1. IDT Roundtable April 17, 2008 Shalin Hai-Jew

2. An Online Teaching Case Study Built around stories (real or fictional, but based on reality), narrative elements for cultural and learning accessibility Full-sensory wrap via digital means (sound, visuals) Fact and research-based, academically cited, triangulated data, learning outcomes design, with instructor notes Interactive via role plays, simulations, and scenarios 2Deploying Teaching Case Studies for E-Learning

3. Case Studies Learning Outcomes Empowerment in problem-solving real-world problems through case analysis, macro and micro perspectives Higher engagement for learners through less traditional learning Creative and open-ended possibilities / stochastic, non-predictive, and highly dependent on participant contributions Emergent and evolving cases with more digital artifacts, complementary WWW-based cases The importance of capturing new research for the historical record and learning 3Deploying Teaching Case Studies for E-Learning

4. Online Delivery of Teaching Case Learning “Multimedia and web-based teaching cases” emerged in the 1990s (Orngreen, Feb. 2004, p. 167) Building and writing based on “single sourcing” for reusability / transferability Regionally dispersed participants; communications and interactive synergies (synchronous and / or asynchronous communications) Supported via digital learning objects (DLOs) and WWW resources 4Deploying Teaching Case Studies for E-Learning

5. (Optimal and General) Learner Takeaways “Leadership, decision-making, trust-building, communication, and conflict management” (Collins, 2007, p. 2) “The skills of negotiation, mediation and collaboration” as applied to their respective communities (Strumpff, Teaching cases…, 2006, p. 2) Deeper engagement in the applied problem-solving learning (Lynn, 1996 / 1999, p. 4) Higher order critical thinking skills 5Deploying Teaching Case Studies for E-Learning

6. Case Study Competencies KnowledgeAttitudesSkills Subject Matter Competencies (Domain Knowledge) Strategic Competencies Social Competencies Self Competencies 6 Deploying Teaching Case Studies for E- Learning

7. Limitations to Case Studies An n = 1, a “singularity” or “unique case” with limited transferability or generalizability Challenges re: academic respectability Definitions of objectivity vs. subjectivity, with the need for triangulation of data for verification and “representativeness”; high level of qualitative researcher skill needed Difficult cross-case tabulation and comparison without like cases (need for research rigor) 7Deploying Teaching Case Studies for E-Learning

8. Limitations to Case Studies (cont.) Higher demands on instructional faculty to be flexible and skilled Generalizable to theoretical propositions but not populations (Tripp, 1985, p. 40) Replication logic, not sampling logic (Yin, 1994, as cited by Kennedy and Luzar, Autumn – Winter 1999, p. 584) Exemplification logic (Carroll and Rosson, 2005, p. 2) Difficult “population validity” and “ecological validity” (Crossley and Vulliamy, 1984, p. 194) 8Deploying Teaching Case Studies for E-Learning

9. What are Teaching Case Studies? “a story with an educational message” (Smith, Mar. 18, 2007, Early draft…, n.p.) Fact-based stories, some hypothetical stories, some general stories Open-ended, experiential, possibly with role plays and simulations Competing pros and cons, benefits and costs analyses Enhanced with digital artifacts Undergirded by theories (Yin, 1993, as cited by Kennedy and Luzar, Autumn – Winter 1999, p. 586) 9Deploying Teaching Case Studies for E-Learning

10. What are Teaching Case Studies? (cont.) “A teaching case is a story describing, or based on, actual events, that justifies careful study and analysis by students. In other words, a teaching case is a story about the ‘real world’ told with a definite teaching purpose in mind. A teaching case is a way of bringing the real world into a classroom so that students can ‘practice’ on actual or realistic problems under the guidance of their teacher. Case teaching, unlike conventional lecturing, is discussion-based and experiential” (Lynn, 1996; Rangan, 1995, as cited by Ip and Naidu, 2001, p. 5). 10Deploying Teaching Case Studies for E-Learning

11. Types of Teaching Case Studies Area-focused (business, medicine, law, engineering) (Garvin, 2003; Williams, 1992, as cited by Carroll and Rosson, 2005, p. 1) Exploratory, descriptive, explanatory (Yin, Mar. 1981, p. 59) Decision or dilemma cases, appraisal / issue (analytical) cases, case histories / largely finished stories as “illustrative models” (Herreid, Case studies…, n.d., n.p.) “Interrupted cases” / “progressive disclosure” (slow revelation of selected information) 11Deploying Teaching Case Studies for E-Learning

12. Some Formal Standards Yin’s five criteria: A case … (1) should be significant; (2) must be complete regarding analytical boundaries and collection of evidence; (3) must consider alternative perspectives; (4) must display sufficient evidence with latitude to take a variety of stances, and (5) be engaging. (1994) 12Deploying Teaching Case Studies for E-Learning

13. Some Formal Standards (cont.) “The Star Quality Case” (Lynn, 1996 / 1999, p. 8) “Poses a problem that has no obvious right answer; Identifies actor(s) who must solve the problem, make decisions; Requires the reader to use the information in the case to address the problem; Evaluating the problem or potential solutions requires the reader to think critically and analytically; and Has enough information for a good analysis” 13Deploying Teaching Case Studies for E-Learning

14. Additional Teaching Case Studies Standards Solid research and citation Verisimilitude to the topic Applicability to lived and current situations Decision-forcing Learning value Conflict provocation Clear provenance of information and research citations Generalizability Brevity Writing style Multi-media richness, full sensory wrap (via information and digital experiences) 14Deploying Teaching Case Studies for E-Learning

15. Field Testing Alpha testing regarding the technologies and contents Field testing in face-to-face (F2F) and online classrooms, with learner feedback (beta testing) Solicitation of commentary from participating faculty, administrators and subject matter experts (SMEs) Double checks from the sources (of the interviews) 15Deploying Teaching Case Studies for E-Learning

16. Types of Research PRIMARY Live interviews (F2F, telephone, email) Email queries Online survey creation and deployment Face-to-face conferences Visits to relevant physical sites “Hidden literature” pursuit SECONDARY Academic literature via databases, open-source publications Pre-published case studies In-house curricular materials, documents, and others 16Deploying Teaching Case Studies for E-Learning

17. Teaching Case Authoring Documentation: Handling of researched information Writing: Point-of-view (first, second or third person; author presence or absence; limited narrator or omniscient narrator), tone, terminology, segmenting, logic, source citations, legal concerns Learning Object Design: Multimedia creation of digital “learning objects” and delivery in the LMS 17Deploying Teaching Case Studies for E-Learning

18. Teaching Case Authoring (cont.) Pedagogical Approach: defined roles for role plays, pre-briefing and post-debriefing, pacing, interactivity design, discussion questions, assignments, research proposals Simplification: Writing initially targeted to upper- level college learners and simplified to upper-level high-school and lower-level college students for F2F delivery 18Deploying Teaching Case Studies for E-Learning

19. Legal Concerns Intellectual property ownership / joint copyright Privacy rights Defamation / libel / slander (subtext and possible implications) Cultural, political, and other implications Avoidance of stereotypes Accessibility 19Deploying Teaching Case Studies for E-Learning

20. Digital Resources Design for Case Studies Types: Slideshows, flashcards, Q&As with headshots of interview subjects, diagrams, timelines, interactive image maps, photo essays and simple games Standards: Learning value, accessibility, platform- independence, consistency in word and look-and-feel style, accuracy, interactive, latest technologies, various approaches for different learning styles accommodations, reusability and fun 20Deploying Teaching Case Studies for E-Learning

21. eLearning Strategies with Teaching Case Studies Scaffolding for novices and value-added opt-ins for experts, consideration for primary and secondary audiences / stakeholders Role plays / “cooperative games” Facts before emotional engagements Taking advantage of live interactive group dynamics Full sensory wrap for field-dependent learners 21Deploying Teaching Case Studies for E-Learning

22. eLearning Strategies with Teaching Case Studies The surfacing and capture of tacit knowledge Entertaining of shifting viewpoints Encouraging further research to enliven and deepen learning Support of online learning communities / virtual teaming Facilitated by an online instructor 22Deploying Teaching Case Studies for E-Learning

23. Sample LMS for Case Studies: A Learning Trajectory The image here shows how an LMS may be used initially to set up a case with opt-in resources and artifacts, evaluative elements, live interactive and non-interactive events, collaborative elements, and maybe a practice simulation. These may be done to prime the thinking. Then, the actual teaching case activities may be held—for the deployment of the case. Lastly, after the case’s deployment, there may be gallery shows of the learning artifacts…and digital takeaways and “tangibles” that the learners may have created. 23

24. Using the LMS to Set Up the Case Learner Preparation: Opt-in resources, terms via digital flashcards, slideshows, readings, interviews (audio, video, text); evaluative elements like rubrics and self-assessments; visuals (for models), timelines, graphics, tables, charts, maps; and others Special Setups: Guest lectures, fieldtrips, games, and “light” simulations 24Deploying Teaching Case Studies for E-Learning

25. Using the LMS to Deploy the Case Teaching Case Deployment: Video, slideshows, text, photo essays Interactivity: Asynchronous group assignments, message board discussions, synchronous live classroom interactivity re: particular issues or processes Simulations: Mock court cases, debates, role plays (while in-character) 25Deploying Teaching Case Studies for E-Learning

26. Using the LMS to Debrief the Case Debriefing Assignments: Learner reflections, group debriefings, discussions, one-on-one individual debriefings, dyadic interchanges, or additional follow- up research Digital Takeaways for Learners: Learners may have slideshows and materials that they created or co- created as learning residuals. 26Deploying Teaching Case Studies for E-Learning

27. Teaching Case Affordances (via the Axio™ LMS) This image shows how a teaching case study may be enriched in an online space—with digital learning enhancements, designed online interactivity, value-added localizaiton,and research by learners. 27

28. The Time Elements Chronological: Linear chronological (with branching paths), major collaborative events (for interactivity and sharing—as in digital galleries) Non-Linear: Non-linear, non-chronological, learning community, and volunteer group efforts to address various aspects of the cases 28Deploying Teaching Case Studies for E-Learning

29. Combining Cases for Learning Value Research various cases on the WWW Combine the various digital learning objects (DLOs) into a coherent study Add learning items for prefacing, segue-ing, and concluding 29Deploying Teaching Case Studies for E-Learning

30. Building New Add-ons to Cases Have learners add value to an existing case through their own research (and while following all the rules of ethical research, especially anything related to humans, informed consent and professional ethical oversight) 30Deploying Teaching Case Studies for E-Learning

31. Value-Added with Learner Contributions Student presentations, slideshows, research (primary and secondary), and papers (with copyright releases from the learners) Student interactivity (richness of contributions) 31Deploying Teaching Case Studies for E-Learning

32. eLearning Strategies with Teaching Case Studies Pre-role play / discussion preparation (context and concepts) Post- role play / discussion preparation Customizable for different learning situations Archival for analytical review, debriefing and discussions (post-teaching case work / activities / sims) Potential tracking and “save progress” of case discussions for further discussion and analysis 32Deploying Teaching Case Studies for E-Learning

33. Online (Teaching) Case Studies Learning Ecology Human-mediated guides Digital learning objects Interactivity WWW resources The image here shows that learners animate the learning ecology of a case study. There is value-added with interactivity, WWW resources, digital learning objects, and human (often expert) facilitation. 33Deploying Teaching Case Studies for E-Learning

34. Role Play Simulations Contrived but authentic Based on real-world situations, stories and role positions Require clear stances and strategies (embodied in language and communications) A focus on practical and real-world problem- solving Pre-sim preparation: prior study, prior research, prior preparation Immersive and engaging, full-sensory Synchronous and asynchronous interactions 34Deploying Teaching Case Studies for E-Learning

35. Role Play Simulations (cont.) “The essential ingredients of a web-based RPS (role-play simulation) are a) dynamic goal-based learning; b) role-play simulation; and c) online web-based communication and collaboration” (Ip and Naidu, 2001, p. 3) 35Deploying Teaching Case Studies for E-Learning

36. Teaching Notes Design Assumption of range of instructional and co- learning approaches Potential awkwardness with teaching and learning in the online space Offering of various online resources Additional resources to help instructors add value to the learning Support to allow instructors to choose what to emphasize / de-emphasize in their teaching Ancillary supports for learner reflections on the learning (“hot seat” for individuals, dyads, and groups) 36Deploying Teaching Case Studies for E-Learning

37. Teaching Notes Design (cont.) Flexibility and openness to apply their own perspectives, ideas, research and unique learner audience The need to bring in an “abstraction” piece in order to create more transferable learning (Albano, Iovane, Salerno, and Viglione, Mar. 15 – 16, 2005, n.p.) Ideas for use of the cases for lead-up learning to other activities or “anchor learning” to conclude other learning activities 37Deploying Teaching Case Studies for E-Learning

38. Teaching Notes Design (cont.) Teaching Case Debriefing Strategies 1. Lewinian model of relating observations to larger issues (generalization, transference) 2. Piagetian model of having intuitive knowledge challenged by new beliefs and modes of thinking (a change from naïve understandings to more sophisticated ones), a constructive reaction to “perturbation” 38Deploying Teaching Case Studies for E-Learning

39. The Evaluation of Learning Efficacy “Games and simulations are only as effective as the pedagogical approach that is employed in their design and development. Furthermore, their effectiveness must be measured against the learning objectives and methods selected vis-a-vis the needs of the resource’s learners” (Galarneau, 2005, n.p.). Anonymous online learner / participant surveys F2F learner debriefings / learner datamining Pre- and post- assessments Instructor insights 39Deploying Teaching Case Studies for E-Learning

40. Inheriting Case Studies for Teaching and Learning Localization, customization Add-on / opt-in learning value Revision of assignments for local concerns and needs Use of case metadata, such as topic, audience / pre- reqs, an abstract, case contents, setting information, decision maker, issues / problems / interests, constraints, decisions, sources of information, research plan and foreseeable difficulties (Lynn, 1996 / 1999, p. 10) 40Deploying Teaching Case Studies for E-Learning

41. http://ublib.buffalo.edu/libraries/projects/cas es/webcase.htmhttp://ublib.buffalo.edu/libraries/projects/cas es/webcase.htm (Other Case Study Sites on the WWW) http://www.heacademy.ac.uk/resources/cases tudieshttp://www.heacademy.ac.uk/resources/cases tudies (The Higher Education Academy Case Studies)

42. National Center for Case Study Teaching in Science University of Buffalo http://ublib.buffalo.edu/libraries/projects/cases/case. html http://ublib.buffalo.edu/libraries/projects/cases/case. html 42Deploying Teaching Case Studies for E-Learning

43. Enduring Legacies Native Cases The Evergreen State College http://www.evergreen.edu/tribal/cases/ 43Deploying Teaching Case Studies for E-Learning

44. Ethics Case Studies University of San Diego http://ethics.sandiego.edu/resources/cases/HomeOve rview.asp http://ethics.sandiego.edu/resources/cases/HomeOve rview.asp The Markkula Center for Applied Ethics http://www.scu.edu/ethics/ 44Deploying Teaching Case Studies for E-Learning

45. Center for the Advancement of Social Entrepreneurship Duke University http://www.fuqua.duke.edu/centers/case/knowledge/ casestudies/index.html http://www.fuqua.duke.edu/centers/case/knowledge/ casestudies/index.html 45Deploying Teaching Case Studies for E-Learning

46. The Process Culturally sensitive Legal Academically sound Thorough Recursive Multi-sourced User tested The image here shows four phases to the creation of a teaching case study: research; design and writing; multimedia design and technology uploading, and instructional deployment (and information collection). 46

47. The Future Databases of topic-specific case studies Geographically dispersed collaborations Value-added learning objects (LOs) with multimedia richness (videos, case software use) and possible interoperability and other “ilities” Automatic updating of particular LOs with current statistics / data feeds Differing pedagogical approaches and uses of “inherited” cases 47Deploying Teaching Case Studies for E-Learning

48. Conclusion Notes: Some of this information was first presented at the C2C SIDLIT conference in early August 2007 at KU. A version was used as “background” for a presentation for the Society for Applied Learning Technology (SALT)’s Washington New Technologies conference Aug. 21 – 24, 2007, in Virginia. This is a partially derivative slideshow from those endeavors. If you would like the actual APA source citations, contact shalin@k-state.edu. Thanks. shalin@k-state.edu Office of Mediated Education / Instructional Designers: http://id.ome.ksu.edu/http://id.ome.ksu.edu/ 48Deploying Teaching Case Studies for E-Learning