Case Studies: Meetings

Friday, January 24, 2003, Torgersen 3180 (1:30-3:30 pm)

• Next Meeting: Friday, January 31, Torgersen 3180 (1:30 pm)
• Attendees: Mary Beth, Jack, Con, Beth, Jonathan
• We looked over the results of the homework #1 survey
  • 28 participants
• We discussed messiness and realism in a case study
  • Claim: Messiness in a case
    • + Supports realism
    • - But does not give the same experience unless there is a story to link the artifacts
  • Perhaps a case should have connective threading that links the artifacts together in the same manner they were generated and experienced. There should be a way for a case user to backtrack or follow this thread starting from any artifact of the case.
• We discussed case-based learning vs. example-based learning
  • We need to look at other known case-based learning situations (such as professional schools) to examine:
    1. IF they use cases as a basis for any introductory courses
    2. Whether cases are used at all or only some levels of learning [Action: ALL]
  • Cases contain examples in a context
  • What other paradigms of learning? (such as principle first)
  • Are we doing true case-based learning or are we doing example-based learing based on realistic examples in cases?
  • Possible survey question: Did you explore cases beyond the current homework requirement? What did you get from that experience?
• Thinking ahead to this summer...
  • There will potentially be a large diversity in teaching objectives for the participants
  • We will need to get them to articulate these objectives before any workshop
    • So they have them defined
    • So we can assess the range of diversity
    • So we can support the various approaches
  • We will need to get examples of their course materials
  • Can we analyze the link-throughs to the UCC to see if there are any potential web sites out there supporting classes based on the UCC? [Action: Con]
• We generated two additional self-efficacy questions for homework #2 survey:
  1. Even though I have only studied examples of metaphores, I could generate metaphores useful for activity design.
  2. I could use a conceptual metaphore to clarify design requirements, even though some parts of the metaphore are irrelevant.