1. A Case for Case Exploring the use of Case Studies in an on-line context
A a
Michele McGill
Yvonne Findlay
Michelle Turner
Peter McIlveen
Anne Jasman

2. Rationale for using Case as a Teaching Strategy in Graduate Diploma Learning and Teaching
How beginning teachers build their professional understandings
Tacit knowledge
Unpacking personal learning and perceived teaching baggage
Role of narratives
Role of inquiry
Developing critical reflective practices
Build a store of experiences, look for patterns of expectations & possible actions, we build our own ’case books’.
Tacit knowledge – knowing more than we can say, built through our learning histories, often unquestioned, sepia photographs or ‘luggage’
A way to experience safe discomfort, need Dewey’s dispositions of openness, wholeheartedness and responsibility to explore assumptions & pre-suppositions
Narrative – teachers are story tellers for our learners and for ourselves. Way to make sense of our experiences as we relate them to others, a way to tap into the tacit & make it explicit.’ a way to pick the meaning from the noise’
Inquiry & critical reflective practice – positive & negative events, Dewey’s dispositions, Model of Technical – what happened, Contextual – who, why and how, Confrontational – why did I respond that way?, Restructuring – what will I do?
Shulman (1996) principles are powerful, but cases are memorable. Helps avoid theory without practice or vivid practice without the mirror of principle.

3. Model of critically reflective inquiry through narrative
Case narrative
Anecdotes & vignettes narrative
Critical reflective practice through inquiry
Critical incident narrative
Autobiography narrative

4. EDG2000 Designing for Learning
Content Modules
(on-line)
Cases
(8 on- line)
Workshops
(ONC & on- line)
Professional Experience
(15 days)

6. The case framework to bring theory & practice together
Orientation – catalyst for engagement
Case incident
Discussion
Questions
Readings – required and additional
Assessment
Initial online 100 word posting in response to each case
1000 word extended response to self selected case (1-4)
Critical reflection guided by assessment rubric
Formative feedback
1000 word extended response to self selected case (5-8)
Assessment rubric identical
Professional Experience (15 days)
Synthesis
Assignment 3 – a set of 4 sequenced lesson plans, contextual analysis and critical reflection linking professional experience, knowledge and understandings gained through cases applied to their specific learning & recent teaching contexts .
Cases add context to theory. Explore precepts, principles, theories and perennial issues as they occur in the real world

7. Criteria for Cases Situated in authentic educational contexts
Concrete / contextualised scenario
Dialogue included in each case
Relevant to initial pre-service educators
Challenged students’ personal pedagogical framework for their future practice
QCT standard - required in selected extended response
readings - 3 required, three recommended and sometimes extras to explore. Use of ICT resources for case on 21st century learning

8. Design Considerations
Cases transit from :
basic to applied concepts & theories
diverse personal familiar life experience to unfamiliar professional experiences
Questions are scaffolded to:
lead from specific case issues to generalisations and possible application
facilitate analysis & critical reflection
Readings:
challenge assumptions about classroom practice
stimulate new thinking
entice them to engage and explore professional literature.
Reflective responses:
initial 100 word online postings and responses stimulate critically reflective dialogue between all participants
extended 1000 word responses require an overt connection with National Professional Standards.
Dialogue essential in social constructivist methodology – equally possible in online environment through directed group activity – questioning / 100 word response

9. Travelling from known (classroom environment) to less known (more abstract concepts) to putting the 2 together in reflection and re-membering

10. Assessment Properties
Parity of Outcomes
Mode of Offer (WEB v ONC): No differences between average for Assignments (A) 1, 2, and 3
A1 and A2: No difference between average results
Correlations
Moderate relationships between 1, 2, and 3
Predictive relationship
A1 and A2 predicted 24% of the variance of A3
Hypothesis
The learning from cases studies (A1 and A2) transfers to unit lesson plans, contextual analysis and critically reflective coda (A3).

11. Outcomes for the Learner
Explicit Outcomes
Students demonstrated critical analysis and reflection drawing together all elements – cases, readings, professional experience, workshops and content modules
Progression in the sophistication of case responses was seen as students moved from simpler cases to more complex cases
Implicit Outcomes
Experience of case-based pedagogy
Experience of e-learning and e-pedagogy:
Managing social, emotional, physical, technical and relational dimensions
The on-line context created an unfamiliar learning environment where past successes in a face to face mode challenged their paradigms of a successful learner who is now becoming a teacher
An example of work integrated learning in action

12. Explicit outcomes for the Teaching Team
Immersion in case-based pedagogy challenged staff to up-skill own personal pedagogy
Challenged staff to develop a social constructivist pedagogy online
The team based approach enabled us to support each other’s growth to meet those challenges and share the work load
Evidence from statistical analysis supported the case based approach

13. Implicit outcomes for the Teaching Team
Synergies between teaching and research realised
Exposure to alternative views and practices challenged our tacit professional knowledge and practice in a safe context
Tacit knowledge was made explicit through dialogues and discussions
Regular team discussions enabled us to evolve into a community of professional learners.
Realised potential for long term research.

14. A Case for Case
The case-based pedagogy disrupted prior successful experiences as learners and teachers
The students experienced a process they could apply to their own journey to becoming and being a professional educator
These cases provided a scaffolded learning journey for all—students and teaching team
Ultimately we all learned about being a learner before being a teacher—whether in a face-to-face or on-line learning and teaching environment
Shullman 1992
Case methods are a particular strategy of pedagogical transformation – a strategy of transforming more propositional forms of knowledge into narratives that motivate and educate.