1. Problem-Based Learning & Case Study Method: What’s the Difference? Problem-Based Learning  Student-centered  Small group  Problems before concepts Case Study Method  Instructor-centered  Whole class  Cases as extension, application of concepts The Early Models

2. The Modern Synthesis  It starts with a story….. based on complex, real-world situations  Students work in groups.  Students gain new information through self-directed learning.  Instructors act as facilitators and designers of learning experiences and opportunities.  Learning is active, integrated, cumulative, and connected. Still a difference? Case as application versus case as means to launch new learning?

3. “The principal idea behind PBL [case-based learning] is not new, indeed it is older than formal education itself. It is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13. What Is Case-Based Learning?

4. Presentation or formulation of problem Organize ideas and prior knowledge (What do we know?) Pose questions (What do we need to know?) Assign responsibility for questions; discuss resources Research questions; summarize; analyze findings Reconvene, report on research; Integrate new Information; Refine questions Resolution of problem; (How did we do?) What Students Do Next stage of the problem

5. Models for Undergraduate Courses Floating Facilitator Model Small to medium class, one instructor, up to 75 students Peer Facilitator Model Small to large class, one instructor and several peer tutors Large Class Models

6. Floating Facilitator Model Instructor moves from group to group Asks questions Directs discussions Checks understanding Group size: ~4 More structured format; greater degree of instructor input

7. Floating Facilitator Model Class activities besides group discussions: –Groups report out –Whole class discussions –Mini-lectures

8. Instructor roles Establish learning goals Create great cases Keep teams on track Present information as needed Evaluate outcomes Encourage reflective learning and transfer

9. “Hybrid” Case-Based Learning  Non-exclusive use of case-driven learning in a class  May include separate lecture segments or other active-learning components  Floating or peer facilitator models common Often used as entry point into using cases

10. Example: General Chemistry Course Problem-based group work40% Lecture/whole-class discussion50% Demonstrations 7% Other (Exam, lab review) 3%

11. General Chemistry: CBL Sequence Cases introduce concepts prior to any discussion in class. Guiding questions are used to focus learning. Groups work in class (texts); meet to finish outside before next class meeting. Group report out via overheads. Summary sheets prepared from/based on reports Cases followed by fuller discussion of related issues, connections to earlier work

12. Effective Cases… relate to real world, motivate students require decision-making or judgments are designed for group-solving pose questions that encourage discussion incorporate course content objectives, higher order thinking, other skills