how to use cases in public affairs education
DESCRIPTION
Workshop from the National Association of Schools of Public Affairs and Administration (NASPAA) 2014 conferenceTRANSCRIPT
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How to Effec*vely Use Cases and other Learning Objects
Jodi Sandfort Kate Conners
NASPAA 2014 Pre-‐Conference Workshop
Albuquerque, NM
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Workshop Purpose
….refine our understanding and prac*ce of using teaching cases and other learning objects to design interac*ve teaching and engaged learning among our students in professional public affairs programs
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The Hubert Project promotes interactive learning and
teaching for government and nonprofit professionals.
www.HubertProject.org | [email protected] | twitter.com/HubertProject
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Workshop Agenda
• What? – Defining Cases and other “Learning Objects”
• Why? – Science of Teaching & Learning about Interac=ve Pedagogy
• How? – Selec=ng Materials, Preparing, Facilita=ng, Building Whole Courses
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WHAT?
Variety of Case Study formats
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Storytelling as a Teaching Tool
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Formats
• Verbal • WriVen • Video • Mul*media
• Descrip*ve • Protagonist – one point of view
• Mul*ple points of view – “Simula*on”
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What is a teaching case? • A wriVen or mul*-‐media descrip*on of a
par*cular situa*on or decision • Requires student to analyze informa*on and:
– make a strategic decision – draw a conclusion about why a par*cular
ac*on was taken – consider issues to be addressed
• Developed less “rigorously” than social science research case studies
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Characteris*cs of a good teaching case • Tells a compelling story • Forces students to:
– think about constraints ac*ng on decision makers
– think about the op*ons available to decision makers
– Sort through informa*on and decide what is relevant
• Has no obvious “right” answer • Provides a vehicle for collabora*ve learning
and interac*on
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“Learning Objects”
….”anything that is set up to cons=tute or prompt the subject maKer of an interac=ve teaching session.” (Alford & Brock, 2014:2)
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Open Educational Resources
Freely accessible, openly formatted and licensed media used for teaching, learning, assessment and research
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“Learning Object” Formats
• Verbal • WriVen • Video • Mul*media
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Harvard University, B-‐School, Resources on Case Teaching
Professor David Garvin, Harvard
hVp://hbsp.harvard.edu/mul*media/pcl/pcl_1/4/advicenewteachers.html
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Case Repository: Mul*media
Video Briefs
E-‐Studies
E-‐Cases
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Other Relevant Case Repositories: WriVen
1. Electronic Hallway at the Evans School of Public Affairs at the University of Washington: hVp://hallway.evans.washington.edu/cases
2. Rutgers School of Public Affairs & Administra*on Portal: hVp://casesimportal.newark.rutgers.edu/
3. Collabora*ve Governance Ini*a*ve, Maxwell School at Syracuse University: hVp://www.maxwell.syr.edu/parcc_eparcc.aspx
4. Harvard Business School: hVp://hbsp.harvard.edu/ & Kennedy School of Government: hVp://www.case.hks.harvard.edu/
5. Ins*tute for Public Administra*on in Canada (IPAC): hVp://www.ipac.ca/CaseStudyProgram-‐About
6. Australian New Zealand School of Government (ANZSOG): hVp://casestudies.anzsog.edu.au/
7. European Case Clearinghouse: hVp://www.ecch.com/educators
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WHY? Lessons from the Science of Teaching & Learning
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Science of Teaching & Learning “[N]arra*ve serves to integrate the func*oning of individuals within groups by teaching specific skills and general values, and crea*ng common blueprints and shared understandings….The convergence of these diverse func*ons within the narra*ve provides a nexus of neural network integra*on among lep and right; top and boVom; and the sensory, soma*c, motor, affec*ve and cogni*ve processes in all parts of the brain.”
Cozolino and Sprokay (2006:16) “Neuroscience and Adult Learning”
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Science of Teaching & Learning
• Prior Experience • Tacit & Explicit knowledge
• Neural plas*city Brain structure created by repeated interac=ons
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Science of Teaching & Learning
• Social founda*on of learning • Emo*onal • Body language • Iden*fica*on
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Learning Styles & Teaching Tools
Ac*ve Experimenta*on
Concrete Experience
Reflec*ve observa*on
Abstract Conceptualiza*on
Teaching Case Studies
Adapted from Kolb, 1984. Experien=al Learning: Experience as the Source of Learning & Development
Ac@on Learning Projects
Project-‐Based “Capstone” Workshops
Simula@ons
Personal Learning Networks
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HOW?
Selec*ng Appropriate Materials Preparing Yourself & Students Facilita*ng Learning in Class Structuring a Course (including Assignments)
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Interac*ve Teaching
Learning Objects
Par*cipant-‐Centered Learning
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Students must be able to see, hear and engage with each other as well as the instructor, so:
Physical Environment
• Lobby to get classrooms that facilitate discussion • Move around the classroom to facilitate discussion
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Usage Notes • Direction on how instructors can facilitate
discussion of the case in class • Advice on key analytical points that can
be garnered from the case • Suggesting timing of various parts • Questions for students • Board diagrams
• Additional readings and / or theoretical concepts
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Facilita*on Plan
Write plan about how you will facilitate discussion, star*ng with use of *me
– Introductory lecture (if any) – Case Set up, related to core issues of course & session. Establish shared understanding of what is “going on” in the case
– Time alloca*on for each issue you want to address
– Summary and take-‐away messages
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If wriVen case, consider visual images
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Various approaches: Very structured
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Idea Capture Plan
• Visualize how you want to represent key ideas – Parts of the board – Rela*onships
• Consider – Should anything be represented first by you? (on board, on slide)
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Other prepara*on
• Materials, equipment
• Student pre-‐session ques*ons
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hVp://www.youtube.com/watch?v=JJ7aVrtTbg0
Facilita@ng Classroom Discussion
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Some Jan Rivkin strategies: • Focusing immediately on
the central strategic question addressed by the case in a compelling way (“How will Nutrasweet respond?”)
• Forcing students to take a position and defend it analytically by calling on them
• Using role-plays to increase engagement
• Preventing a narrowing of the debate (“Who sees things very differently?”)
• Move away from a wrong analytical path – Using students to point
out problems – With humor (“Oops”)
• Use humor to underline a central point (“Never enter a price war without credible low cost position”)
• Linking central analytical points to overall themes from past classes and future ones
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Strategies for Promo*ng Engagement
• “Role plays” – what would you do?
• Take a poll of class and ask different sides to represent
• Socra*c method – cold call….alterna*vely “warm” call
• Probe for alterna*ve vantage point
• Small groups • Non-‐speaking
engagement (discussion forums)
• Opportunity to lead discussion with study ques*on provided in advance
• Include par*cipa*on as part of course grade
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Alterna*ve Ways to Close Discussion
1. Summarize what you think are some key take-‐away points either orally or in wri*ng/handout form
2. Ask one or two students at the beginning of class to provide some take-‐away points Ask for volunteers: “What did we learn from this case?”
3. Relate analysis to something immediate (in the news) or local
…and don’t always do it the same way!
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The Prac*ce…. • Make sure that the major themes and analytical
points in the class get across to the class • Monitor overall level and swings in class
engagement • Choose speakers in a way that:
– Advances the class discussion – Is equitable
• Remember the order of speakers if you have promised people they can talk
• Write legibly on the whiteboard
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Indicators of Success – Class Session
• Students do most of the talking
• High # of students voluntarily par*cipa*ng in discussion
• Low # of ques*ons asked by instructor; # number of challenging ques*ons asked between students of each other
• High ‘energy’ in the room • Number of high points where everyone engaged and focused on issues
• Coherence to discussion; in the end, it ‘made sense’
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Planning Courses using Learning Materials
• Select materials – Consistent with learning objec*ves – High quality in terms of expression and demands
– Fits *me available – Of interest to students (they can project themselves into the situa*on)
• Consider integra*ng with assignments
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Some Alterna*ve Ways to Use Cases
• Case Dominant • Reality Check • Alterna*ng Class Sessions • Compara*ve Cases • Drop in
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Scaffolding
• Scaffold content, aVending to levels of difficulty over the term. – Start with cases that explore a few central constructs via familiar, interes*ng topics.
– Layer mul*ple skills/concepts, and syntheses over the term (permits repeated, incremental prac*ce and expansion of skills).
• Allow room at end of each discussion and end of term for reflec*on, synthesis, ques*ons, lessons learned
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Assessment of Student Learning
• Quiz on the Content of the Case • Memos or other professional wri*ng to address quandary
• Financial or sta*s*cal analysis in the presen*ng context
• Students create Case or E-‐Case
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Portfolio of Products Community of Educators
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• Browse �and use a collec*on of high-‐quality animated videos, mul*media cases and studies on public affairs topics
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To Engage in the Hubert Community…..
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