Interdisciplinary In‐service at the University: a participatory case‐based model for professional development

Carlson, Helen L.; Quintero, Elizabeth; Karp, Joan M.

doi:10.1080/1356215980030105

Cited by 1 publication

(2 citation statements)

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“…The case analysis activities moved learners from an individual analysis, to small group discussion in project teams and then to whole class discussion facilitated by the instructor (see Appendix A for details). The purpose of this process was to encourage learners to develop their own interpretations of the cases (Flynn and Klein 2001;Hazard 1992), develop an understanding of the specifics of the situation by working within the confines of the case (Christensen 1987;Miller and Kantrov 1998), develop further understanding of the issues by participating in case discussions which would elicit alternate views (Carlson et al 1998;Levin 1994), and move beyond the context of the specific case by making connections with relevant concepts from the literature and with their own situations and experiences (Miller and Kantrov 1998).…”

Section: The Case Materialsmentioning

confidence: 99%

“…The role of discussion This study also sought to understand the role of small group and whole class discussions in effective learning from cases, often considered critical because they allow learners to share ideas and confront alternative perspectives in ways that encourage them to clarify their own thinking (Carlson et al 1998;Levin 1994).…”

Section: Students' Individual Analysesmentioning

confidence: 99%

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Investigating strategies for using related cases to support design problem solving

Bennett

2009

Education Tech Research Dev

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Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite this popularity and considerable history, research into how case analysis can support future problem-solving has been limited. The study reported in this paper investigated learners' understanding of multimedia instructional design and development derived from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects. A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented by interviews with students and their instructor, observations of class meetings, and the collection of online discussion list records and electronic resource files. The study found that the case analysis task raised learners' awareness of design approaches and project management strategies, and that discussion and reflection play critical roles in developing students' understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support learners' thinking and reasoning.

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Section: The Case Materialsmentioning

confidence: 99%

Section: Students' Individual Analysesmentioning

confidence: 99%