Lecture 21 Case study: influenza virus and Case study: HIV/AIDS
Case Based Learning Aids
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Transcript of Case Based Learning Aids
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Case Based Case Based Learning AidsLearning Aids
Monica McCrory
Fall 2008
SISLT9410
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OverviewOverview
• Overview of Case-Based Learning– Typologies– Definitions– Examples
• Studies– Kim & Hannafin – Demetriadis et al., study
• Implications • Issues & Questions
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Case-Based LearningCase-Based LearningOverview Overview
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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)
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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
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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…
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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
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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)
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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
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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)
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Anchored Instruction
• Based on situated learning theory and cognitive apprenticeships
• Uses high-quality video scenarios
• Learners generate problem to be solved
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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)
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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)
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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)
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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
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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
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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
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Cases are… Cases are…
• Goal-focused• Concrete not Abstract• Interpreted and Connected• Compared• Indexed• Transferred• Used to construct mental models• Reiterated
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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
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Feedback
RememberOutcomes
RefineUnderstanding
“Index”Predict
Failure
Test Ideas Learning Learning CycleCycle
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Studies
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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
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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
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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
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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/
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Effect of scaffolding students’ context-generating cognitive
activity in technology-enhanced case-based learning
Demetriadis, Papdopoulos, Stamelos, Fischer, 2008
Computers & Education
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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
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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
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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
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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)
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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.
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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)
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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
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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.
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Limitations
• Larger sample size.
• Longer study needed
• Need to randomly assign students.
• More questions may be needed
• Questions may need to be more specific
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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
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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
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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
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Engineering the Learning Engineering the Learning Environment for CBLEnvironment for CBL
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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
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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
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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