Case-Based Learning

Badria Al-Bulushi

m091712

Sultan Qaboos University

TOC

What is case-based learning?Features of effective case.Teachers’ role.Students’ role.Role of technology.Examples.

WHAT IS CASE-BASED LEARNING?

The utilization of a real-life contextual cases as instructional tools for students to actively engage in problem solving and inductive inquiry. Nelson (2010:3)

Students –centered approach that helps students to direct their own learning through asking questions and setting agendas that lead to solving the case. Carder, Willingham and Bibb (2001)

Used to teach people about realistic decision-making situations. It helps teachers, instructional designers, doctors, lawyers, business people, and others, how to respond to actual problems they will encounter in their fields.

FEATURES OF EFFECTIVE CASE

Case content is aligned with the instructional goals and objectives.

Tells a story. Well-written. Provides students with authentic situations. Students participate in effective discussion and

analysis.

Students participate in information synthesis. Develops collaborative skills. Facilitates the application of knowledge in real-world.

problem solving. Short.

TEACHER’S ROLE.

Listener Analyst Setting up the learning environment Summarizes key issues

STUDENT’S ROLE. Reviews literature relevant to the case. Evaluates the proposed solutions and reflects. Commits to collaborative work with peers.

ROLE OF TECHNOLOGY

- Discussion form

- Chats

- wikis

Example of the theory( software package design for case-based

teacher education ) Developed multimedia cases that define a case in terms

of : 1 – A literacy program. ( interface )

2- A child while reading and writing across the curriculum throughout the school year. ( interface\ artifacts )

Example www.cascade.hvu.nl

REFERENCES Elizabeth , A . (2000). Case-based learning Theory: Implications for software design. JI. Of technology and teacher Education. 8 (2) , 85- 95. www.editilib.org

Nelson ,T . N. (2010). Case-based learning (CBL) in selected physical theory curricula and its’ perceived effectiveness by students ,faculty and administrators. University of Health Sciences centre-New Orleans. http\\www.proquest.umi.com.

Cardner , L ., Willingham, P., & Bibb, D. (2002). Case- based, problem-based learning Information Literacy for real world. Research strategy , 18 , 181-190. www. Sciencedirect.com.

Thank you