1 / 14

A Case for Case E xploring the use of Case Studies in an on-line context

A Case for Case E xploring the use of Case Studies in an on-line context. Michele McGill ( Michele.McGill@usq.edu.au ) Yvonne Findlay ( Yvonne.Findlay@usq.edu.au ) Michelle Turner ( Michelle.Turner@usq.edu ) Peter McIlveen ( Peter.McIlveen@usq.edu.au ) Anne Jasman ( Anne.Jasman@usq.edu.au ).

candie
Download Presentation

A Case for Case E xploring the use of Case Studies in an on-line context

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. A Case for CaseExploring the use of Case Studies in an on-line context Michele McGill (Michele.McGill@usq.edu.au) Yvonne Findlay (Yvonne.Findlay@usq.edu.au) Michelle Turner (Michelle.Turner@usq.edu) Peter McIlveen (Peter.McIlveen@usq.edu.au) Anne Jasman (Anne.Jasman@usq.edu.au) A a

  2. Rationale for using Case as a Teaching Strategy in Graduate Diploma Learning and Teaching • How beginning teachers build their professional understandings • Tacit knowledge • Unpacking personal learning and perceived teaching baggage • Role of narratives • Role of inquiry • Developing critical reflective practices

  3. Case narrative Anecdotes & vignettes narrative Model of critically reflective inquiry through narrative Critical reflective practice through inquiry Critical incident narrative Autobiography narrative

  4. Workshops (ONC & on-line) Cases (8 on-line) Content Modules (on-line) Professional Experience (15 days) EDG2000 Designing for Learning

  5. The case framework to bring theory & practice together

  6. Criteria for Cases • Situated in authentic educational contexts • Concrete / contextualised scenario • Dialogue included in each case • Relevant to initial pre-service educators • Challenged students’ personal pedagogical framework for their future practice

  7. Design Considerations Cases transit from : • basic to applied concepts & theories • diverse personal familiar life experience to unfamiliar professional experiences Questions are scaffolded to: • lead from specific case issues to generalisations and possible application • facilitate analysis & critical reflection Readings: • challenge assumptions about classroom practice • stimulate new thinking • entice them to engage and explore professional literature. Reflective responses: • initial 100 word online postings and responses stimulate critically reflective dialogue between all participants • extended 1000 word responses require an overt connection with National Professional Standards.

  8. Assessment Properties Parity of Outcomes • Mode of Offer (WEB v ONC): No differences between average for Assignments (A) 1, 2, and 3 • A1 and A2: No difference between average results Correlations • Moderate relationships between 1, 2, and 3 Predictive relationship • A1 and A2 predicted 24% of the variance of A3 Hypothesis • The learning from cases studies (A1 and A2) transfers to unit lesson plans, contextual analysis and critically reflective coda (A3).

  9. Outcomes for the Learner Explicit Outcomes • Students demonstrated critical analysis and reflection drawing together all elements – cases, readings, professional experience, workshops and content modules • Progression in the sophistication of case responses was seen as students moved from simpler cases to more complex cases Implicit Outcomes • Experience of case-based pedagogy • Experience of e-learning and e-pedagogy: • Managing social, emotional, physical, technical and relational dimensions The on-line context created an unfamiliar learning environment where past successes in a face to face mode challenged their paradigms of a successful learner who is now becoming a teacher

  10. Explicit outcomes for the Teaching Team • Immersion in case-based pedagogy challenged staff to up-skill own personal pedagogy • Challenged staff to develop a social constructivist pedagogy online • The team based approach enabled us to support each other’s growth to meet those challenges and share the work load • Evidence from statistical analysis supported the case based approach

  11. Implicit outcomes for the Teaching Team • Synergies between teaching and research realised • Exposure to alternative views and practices challenged our tacit professional knowledge and practice in a safe context • Tacit knowledge was made explicit through dialogues and discussions • Regular team discussions enabled us to evolve into a community of professional learners. • Realised potential for long term research.

  12. A Case for Case • The case-based pedagogy disrupted prior successful experiences as learners and teachers • The students experienced a process they could apply to their own journey to becoming and being a professional educator • These cases provided a scaffolded learning journey for all—students and teaching team Ultimately we all learned about being a learner before being a teacher—whether in a face-to-face or on-line learning and teaching environment

More Related