Difference between revisions of "Case Study"
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− | {{Term|CASE STUDY|Type of learner-centered activity that can practically demonstrate concepts or policies. It generally encourages critical thinking and can reinforce course contents. A case study is normally presented in narrative format, reproducing either an actual event that has occurred or presenting a possible scenario of an event. The in-depth exploration of the event (actual situation or scenario) contributes to gain understanding into selected aspects enshrined in the learning experience. As such, case studies can comprise the application of principles or concepts to simulated or real-life situations to give learners practice in applying analytical skills and theoretical knowledge. Case studies tend to be used when the goal is to enable learners to apply known theories or practices to a certain circumstance, decide what is pertinent, identify the real issues, decide what should be done, and develop a plan of action. In this sense, they have as major objectives the development of skills such as critical analysis, decision-making, communication, group working, problem solving, time management and information gathering. <ref>[http://www.newsweekshowcase.com www.newsweekshowcase.com] (23 July 2008), [http://www.etr.org www.etr.org] (23 July 2008), [http://www.renaissancewestmidlands.org.uk www.renaissancewestmidlands.org.uk] (23 July 2008), [http://www.cmu.edu www.cmu.edu], [http://www.gttp.org www.gttp.org], [http://www.monash.edu.au www.monash.edu.au], [http://www.writing.colostate.edu www.writing.colostate.edu], [http://www.nova.edu www.nova.edu], [http://www.ischool.utexas.edu www.ischool.utexas.edu] (27 August 2011); E-Learning Solutions on a Shoestring, Jane Bozarth, 2005; ASTD Infoline Drive Change with Case Studies </ref>}} | + | {{Term|CASE STUDY|Type of learner-centered activity that can practically demonstrate concepts or policies. It generally encourages critical thinking and can reinforce course contents. A case study is normally presented in narrative format, reproducing either an actual event that has occurred or presenting a possible scenario of an event. The in-depth exploration of the event (actual situation or scenario) contributes to gain understanding into selected aspects enshrined in the learning experience. As such, case studies can comprise the application of principles or concepts to simulated or real-life situations to give learners practice in applying analytical skills and theoretical knowledge. Case studies tend to be used when the goal is to enable learners to apply known theories or practices to a certain circumstance, decide what is pertinent, identify the real issues, decide what should be done, and develop a plan of action. In this sense, they have as major objectives the development of skills such as critical analysis, decision-making, communication, group working, problem solving, time management and information gathering. <ref>[http://www.newsweekshowcase.com www.newsweekshowcase.com] (23 July 2008), [http://www.etr.org www.etr.org] (23 July 2008), [http://www.renaissancewestmidlands.org.uk www.renaissancewestmidlands.org.uk] (23 July 2008), [http://www.cmu.edu www.cmu.edu], [http://www.gttp.org www.gttp.org], [http://www.monash.edu.au www.monash.edu.au], [http://www.writing.colostate.edu www.writing.colostate.edu], [http://www.nova.edu www.nova.edu], [http://www.ischool.utexas.edu www.ischool.utexas.edu] (27 August 2011); E-Learning Solutions on a Shoestring, Jane Bozarth, 2005; ASTD Infoline Drive Change with Case Studies </ref> See also: [[Problem-based Learning]], [[Scenario-based Learning]].}} |
Revision as of 14:20, 9 November 2011
CASE STUDY |
Type of learner-centered activity that can practically demonstrate concepts or policies. It generally encourages critical thinking and can reinforce course contents. A case study is normally presented in narrative format, reproducing either an actual event that has occurred or presenting a possible scenario of an event. The in-depth exploration of the event (actual situation or scenario) contributes to gain understanding into selected aspects enshrined in the learning experience. As such, case studies can comprise the application of principles or concepts to simulated or real-life situations to give learners practice in applying analytical skills and theoretical knowledge. Case studies tend to be used when the goal is to enable learners to apply known theories or practices to a certain circumstance, decide what is pertinent, identify the real issues, decide what should be done, and develop a plan of action. In this sense, they have as major objectives the development of skills such as critical analysis, decision-making, communication, group working, problem solving, time management and information gathering. [1] See also: Problem-based Learning, Scenario-based Learning. |
Developing a case study | |
This type of activity is suitable for both face-to-face and e-Learning contexts.[2]
StructureCase studies generally have four sections:
General guidelinesAn effective case study is one that:
Step by stepPlanning stage
Common problems with Case Study writing
Practical tips
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Job Aid
References
- ↑ www.newsweekshowcase.com (23 July 2008), www.etr.org (23 July 2008), www.renaissancewestmidlands.org.uk (23 July 2008), www.cmu.edu, www.gttp.org, www.monash.edu.au, www.writing.colostate.edu, www.nova.edu, www.ischool.utexas.edu (27 August 2011); E-Learning Solutions on a Shoestring, Jane Bozarth, 2005; ASTD Infoline Drive Change with Case Studies
- ↑ ELD Training, 2010, Case Study Writing, a Practical Guide for Development Professionals