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

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

Rationale for using Case as a Teaching Strategy in Graduate

Diploma Learning and Teaching

Model of critically reflective inquiry through narrative

Case narrative Anecdotes & vignettes narrative

Critical incident narrative Autobiography narrative

Critical reflective practice through inquiry

EDG2000 Designing for Learning

Content Modules

(on-line)

Cases

(8 on-line)

Workshops

(ONC & on-line)

Professional Experience

(15 days)

The sum of all the parts

Cases 1 Human Growth & Development

2 Learning & Teaching

3 Intelligence

4 Transitions

5 Assessment

6 Uncertain Future

7 Knowledge of Most Worth

8 Critical Reflection

Weeks 9-13

Recorded professional discussion

√ √ √ √ √ √ √ √

Workshops Brief introduction to planning: Introductions & conclusions

Planning: Curriculum content, objectives, etc…

Micro teaching activity

Planning: Questioning, differentiation, etc…

Preparation for professional experience

Planning: Productive pedagogies, habits of mind

Reflection on learning from practicum

On-line tutorial

Differentiation Assessment

Content Module 1a: What makes good teaching?

First part of planning

Module 1b: Questioning & assessment

Module 2: Teaching strategies

Module 3: Critical reflection

Professional Experience

15 days

Assessment Assignment 1: 1000 word response to one case study

Assignment 2: 1000 word response to one case study

Assignment 3: planning &

justification of sequence of 4

lessons National Standards

1.1; 1.3 1.4; 1.5; 1.6; 2.2; 2.6

1.6; 2.3; 2.6; 2.8; 4.1; 7.5

1.1; 1.3; 3.2; 3.3; 3.6; 7.3; 7.4

2.6; 2.8; 3.5; 5.1; 5.2; 5.4; 5.5; 5.6; 7.5

1.2; 2.7; 2.8; 3.4; 3.6; 6.3; 7.3; 7.6

1.1; 1.6; 2.7; 2.8; 2.9; 3.2; 3.4; 4.2; 4.4; 5.2; 5.3

6.1; 6.2; 6.3; 7.6

Case•Orientation – catalyst for engagement•Case incident•Discussion•Questions•Readings – required and additional

Assessment

•Initial online 100 word posting in response to each case •1000 word extended response to self selected case (1-4)•Critical reflection guided by assessment rubric•Formative feedback•1000 word extended response to self selected case (5-8)•Assessment rubric identical•Formative feedback•Professional Experience (15 days)

Synthesis •Assignment 3 – a set of 4 sequenced lesson plans, contextual analysis and critical reflection linking professional experience, knowledge and understandings gained through cases applied to their specific learning & recent teaching contexts .

The case framework to bring theory & practice together

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

Criteria for Cases

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.

Design Considerations

The journey through and with the cases

Inquiry through critical reflection on tacit knowledge, new learnings and practicum

Introductory Case

A Conflict of interests

Case 1

Growth & Development

Case 2

Spelling – I just don’t get it!

How students learn

Case 3

Parent Information Evening

Diversity in student’s thinking & learning capacities

Case 4

Transitions

Social, emotional & moral development

Case 5

End of year reports

Purpose & principles of assessment

Case 6

An uncertain future for some!

Case 7

What knowledge is of most worth?

Case 8

Recollections, Reflections & Re-membering

Assessment PropertiesParity 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).

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

Outcomes for the Learner

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

Explicit 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.

Implicit outcomes for the Teaching Team

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

A Case for Case