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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 ).

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

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  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

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