RCN-UBE Project #1062049: Case, Problem, and Project Based Learning

1. Science Case Network presents RCN-UBE Project #1062049 Using Case and Problem Based and Project Based Learning Learning AIHEC Student Success Collaborative July 8-10, 2014

2. Objectives – you should be able to… • Compare and contrast Case-Based Learning, Problem Based Learning and Project Based Learning • Choose which approach best fits their Project • Discuss the significance of student learning styles, background and misconceptions on design of courses and course units. • Participants will find a case or PBL that exists and adapt it to their own students and project needs • Participants will begin to construct a new teachable unit based on a particular concept of interest using the design products model. • Adapt one case and create one new case. • Construct several types of assessments, both formative and summative. • Develop an implementation plan/proposal for a course or unit to be piloted this fall

3. Introductions • Who are YOU? • Three I am statements • What was the best thing about your class this semester? • What would you change? • Introduce yourself to one other person…then they will introduce you…

4. What do you know about CBL or PBL? • Think, Pair, Share • What is Case Based Learning? Problem Based Learning? Project Based Learning? • How are they different? What similarities do they share? • Write down some key points…1 minute • Share with your nearest neighbor…3 minutes • Choose a reporter!

5. Where RU? • Acquisition of knowledge --------------------Acquisition of skills • Limited interaction ---------------------------Extensive interaction • Need total control -----------------------------Need little control • Sage on the Stage………………………..Guide on the Side •  Cautious--------------------------------------------Adventurous

6. A site to explore • http://nativecases.evergreen.edu/collection/index.html • http://nativecases.evergreen.edu/collection/cases/impacts-of-global-climate-change-on-tribes-in-washington%20%20.html • http://nativecases.evergreen.edu/collection/disciplines/biology.html • http://nativecases.evergreen.edu/collection/cases/blowing-in-the-wind.html

7. Climate change? • https://www.youtube.com/watch?v=PFRxJFUefw8&noredirect=1

9. Problem-Based Learning & Case Study Method: What’s the Difference? Problem-Based Learning • Student-centered • Small group • Problems before concepts Case Study Method • Instructor-centered • Whole class • Cases as extension, application of concepts The Early Models

10. The Modern Synthesis • It starts with a story….. based on complex, real-world situations • Students work in groups. • Students gain new information through self-directed learning. • Instructors act as facilitators and designers of learning experiences and opportunities. • Learning is active, integrated, cumulative, and connected. Still a difference? Case as application versus case as means to launch new learning?

11. Usage of Case Studies • Why use case studies? • How do case studies work?

12. Case Studies • Instructors who use case studies find real-life stories or problems that prompt students to integrate their classroom knowledge with their understanding of real-world situations, actions, and consequences. • Instructors can develop case studies to fit the topics and material being studied.

13. Define the problem Analyze the problem What is known? What information do you need to investigate? Summarize (create product/assessment that demonstrates understanding) Generate hypotheses Yes No Is the case complete? Identify resources Exchange new information Collect new information(Internet, books, journals, interviews, labs and simulations)

14. PBL: a way of learning • Powerful educational tool • Uses small groups and tutor/facilitator model • Active, collaborative, student centered • Focuses on authenticproblems and cases • Reflects complexity and interdisciplinarity • Develops life-long learning skills • Used in many disciplines

15. Variants on the Theme • A case is a narrative-often with characters facing decisions or dilemmas • Cases define the problem space that the learner will investigate • Cases are often open ended with no “right” answer • Cases are often complex & multidisciplinary • http://www.bioquest.org/usernote.html

16. Cases types • Investigative: focus on 3Ps: Problem Posing, Problem Probing and Peer Persuasion • Decision cases • Directed or Guided Cases • Interrupted Cases All can incorporate labs, datasets, simulations

17. Why use PBL and ICBL? • To apply abstract ideas to complex problems • To initiate investigations • To assess knowledge and skills • To contextualize subject matter • To develop global and multicultural perspectives • To see value of interdisciplinarity • To develop metacognitive skills • To foster lifelong learning • To build learning communities

18. Why use Case-Based Learning? • We are all storytellers • CBL is active, collaborative, student-centered • CBL engages students in learning • CBL teaches students to use and evaluate evidence • CBL mirrors real-world • Authentic problems (messy, interdisciplinary…) • Mix of teamwork & self-directed learning • Inquiry and scientific methods • Information literacy

19. Why Use Cases • Motivate students and increases retention and persistence in the disciplines (Seymour & Hewitt, 1997) • Develop skills (Johnson et al 1991, 1998) • Critical analysis • Observation • Computation • Written and oral communication • Logic • Decision-making • Improves learning and retention of concepts and data (Springer et al, 1997)

20. What concept might work well with PBL? • Think about the syllabus for one of the courses you will be teaching next fall. Pay particular attention to the course and unit objectives. Discuss with your partner which concepts are easy to teach (and how you know students learned them). Discuss which are hard and why? List at least two easy and two hard ones below. • Take 5-10 minutes for this exercise. We will share observations from each group.. • Report

21. Quantifying Cases: Easy Steps to Success • Identify class characteristics and your own willingness to relinquish control. • Identify learner characteristics. • Identify learning objectives and curriculum outcomes.  • Find a case that you want to modify. • Find or develop datasets, simulations, websites, scientific papers, or games that provide and scaffold a data rich learning experience for the case. • Develop performance assessments and scoring rubrics.

22. Design Products • List characteristics of your students—developmental, preferred learning styles, interests, group dynamics, prior knowledge on problem topic, etc. • List specific curriculum outcomes your students will achieve through the Case or problem-based learning unit

23. Pat’s Design Product 3 • Provide copies of the documents or materials that will “hook” students into the relevance of the problem and introduce them to their role and situation. If your “hook” will include a person, video, role-play, etc., describe it clearly here. • Find a case, a PBL or a “clicker case that might work. See the handout for starting points. • Or Use a news story, an article, a picture an artifact • Describe how the hook will interest your students?

24. Sage Design Product 3 • Construct the anticipated problem map/web, which represents the complexity of the problem your students will meet. (Note: You may use Inspiration software if you wish, another program, or draw by hand) • Adapted from Sara Sage workshop

25. Sage Design 4 • Record the anticipated (first) problem statement that you think students will produce when they attempt to define the problem situation. Include both the primary issue or task which students must confront and the conditions that must be considered in order to achieve a satisfactory resolution to the problem.

26. Assessment products • Along the way assessments • Final authentic assessment • Rubrics • What criteria state your expectations for a successful performance? What evidence will demonstrate that students have learned? BE SURE the rubric aligns with your curriculum outcomes.

27. Preliminary Plan for the Case • Outline your preliminary teaching and learning plan for your unit. Include the time you expect to spend on various teaching/learning events, materials and resources needed, embedded assessments, etc. Critical PBL Teaching and Learning Events • Prepare students • Meet the problem (MTP) • Generate solutions, questions, learning issues • Determine best fit solutions or hypotheses • Know/Need to Know/Ideas (KNK) • Prepare and present solutions • Problem statement (PS) • Debrief problem • Information gathering and sharing • How will you prepare students for researching issues?

28. Resources Used • List resources you have used in designing the problem or case. • List resources that you plan students will use in their inquiry. • Resources may include books, articles, web sites, videos, people (contact information), agencies, etc. You will likely add to this list as you implement the problem.

29. PBL and Cases • Motivate students and increases retention and persistence in the disciplines (Seymour & Hewitt, 1997) • Develop skills (Johnson et al 1991, 1998) • Critical analysis • Observation • Computation • Written and oral communication • Logic • Decision-making • Improves learning and retention of concepts and data (Springer et al, 1997)

30. A Case for Cases • Learning through story-telling Modern storytellers are the descendants of an immense and ancient community of holy people, troubadours, bards, griots, cantadoras,traveling poets, bums, hags and crazy people. • Clarissa Pinkola Estes • CBL is active, collaborative, student-centered • CBL engages students in learning • CBL develops core competencies and mirrors real-world issues

31. Cases can offer “real world relevance, ill-defined challenges, sustained investigation using multiple sources . . . Students situate their learning in authentic contexts, tackle ambiguity, hone their decision-making skills, acknowledge multiple perspectives, and practice the type of negotiation required of them as professionals” (Lombardi, 2007 p.3).

32. When do instructors use PBL and ICBL? • At the beginning of the topic • After topic is complete • Throughout - the case work is the instruction • Before lab • After lab • At exam time

33. How do instructors expect the students to work with cases? • Solo • In groups • Fully prepared in advance of the case discussion • “Open” the case first in class • Use only the information in the case • Consult additional resources • Should all get the same answer? • From Waterman and Stanley Workshop

34. Paradigm Shift! • The role of the instructor changes • Instructional Design • Facilitator of Learning • Guide on the side, not the sage on the stage • The role of the student changes • Asks questions • Identifies learning issues • Questions sources • Self reliant Learner

35. What Is Case-Based Learning? “The principal idea behind PBL [case-based learning] is not new, indeed it is older than formal education itself. It is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

36. What Students Do Presentation or formulation of problem Resolution of problem; (How did we do?) Next stage of the problem Integrate new Information; Refine questions Organize ideas and prior knowledge (What do we know?) Reconvene, report on research; Pose questions (What do we need to know?) Research questions; summarize; analyze findings Assign responsibility for questions; discuss resources

37. Modern storytellers are the descendants of an immense and ancient community of holy people, troubadors, bards, griots, cantadoras, traveling poets, bums, hags and crazy people. • Clarissa Pinkola Estes • I wish Estes had mentioned teachers. Stories are their natural allies in the transmittal the wisdom of the tribe… • CF Herreid 1997 • What Makes a Good Case; Some Basic Rules of Good Storytelling Help Teachers Generate Excitement in the Classroom 1

38. What more can you ask? Results of meta-analysis 1200 studies: • Cooperative learning promotes higher individual knowledge • Retention was higher • Students enjoyed it more • Students develop better social skills • Students are more articulate • Students respect different perspectives • Johnson and Johnson 1989, 1993

39. Models for Undergraduate Courses Floating Facilitator Model Small to medium class, one instructor, up to 75 students Peer Facilitator Model Small to large class, one instructor and several peer tutors Large Class Models

40. Floating Facilitator Model Instructor moves from group to group • Asks questions • Directs discussions • Checks understanding Group size: ~4 More structured format; greater degree of instructor input

41. Floating Facilitator Model • Class activities besides group discussions: • Groups report out • Whole class discussions • Mini-lectures

42. Instructor roles • Establish learning goals • Create great cases • Keep teams on track • Present information as needed • Evaluate outcomes • Encourage reflective learning and transfer

43. “Hybrid” Case-Based Learning • Non-exclusive use of case-driven learning in a class • May include separate lecture segments or other active-learning components • Floating or peer facilitator models common Often used as entry point into using cases

44. Example: General Biology Course Problem-based group work 40% Lecture/whole-class discussion 50% Demonstrations 7% Other (Exam, lab review) 3%

45. General Biology: CBL Sequence • Cases introduce concepts prior to any discussion in class. • Guiding questions are used to focus learning. • Groups work in class (texts); meet to finish outside before next class meeting. • Group report out via overheads. • Summary sheets prepared from/based on reports • Cases followed by fuller discussion of related issues, connections to earlier work

46. Effective Cases… • relate to real world, motivate students • require decision-making or judgments • are designed for group-solving • pose questions that encourage discussion • incorporate course content objectives, higher order thinking, other skills

47. Learning is not a spectator sport.Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.They musttalkabout what they are learning,writeabout it,relate itto past experiences,apply itto their daily lives.They must make what they learn part of themselves. (Chickering and Gamson, as cited in Bonwell and Eison, 1991 p3. https://www.youtube.com/watch?v=dGCJ46vyR9o

48. Who are your students? • Watch the video • Jot down what it makes you think about on Design form 1: 1 min • Discuss with your neighbors: 3 min • Share : 2 items per group • 3 min. •  Go to AAAS assessment site, http://assessment.aaas.org/pages/home • Choose topics related to your discipline. List misconceptions that you think are relevant to your students. • 15 minutes

49. What do you want your learners to do? • Learn specific disciplinary content? • Use interdisciplinary skills to answer their questions? • Develop scientific data literacy? • Engage in collaborative problem solving? • Relate the disciplinary content to their own lives? • Learn how to use tools such as BLAST? • Navigate the online environment? • Make evidence-based decisions? • Develop an appreciation for scientific thinking? • Discover their strengths and weaknesses as learners? Your own objective here??

50. Getting Started - Adopt and Adapt “How can I find time to write a new case?” Adapt and Adopt • Finding Cases • Additional Case resources • News Outlets (CNN, BBC, etc.) • Datasets • Scientific papers • Adapt a case to the learning objectives for your class/module • Develop SMART Goals/Objectives • Add additional resources to facilitate your objectives • Adapt active learning strategies for your case • Adapt the main story line or “hook” to your students interests and/or case learning objectives • Adjust & re-adapt as needed (aka rinse and repeat)