Case Based Case Based Learning AidsLearning Aids

Monica McCrory

Fall 2008

SISLT9410

OverviewOverview

• Overview of Case-Based Learning– Typologies– Definitions– Examples

• Studies– Kim & Hannafin – Demetriadis et al., study

• Implications • Issues & Questions

Case-Based LearningCase-Based LearningOverview Overview

CBL: a generic term that includes: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)Goal-Based Scenarios (GBS)(Schank, Fano, Bell, & Jona, 1991)(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)Goal-Based Scenarios (GBS)(Schank, Fano, Bell, & Jona, 1991)(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 PBLCBL vs PBL

• Individual or groupIndividual or group• Guided inquiryGuided inquiry• Student & Facilitator Student & Facilitator

share in learningshare in learning• Case-orientedCase-oriented• Structured/Scaffolded Structured/Scaffolded

environmentenvironment• Cases indexed in Cases indexed in

Case LibraryCase Library

• Small groups/teamsSmall groups/teams• Discovery-orientedDiscovery-oriented• Tutor facilitates some Tutor facilitates some

Students collaborateStudents collaborate• Problem-orientedProblem-oriented• Struggle to defineStruggle to define• ExplorationExploration• Grappling with problemGrappling with problem• Problem resolutionProblem resolution

Case-based learningCase-based learning

• Business, Law, Science, Medical Field Business, Law, Science, Medical Field Teacher Preparation, Religious Studies…Teacher Preparation, Religious Studies…

• Learning through doing

• Situates learning in real-world

• Employs higher-order thinking skills

• Uses open-ended discussion

• Internalizes learning

CBL AidsCBL 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… 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

RememberOutcomes

RefineUnderstanding

“Index”Predict

Failure

Test Ideas Learning Learning CycleCycle

Studies

Situated case-based Situated case-based knowledge: An emerging knowledge: An emerging

framework for prospective framework for prospective teacher learningteacher learningHyeonjin Kim, Michael HannafinHyeonjin Kim, Michael Hannafin

An example case

A Situational Case-Based A Situational Case-Based Framework in Teacher EdFramework 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 Kim & Hannafin 2008 Teaching & Teacher EducationTeaching & Teacher Education

Situated Case-Based FrameworkSituated 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 Kim & Hannafin 2008 Teaching & Teacher EducationTeaching & Teacher Education

Situated case-based Situated case-based knowledge: An emerging knowledge: An emerging

framework for prospective framework for prospective teacher learningteacher learningHyeonjin Kim, Michael HannafinHyeonjin Kim, Michael Hannafin

http://www.intime.uni.edu/

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

• H01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge.

• H02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation.

• H03 (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

• H01 (Conceptual) Students in both experimental and control group perform the same in a test on acquisition of ill-structured domain conceptual knowledge. Rejected

• H02 (transfer) Students in both experimental and control group perform the same when dealing with a novel problem situation. Rejected

• H03 (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 Engineering the Learning Environment for CBLEnvironment for CBL

Contributions to Ed. TechnologyContributions 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 AidsCase-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 SupportedResponsibilities 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

Contact Information:

mccrorym@missouri.edu