1. SPRING 2011 FACULTY TEACHING SERIES UNTHSC CENTER FOR LEARNING & DEVELOPMENT Collaborative and Case-Based Learning

2. Overview Case-based learning  Why use cases?  What is a case?  How to use cases in teaching?  What are the guidelines for teaching with cases? Collaborative learning  What are the benefits of collaborative learning?  What are some collaborative learning activities?  What are the guidelines for implementing collaborative learning?

3. Why use cases? Learn from experience and others Promote real life problem solving Foster higher order thinking (apply, analyze, evaluate, synthesize) Encourage active and self-directed learning Blend affective and cognitive learning

4. Situated Learning Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. (Brown, Collins, & Duguid, 1989, p.32)

5. What is not a case? Easily solvable Case and subsequent questions are disconnected

6. What is a Case? A story, scenario, problem, situation... that provides context for learning, with the purpose of connecting theory to real life practice.

7. Star quality case Matches course objectives Provides context that is relevant to the future profession Has no obvious right answer Allows students to solve a problem or make a decision by  using the information in the case  utilizing their knowledge  thinking critically and analytically

8. Cases, even with commentaries, do not teach themselves (J. Shulman, 1996, p.155)

9. How to use cases in teaching? Case as ExemplarsCase as Problem Situation Teaching strategy Illustrate a theory or exemplify a practice by anchoring it in a case context Guide students to deliberate together to resolve an issue or dilemma in a case Types of thinking Comprehension – toward convergence Analysis, inquiry, problem solving – toward divergence FocusCase clarity; problematic elements minimized or removed Case AND group deliberation; stimulating analysis, decision- making, and reflection.

10. Case teaching guidelines Match cases with course objectives Provide cases with guiding questions Prepare students for case learning Skillful facilitation of case discussion

11. Case discussion is less like marching band of hikers on a predetermined course across the terrain, it is like bringing a scattered group of parachutists into contact random places they have landed. Boehrer, 1990, p. 41

12. Facilitating case discussion Active listening Questioning Recording Debriefing Example: http://hbsp.harvard.edu/multimedia/pcl/pcl_1/3/q uestlistenresp.html http://hbsp.harvard.edu/multimedia/pcl/pcl_1/3/q uestlistenresp.html

13. The art of discussion leading Initiating discussion and drawing the class into it Inviting engagement in the issues Amplifying some students' comments and summarizing others’ Writing their words on the board Relating separate remarks and pointing up opposing views Feeding the group's thinking back to it Pulling the threads of conversation together and tying them to the course's themes

14. Collaborative learning What are the benefits of collaborative learning?  Promote active learning  Lead to better learning outcomes  Lead to student satisfaction  Develop appreciation of different viewpoints  Develop interpersonal skills  Address large-class challenges

15. What are some collaborative activities? Informal learning groups Formal learning groups Study teams

16. What are guidelines for collaborative learning? Orient students to collaborative learning Groups must be properly formed and managed Students must be made accountable Team assignments must promote both learning and team development Students must receive frequent and immediate feedback

17. Team-based learning Readiness assurance  Pre-class preparation  Individual test  Team test  Written appeal  Mini-lecture In-class team activities  Application-oriented activities

18. Harvard University: A case study teacher in action http://hbsp.harvard.edu/multimedia/pcl/pcl_1/3/in dex.html http://hbsp.harvard.edu/multimedia/pcl/pcl_1/3/in dex.html UT Austin: Team-based learning http://www.utexas.edu/academic/ctl/largeclasses/i ndex.html#tbl http://www.utexas.edu/academic/ctl/largeclasses/i ndex.html#tbl Team-based learning: http://tblc.camp9.org/TBLVideos http://tblc.camp9.org/TBLVideos National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/ http://sciencecases.lib.buffalo.edu/cs/

19. Contact Kun Huang, PhD Instructional Designer kun.huang@unthsc.edu kun.huang@unthsc.edu