Case Method and LearningCase Method and Learning

Anup K Singh, PhD

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What is Learning?What is Learning?

Know something about that you did not know

Can do something or do better Have formed a view about somethingWould be able to solve a problem

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Business Complexity and Case Business Complexity and Case MethodMethod Where truth is relative, where reality is

probabilistic and where structural relationships are contingent, teaching and learning are more effectively accomplished through discussion

With intrinsically complex phenomena, little of value can be communicated directly from the teacher to student. The learning process must emphasise the development of understanding, judgement, and even intuition

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For Effective Use of the Case MethodFor Effective Use of the Case Method

A teacher requires not only knowledge of subject matter but also the knowledge of how students learn and how to transform them into active learners

Good teaching, then, requires a commitment to systematic understanding of learning

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LearningLearning

We only learn what we are interested to learn

We all learn in our own way Learning is also an emotional experience We learn best when we are free to create

our own response to a situation To learn is to change

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Skills Learned Through Case MethodSkills Learned Through Case Method

Analysis and critical thinking Decision making Judging between courses of action Handling assumptions and inferences Presenting a point of view Listening to and understanding others Relating theory to practice

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Case Study as A Learning ToolCase Study as A Learning Tool

Provides a context within which to explore ideas, identify relationships, test theory and formulate hypotheses

Facilitate deep rather than superficial learning

Develop higher level skills of analysis, synthesis, evaluation, judgement, problem solving and communication

Increase involvement and motivation

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Concrete Experience

AbstractConceptualisation

ActiveExperimentation

ReflectiveObservation

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Real World

Information FeedbackDecisions

Learning & FeedbackLearning & Feedback

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Real World

Information FeedbackDecisions

Mental Models of the Real World

Strategy, Structure, Decision Rules

Single Loop LearningSingle Loop Learning

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Real World

Information Feedback

Real World

Information FeedbackDecisions

Mental Models of the Real World

Strategy, Structure, Decision Rules

Double Loop LearningDouble Loop Learning

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But Case Is Not A PanaceaBut Case Is Not A Panacea

Student characteristics and skillsStaff skills and preferencesSpecific learning objectivesResources available

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Learning ModesLearning Modes

Input-discovery-reflection (Here is a theory. Let us use it to

understand the situation. Then you find solutions. Then we shall explore it together

Discovery-reflection-input (Experience this situation. They

discussion it together. They theory is given)

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Teaching Through CaseTeaching Through Case

It involves leading discussionIt entails involving all studentsIt requires managing large group

dynamicsIt is more about facilitating than

about lecturingThe teacher also is a learner

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Teaching CaseTeaching Case

Guiding the process of discovery with discussion through:– Well formulated and insightful

questions– Listening– Involving– Critiquing– Constructive responses

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Preparing for Case TeachingPreparing for Case Teaching

Master the factsClarify the issues in the caseIdentify key major/turning pointsDevelop the clear route of enquiry

through time line of the sessionDevelop introduction and conclusionBe precise in giving conceptual

inputs

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Preparing for Case Teaching:Preparing for Case Teaching:Contd…Contd…Plan through the use of board spacePlan session timeWrite your own teaching noteClass layoutEnsure pre-class work is done

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Preparing for Case Teaching:Preparing for Case Teaching:Contd…Contd… Who are the students? What is the purpose of this case? What are the lead questions? Are there any intermediate issues that must

be tackled before we can get to the end? What will be the best springboard to

provoke controversy? At what point and how will it be best to deal

with the number crunching?

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Preparing for Case Teaching:Preparing for Case Teaching:Contd…Contd…What would be the best structure for

the discussion?How much time is necessary for the

various blocks of the discussion?How can I connect issues raised

earlier in the course?How do I close the discussion?

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The Board PlanThe Board Plan

Decide the headings to be used Identify space that each heading would need on

the board Put the main issues in the middle of the board Use left side for putting facts and insights Use right side for alternatives Do plan some extra space Use coloured pens for different headings on a

white board Bigger the board, the better

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Session Plan LineSession Plan Line

Time to throw up issuesTime to analyse factsTime to generate alternativesTime to evaluate alternativesTime to give inputsSome extra time to manage exigency

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Segmenting the ClassSegmenting the Class

Can we segment the class– Protagonist and the anti-protagonist– Role play– Multi-role holders– Devil’s advocate

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Leading Case DiscussionLeading Case Discussion

What is the problem here?

How do feel about… What to you notice

about… What might be done to… What else might be done What would you like to

do What would that cost? If you were…

Problem identification Attitude assessment Attention drawing

Problem solving Alternative generation Personal preference Alternative evaluation Internalisation

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Testing Analytical Support for ViewTesting Analytical Support for View

Do dig into a statement? Ask, rephrase and restate

Could you explain the reasoning behind your idea?

What evidence did you use to determine that?

Is there data to support your view? Could you tell the assumption you made to

come to this conclusion? How did you determine that?

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Rewarding and Punishing Class Rewarding and Punishing Class ContributionContribution Withdrawal Restating the obvious General statements Verbosity Paralysis through

analysis Off-the-point

comments Taking oneself too

seriously High jacking the issue

Initiative Creative thinking Insightful comments Risk taking Balancing logic and

intuition Sensitivity towards

others humility

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Problem ShootingProblem Shooting

How many right answers? Ambiguous information Non-stated issues Irrelevant information No solution reached Note taking Time consumption Getting everyone involved