2004 Journal of Science Education and Technology

Implications Integration of context-oriented questioning prompts should be considered Methods for efficient, flexible integration of questioning components is needed Include questions related to students’ metacognitive awareness, as well as content Development of self-questioning skills Ease of instructor intervention

Engineering the Learning Environment for CBL

Contributions to Ed. Technology Supports for reflection – prompts and guidelines Case libraries as a resource –Case or experience –Personal or other –old and /or new Engineering learning environments –Sequencing activities, facilitating discussions

Case-Based Learning Aids ARCHIE-2 STABLE Design Discussion Area SMILE (LBD project BL) PIN UP TOOL Gallery Walk Tool Case Authoring Tool Case Application Suite Case Interpretation Tool HYBRIDS JavaCAP Case Libraries Learning by Design Strategies and Procedures How to Use Cases Reflective Learner

Responsibilities Supported Interpreting a New Situation Deciding Which Old Case is Most Applicable Applying Old Cases to New Situations Noticing Results & Explaining Reasons Why Some Scheme Did or Did Not Work Structuring an Experience as a Case & Choosing Ways of Indexing It Reinterpreting & Re-indexing an Old Case in Light of New Findings

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