Case Files Category Descriptions
Category 1
Problem-Based Case Study – Category 1:
Overview
The Problem-Based Case Study (PBCS) is the most comprehensive of the three categories of Problem-Based Case-Based Learning. The PBCS is built around a multi-page authoring tool which serves as an outline for the case. The authoring tool summarizes the elements of the case: focus, enduring understandings, business/industry connection, KSAs (knowledge/skills/attitudes) of case outcomes, introduction (the real-world context), situation (a description of the specifics of the problem), evidence of learning, tools/techniques of assessment, strategies for active engagement, resources, evaluation of outcomes, and reflection prompts. This authoring tool, which becomes the Narrative Overview for the case, is the starting point for the structured learning experience.
Components
Several other components, in addition to the Narrative Overview, make up a complete PBCS. The Student Edition enables the students to be directly involved with the case, using tools such as the Need to Know Board, Learning Log, Cognitive Map, and Double Entry Journal – shared resources that are available in all three PBCS categories. Extensive Instructors’ Notes include guides for using these tools as well as completed versions of the Need to Know Board and Cognitive Map, Double Entry Journal, and Learning Log available only to the teacher. The Instructors’ Notes also give directions for setting up the case and for actually working the case. In addition to Narrative Overview, Student Edition, and Instructors’ Notes, a complete PBCS includes Assessment Pieces for evaluating students’ progress, individually and as teams.
Media
A PBCS is distinguished by its media pieces. All PBCSs begin with at least one scenario that sets the stage for the case. The scenario is the dramatic version of the situation that has been summarized in the Narrative Overview. Most cases have several scenarios that present multiple perspectives of the situation. Scenarios put the situation in a real-life context and, through action and dialogue, characters articulate issues that are important in helping students to get at the source of the problem. In addition, some resources are presented as media pieces. Each media piece illuminates some important aspect of the case. Instructor’s Notes may include a video clip of an instructor explaining how he or she approaches teaching the course and video clips of students working in teams.
Learning Cycle
As they work in teams, actively engaged in the case, students are coached through the Learning Cycle process: The Situation, Problem Analysis, Field Insights, Resource Development, Test Points, and Proposals. The instructor monitors and coaches, but students have all the components of the case before them and are expected to gather, organize, validate, and interpret data as they work toward solutions that each team will present in the end, in the Proposal stage.
Instructor’s Role
In a complete PBCS, students are directly involved with the case. The various components, including media pieces, help to guide them through the Learning Cycle. The process of extracting and solving a problem that is embedded in the case is described as “messy.” The instructor’s role is to serve as a coach.
Executive Summary
A PBCS includes a one-page Executive Summary that gives background information, including description of the course in which the case has been used, explanation of how the case was approached and implemented, and evaluation of the results.
Category 2
Abridged PBCS – Category 2:
Overview
Although less developed than the complete PBCS, the Abridged PBCS includes many of the same features. It is built around a multi-page authoring tool that becomes the Narrative Overview. The authoring tool summarizes the elements of the case: focus, enduring understandings, business/industry connection, KSAs (knowledge/skills/ attitudes) of case outcomes, introduction (the real-world context), situation (a description of the specifics of the problem), evidence of learning, tools/techniques of assessment, strategies for active engagement, resources, evaluation of outcomes, and reflection prompts. This authoring tool, which becomes the Narrative Overview for the case, is the starting point for the structured learning experience.
Components
The Abridged PBCS includes the other components, as well as the Narrative Overview: Instructors’ Notes, Student Edition, and Assessment Pieces. The Student Edition includes tools such as the Need to Know Board, Learning Log, Cognitive Map, and Double Entry Journal – shared resources that are available in all three PBCS categories. Extensive Instructors’ Notes include guides for using these tools as well as completed versions of the Need to Know Board and Cognitive Map, Double Entry Journal, and Learning Log available only to the teacher. The Instructors’ Notes also give directions for setting up the case and for actually working the case. In addition to Narrative Overview, Student Edition, and Instructors’ Notes, an Abridged PBCS includes Assessment Pieces for evaluating students’ progress, individually and as teams.
Media
The major difference in the Abridged PBCS is the absence of the media pieces that are part of the complete PBCS. The Abridged PBCS is presented on the web but not in the same presentation format as the complete PBCS. Scripts for scenarios and other rich support material may be included, such as photos, links to other web sites, and examples of student work, but instructors using the Abridged PBCS will have more responsibility for developing the case and arranging for delivery of the scenario. The instructor may actually produce media pieces from scripts that are included or use role play in the classroom, working from the scripts. The instructor may bring in business partners to help present the case. Students will require substantial guidance and support from the instructor when working the Abridged PBCS.
Learning Cycle
Students work through the Learning Cycle in the Abridged PBCS, just as in the complete PBCS. They work in teams, actively engaged in the case, moving from the Situation through Problem Analysis, Field Insights, Resource Development, Test Points, and finally to the Proposal stage, in which each team makes its presentations.
Instructor’s Role
In the Abridged PBCS, the students will have the components of the case before them and are expected to gather, organize, validate, and interpret data as they work toward solutions. As students work the case, the instructor monitors and coaches. However, the instructor has more responsibility for initially developing the case and preparing the scenarios for delivery.
Executive Summary
An Executive Summary is also part of the Abridged PBCS.
Category 3
Case Idea – Category 3:
Overview
The Case Idea is a description of the components of a case that needs further development. The multi-page authoring tool gives the outline for the case: focus, enduring understandings, business/industry connection, KSAs (knowledge/skills/ attitudes) of case outcomes, introduction (the real-world context), situation (a description of the specifics of the problem), evidence of learning, tools/techniques of assessment, strategies for active engagement, resources, evaluation of outcomes, and reflection prompts.
Components
The user of the Case Idea has access to shared resources: Need to Know Board, Learning Log, Cognitive Map, and Double Entry Journal. Otherwise, no components are included with the Case Idea. The instructor uses the authoring tool to develop whatever components he or she desires.
Media Pieces
Media pieces are not developed for the Case Idea. The situation in the authoring tool is summarized; the instructor may wish to write a script that makes the situation come to life, use role play, or otherwise develop the scenario.
Instructor’s Role
The instructor will use the authoring tool as the basis for the case he or she will develop, adding the support material and scenarios that he or she desires. The instructor’s role is substantial; there is no actual case until the instructor takes the initiative.
Executive Summary
Since the Case Idea is simply an idea, not a case that has ever been implemented, no Executive Summary is included.