Case-basedBlendedLearning(CBBL)Pedagogies

forPre-serviceTeachers:BuildingaCommunityof

PracticeinHigherEducationSettings

Faculty-level TDG June 2017 – November 2018

Experimentation TeamProjectconsultant

Principalsupervisors Participant members

LeeTaiHoiTheodore(EPL)YuenWaiKwanGail(EPL) Cheng YuenLingElaine (ECE)

Ho ChunSingMaxwell(EPL)HuXinyun Annie(ECE)Lee HuiLinDaphnee (EPL)PoonYuHin (EPL)Tang Hei HangHayes(EPL)XuHuiXuan (C&I)

Prof.CharlesR.GrahamInstructionalPsychology&TechnologyMcKaySchoolofEducationBrighamYoungUniversity,USA

Co-supervisors

ChanPoLinPauline(ECE)ChoiTaehee (EPL)WangZhihong Peter(C&I)YangMin(C&I)

Objectives

Experiment,documentandrefineCBBLpedagogiesIdentifypatternsandgoodpracticesEngageparticipatingfacultymembersCultivateacommunityofpracticeDevelopatrainingpackage

Experimentation– scaleandscope

SemesterI(trialrun)5instructors

6groups(239students)(4BEd, 2 PGDE)

SemesterII11instructors

13groups(528students)(1HD,12BEd)

Experimentation- feedback

SemesterI(trialrun)Instructors5 individualinterviews2 reflectivediscussions

Students3 focus groups28completedquestionnaires

SemesterIIInstructors11individualinterviews

Students9focusgroups228completedquestionnaires

SemesterITrialRun

Criticallearningpoints

SemesterI(trialrun)

Difficulty / Myth 1:How to develop a case? What is a good case?

• Goodcasematerials– highlyimportanttointegratingonlineandface-to-facecomponents

• Authenticexamples– connectstudentstotheirdailyexperience

• Challengingthinking– revealcomplexitiesandambiguities

SemesterI(trialrun)

Difficulty / Myth 2:How to prepare a CBBL lesson?

• Importanceofpriorexperience/ knowledge (e.g. casedevelopment)

• AttendingtotheconceptualelementsinCBBLdesign

SemesterI(trialrun)

Difficulty / Myth 3:Ishigh technology needed in CBBL lessons? / IsCBBL sameasadding activities using some technological means?

• CBBL– emphasisonpedagogical goals and strategies ratherthan high technology

• Purposefulpedagogicalplantointegrate:case+online+face-to-face

SemesterI(trialrun)

Difficulty / Myth 4:DoesCBBLworkfortheory-based or practical-basedcontent?

• Theory-basedcontent– focusonhigher-order/conceptualthinking,themaingoalofCBBL

• Practical-basedcontent- focusonskills e.g.writingalessonplan,storytelling,etc.,morelimitedintheuseofcases

Importanceoftheoretical framework

• DecreaseresistancetoCBBL,becausetheconceptualframeworkshiftsthefocusfromtechnologytopedagogy(T6)

• ReducebarrierstoimplementCBBL,providinga practicalframeofreference ondesign/planningCBBLlessons(T6Q12 )e.g.criteriaofagoodcase,threecomponentsofCBBL

• Moresystematic (T3.2Q1, T4Q1)e.g.aspectofconcern

CBBLdesign

Threecomponents

1. Content2. Communication3. Construction

Interlockingcomponents(non-linearrelation)

1. Selectionofcasematerials2. Developmentofcasematerials3. Lessondelivery4. Technology(interfacewith#1,2,3)

(adapted from McGee & Reis, 2012)(Kerres &DeWitt,2003)

CBBLdesign

1.Content CBBL

• Factsorrulesthelearnershouldbeabletorecall• Canbeexplicatedandcommunicatedbymediaortechnologicalmeans

• Specific informationasaprerequisiteforothercommunicativeorconstructivelearningactivities

Selectionofcasematerials

CBBLdesign

2.Communication CBBL

• Knowledgereaching acertaincomplexity• Knowledgeconsistingofdifferentcompeting

concepts• Requireadeeperunderstandingofatheoretical

framework• Studentslearntoformulate,expressanddiscussa

personalpointofview• Studentslearntoparticipateindiscussions,

formulateandreceive feedbackindiscursivesettings

Developmentofcasematerials

CBBLdesign

3.Construction CBBL

• Knowledgetobeapplied(andnotonlytoberecalled)

• Knowledgeconsistingofprocedures(andnotonlyofdeclarativeknowledge)thatrequirepractice

• Contentincluding‘fuzzy’knowledge

Lessondelivery:online andface-to-face

IntegrationinCBBL

CBBL

Case materials

(concepts)

Face-to-face Online

‘Marbling’ effects

Case

Online Face to face

PedagogicalLearning

1. Lessondesign2. Pedagogicalrichness3. Student-ledlearning4. Quantityandqualityofstudentinteractions5. Makinglearningvisible

1.Lessondesign

a. Changeintheconceptof‘lesson’b. Casecontentandimprovement

a.Changeintheconceptof‘lesson’

Traditionallessons

• Learningmainlycomesfrominstructors

• Dominatedbyfewstudents(raisehandandanswer) (Sfg3.2,Sfg6,T1)

• Limitedperspectives

CBBLlessons• Learningfromall students(e.g.onlinetaskresponses) (T2,Sfg3.2)

• Communicationhappensamongall students (T4,Sfg3.2)

• Differenttypesofpedagogicalstrategies(e.g.pre-class/in-class/post-class online responses)(T1-T11)

• Broadened perspectives (T1 AIS )

EnhancedbyTechnology

Changeintheconceptof‘lesson’→changeinthemindsetoflessondelivery→changeinthemeansforstudentlearning

ExampleInthepast After CBBLexperimentation (T9AIS2)Lecture:teachingTutorial:activity

Lecture:moreinteraction withstudentsTutorial:caseanalysis andin-depthdiscussion

CBBL (T9AIS1)

Tutorial Face-to-face:VideocasepostedtoMoodleOnlinetask (post-lesson):discusscurriculumdefinition+self-reflection

LectureOnlinetask(duringlesson)+facetoface:Activityweekexperienceoftwoschools+groupdiscussiononPadlet,followedbyanalysisofonlineresponses&self-reflection

b.Casecontent

• Goodcases• Embeddingconcepts• Studentpriorknowledge• Studentandinstructorfeedbackon

caseformat

Sharpenfocusandbroadenperspectivesindiscussions

Strengthenlinksbetweentheoreticalconceptsanddiscussions

GoodcasesStudents Instructors

Concerns• Authenticity(Sfg1 , Sfg3.1,Sfg4,

Sfg7, student questionnaire)

• Connectivity(Sfg1,Sfg3.2, Sfg4)• Transferability(practicalknowledgeandskills)(Sfg4, Sfg7,student questionnaire )

Emphases• Authenticity(T1, T2, T3.1, T5, T6, T9)• Connectivity (T1, T2 ,T4,T6)• Transferability(practicalknowledgeandprinciples) (T1, T3.1, T7,T9)

• Complexity (T1,T3.2,T10)• Ambiguity (T1,T9)• Openness(multiplepointsofentry) (T3.2,T7)• Conceptualchallenge (T3.1）• Humantouch (T10)

Goodcases

ExampleAnanimatedcase– sexualharassmenthttps://drive.google.com/open?id=0B-C2l9x82slkYXE0MHdwS0VtYU0 (bilingual)

Scriptforinstructorshttps://drive.google.com/file/d/0B-C2l9x82slkeWZ5MHNsdE41cGc/view (Chinese)https://drive.google.com/file/d/0B-C2l9x82slkSUNjZmJGMEh0ZFU/view (English)

1. Presentarealincidentexperiencedbyaservingteacher

2. Showanethicaldilemmaanddiverseperspectivesinvolvedinmakingprofessionaljudgementandchoiceofaction

3. Requirepracticeinapplyingthecodeofethics

Authenticity, Connectivity

Conceptual challenge, Complexity, Openness, Ambiguity, Human Touch

Transferability

Goodcases

Studentsmoreconcernedabout‘solutionsandskills’(howtotackleproblemsinthefuture) (Sfg3.2, Sfg4, , Sfg7,student questionnaire)

Difficultiesinstudentlearning• Fromconcreteknowledgetoabstract/conceptualknowledge• Handlingcasesindifferentcontexts- transferabilitymaynotbuildon

theories/concepts

v Thismayberelatedtostudents’habitsoflearningortheabsenceofconceptualelementsintheselectedcase.

Goodcases

Fromstudentdata

• Caseswith lessambiguityaredifficulttodevelopin-depthdiscussions.

e.g.‘toogood/nearlyperfect’or‘toobad’ (Sfg4)- veryobviousanswer(Sfg6 )

Embeddingconcepts(notfacts)

Example (T3.2)

Before class Inclass AfterclassOnlinetask Facetoface Onlinetask

Watchingateachermovie +worksheet

Studentstoidentifysocialstructuresandemotionalrules

Discussionandanalysisofonlineresponses+conceptual explanationonemotionallaborandrules

Photographicjournal

Studentstocaptureavisualmetaphortodemonstrate conceptualunderstandingofemotionallaborandrules

Embeddingconcepts(notfacts)Moreexamples

Different usesofcaseforconceptualunderstandingToshowasanexample

(analysisT1)Tostimulate thinking

(analysisT10)Toconstruct thecourse

(analysisT9)Studentstosubmitonecase+ instructor cases

Usethecasein a game todistinguishbetween ‘fact’and‘principle’

Studentstosubmit onecaseontransition andapply concept(s) to thecase

Instructor tousestudents’authenticcasesinFE+instructor’scasesrelatedtoconcepts/theoriestaughtinthecourse

Studentpriorknowledge

Example1 (T10)

Priorknowledge:home-schooltransition

Face-to-face:Studentsanalyzedfactorsinthecaseandmappedthemwiththeecologicalsystem

▶ Padlet toexpresspointsofview→groupdiscussion→Mindmap tosummarizefactorsaffectingchildrenandmapthemwiththeecologicalsystem

Studentpriorknowledge

Example2 (T1)

Priorknowledge: codeofethics(readinginadvance)

Face-to-face:Studentsanalyzedacaseinrelationtotheprofessionaljudgementandactionsofteachers

Ø Commentsfromtheinstructorinterview:o withoutthecodeofethics:studentsfocusingmainlyonthewell-beingof

theaffectedstudentinthecase

○ withcodeofethics:studentsanalyzingtheteachers’actionsandmakingprofessionaljudgementbasedonthecodeofethics

Studentfeedbackoncaseformat

Text Animation Video• Text-basedcaseswithhighauthenticityandconnectivity helpful toconceptualunderstanding(analysisSfg1,studentquestionnaire)

• Somestudentsmaythinkitisamake-upcase,affectingauthenticity (analyzisSfg3.1)

• Visualandaudiostimulation,(e.g.concreteimage,dialogue,tone)invideosoffering‘humantouch’(C3.2)and‘authenticity’(Sfg3.1,studentquestionnaire)– helpfulto gainadeeperunderstandingofthecharacters

• Easier tounderstand keypoints (C3.1, Sfg3.2)

Instructorfeedbackoncaseformat

Text Animation Video

• Needadequatetimeforstudentsto‘digest’thetext(T1)

• Quickandefficientwaytocollectstudents’cases,increasingvariationofcases(analysis T1)

• Lesstimetoproduce thanvideos (T3.2)

• Higherconfidentiality e.g.cases fromstudentteachers(T9)

• Highlight theissue in case(T9)

• Casesfromwebsites/Youtube:a) timetosearch,andb) missingsome

concepts (T4,T8)

• Tailor-madevideos:needadequatetimetoproduce(analysis T3.2)

2.Pedagogicalrichness

a. Timingb. Meansc. Integrationd. Student-ledlearninge. Making(conceptual)learningvisible

a.Timing

• Facilitatestudentpreparationbeforelesson- designmoreengagingactivitiesinface-to-facelessons (T2,T3.2, T9)

• Collectstudentresponsesbeforelesson-moretimetopreparefeedback,thusincreasingrichnessandqualityoffeedback (T3.2, T9)

Onlinetasks(beforeclass)serveaspreparatorytoolsforCBBLlessons,andincreasestudentreadiness forface-to-facecomponents.

Traditionallessons

• Nothaving timeto‘digest’concepts

OnlineTasks(beforeclass) CBBLlessons

Processofthinkingtakingplace(analysis Sfg3.1,Sgf6,T3.2,T7)

• Easiertofacilitatedeeperthinking(analysis Sfg3.1, T1)

• Perspectivesorpersonalstanceconstructed(analysis Sfg3.1)

Enhancedby

Technology

Onlinetasks(in-class)serveasfacilitationtools forCBBLlessons,andincreasestudentparticipation inface-to-facecomponents.

Traditionallessons

• Due totimeconstraints,onlyasmallnumberofstudentsrespondtoinstructors’questions (T1 AIS)

OnlineTasks(in class) CBBLlessons

• Moreconvenienttofacilitatetheprocesstoexpressopinionse.g.allstudentsusing mobileappstoanswerquestionsatthesametime(analysis sfg1,T4, T1)

• Morewillingnesstoanswerquestionse.g.anonymityin Kahoot or Padlet - lessconfidentorshystudentsmorewillingtoparticipate (analysis sfg1,sfg3.2,sfg6,T11)

EnhancedbyTechnology

Onlinetasks(after class)serveasan extension forCBBLlessons,andincreasestudentopportunitytoapplyconceptslearnedfromface-to-facecomponents.

Traditionallessons

• Nothaving timeto‘digest’concepts

OnlineTasks(after class) CBBLlessons

• Aprocesstoreview theconceptsandtheoriestaught

• Application ofconceptsandtheories (sfg3.2)

• Understandingandclarifyingthetheories/conceptstaught withtheuseofgoodcases (sfg3.2)

EnhancedbyTechnology

b.Means

1. Bycase (T1,T2,T4)e.g.studentssubmitacasehappenedinschool

2. Bytext (T3.1, T7,T5,T6,T7,T8, T9, T11)e.g.Q&Aingoogleform

3. Byimage (T3.2, T10 )e.g.Mindmap,photos,WordCloud

c.Integration

Deepenstudents’conceptualunderstanding1. Categorize:Instructorssummarizestudentonlineresponses.(T6,T11)2. Elaborate:Studentsidentifykeyonlineresponsesanddiscussingroups.

(T3.1,T3.2,T2, T7, T1, T9)3. Clarify:Studentsdoonlinetasksinclassandinstructorsgiveimmediate

feedback. (T4,T10)

Example bytopic (T3)

Onlinetask– GoogleFormhttps://drive.google.com/open?id=1c4zIHTBj5rhv0_VVumR8zltLx5ipN5ak20QM77FZu7E• Youarethefourthteacherinthegroupofthecase.Whatwillbeyourchoiceofdecision?Explainandjustifyyourstance.

1. Applyknowledgeofethicaldilemmaandcodeofethics2. Practicetheprocessinvolvedinmakingprofessionaljudgementandchoiceof

actione.g.listeningtodifferentperspectives,investigation,handlingconflictingviews

3. Takenoteofwith‘fuzzy’knowledge– noabsolutesolutionorright/wrong

Interactivepedagogiestochallengestudents’thinking

Examplebytopic (con’t)

Face-to-face – GroupDiscussionhttps://www.youtube.com/watch?v=j7yEgXRJEjY&feature=youtu.be

1. Analyzestudents’onlineresponses• patternsoftheseresponses(e.g.someviewsmoreprominentthanothers)• reasonsbehindthedifferentstancesshowninthecaseandonlineresponses• refertothecodeofethics

2. Discusshowprofessionalethicsmayhelpupholdteacherprofessionalismandwhatismostimportanttoconsiderinthefaceofanethicaldilemma.

Co-constructionofknowledge(T3)

Topic(s) Case-BasedBlendedLearning

Whatiscurriculum? Session2 Face-to-face:VideocasepostedtoMoodleOnline（Postlesson）:discusscurriculumdefinitions+Self-reflection

Analyzingteachers’perspectivesoncurriculum Session4

Online+Face-to-face:Fourvignettesonteachers'perspectives(minicases)onteaching,assessmentandcurriculumobjectivesintheirsubjects+GroupdiscussiononMentimeter+teacherfeedback

Analyzingastudentteacher’smodelofcurriculumdesign

Analyzingtheapproachestoassessmentusedinthe dramaplay

Session4,6,8

Online +Face-to-face:casedescription(withcaseteacher'sself-reflection) + lessonmaterials(e.g.Primary-4lessonon‘FreshFood’inEnglishlanguage)+groupdiscussiononPadlet +teacherfeedback

CateringAssessmenttodiverselearners

Readingweek

Online:Videocase (languagelearningandsocialdifficultiesofanewly-arrivedprimary-3student) +Self-learningbyrespondingtoquestionson Mentimeter

Analyzinghowthe“ActivityWeekExperience”helpsstudentsfulfilthesevenlearninggoals

Applyingtheguidingprinciplesoflife-widelearning

Session13Online+Face-to-face:AWEofTak SunPrimary&SecondarySchools+groupdiscussiononPadlet+ analysisofonlineresponses&self-reflection +readingon activitiesofOtherLearningExperiencesatLawTingPongSchool

Discussingacasestudyonthevalidityofschool-basedassessment(SBA)

Session14Online+Face-to-face:Aresearchstudyonstudents'4-stagepre-planning activitiesduring school-basedpeergroupspeakingassessmentinEnglishlanguagesubjectHKDSE+Groupdiscussion onMentimeter+analysisofonlineresponses

Example bycourse (T9)

d.Student-ledlearning

StudentscontributeStudentresponsesintheformofdecisions,opinionsandexplanations

Different sourcesofcase(examples)

Frominstructors Fromstudents

Casesdevelopedfromreadings Studentstosubmitacase (T1,T2,T4)

Cases fromnewspapers,YouTubeorwebsite,etc.(T8,T4,T11) StudentstousetheircasesinFE (T9,T4)

Casesfromtheir own teachingexperiences (T6, T10)

d.Student-ledlearning

Studentsengage• Studentengagementincaseselection(T1,T2,T4),discussion(T1-T11) and

analysis(T3.2, T7,T10,T9,T4,T2)

Studentschoose• Studentchoiceintermsoftimetocompleteanonlinetaskortoselectwhich

datetoparticipateinanonlineforum (Sfg6,T7)

Studentsinteract• Morevariability - technologymakesdifferenttypesofinteractionpossible

e.g.onlineforum,Padlet,Kahoot,Mentimenter vs.Q&A(summary T1-T11)• Moretime todigestotherpeople’sresponses (T4)

e.Making(conceptual)learningvisible

• Technologyasafacilitator (externalizenewlearning)e.g.showingstudentresponses ,differentmindmapsandphotographicimagesonscreen

• Studentresponsestocases(oftendescriptive)throughtechnology– challengeconceptualunderstandingand/ormisconception

(analysis T1-T11)

ProfessionalLearning

1. LearningcurveinCBBL2. Familiarityofcoursecontentinfluencinglevelof

difficultyinCBBLdesign3. CBBLtakingtimetodevelop4. AccumulationofCBBLexperiencethroughPLC

1. Learningcurvein CBBL

Exploration

Characteristics:• Materials - What is acase?What is a goodcase? (T4)

• Not familiar withtechnology(except forinstructors who have ahigher capability in usingtechnology) (T3.2,T9)

• No / less room forstudent-ledlearning(analysis T2, T3.2)

Transition

Characteristics:• Morefamiliarwithmaterials (T2)

• Familiar with selectedtechnology (T2)

• More room / tendencyfor student-ledlearning(T2, T3.2)

Adaption

Characteristics:• Smoothness in usingmaterials (T2,T10)

• Technology usedindifferent components /confident to useselected technology ordifferent means oftechnology (T3.2,T10)

• Reaching betterbalancebetweenteacher-led andstudent-led learning(analysis T2)

(T2Q1+ data from other instructors )

2.FamiliarityofcoursecontentinfluencinglevelofdifficultyinCBBLdesign

Teachersnewtothecourse

TeacherswithexperienceInthesamecourse

CBBLlessonplanninganddesign

• Moretimeonexplorationofcoursecontentandmaterials(analysis T6)

• Familiarwithmaterials,moreefficientinchoosingmaterials (analysis T3.2)

• EasiertomakeadjustmentinCBBLdesign, e.g.§ “morefamiliarwiththematerials,abletolet

studentsleadapresentation” (summary T3.2,T2)

§ furtherdevelopthecase, moreinformationtoenhancethecomplexityofthecase(analysis T10)

3. CBBLtakingtimetodevelopInstructorswithoutCBBLexperience InstructorswithpriorCBBLexperience

CBBLlessonplanninganddesign

• Inexploratorystage(T1,T6)• Morefocuson‘content - selectionof

casematerials’ (T6,T4,T1)

• Morefocuson‘construction– lessondelivery’e.g.howtohaveabetterintegration,howtousestudentresponses,howtodesignstudent-ledactivities,etc.(T3.2)

Process • Difficultiesencounteredduringexperimentation,e.g.definitionofcase(T4) ,waystointegrateacase,contentandlessondelivery (T6),oruseoftechnology(T9)

• Smootherteaching(T2)• EffectivenessofCBBLenhancedyearby

year(familiarwithmaterials/adjustmentofmaterials/changeofcoursecontentorstructureoverthe years) (T2,T3.1)

Integration • Generallinkagesfoundinonlinetasksandfacetofacelessons

• Someclassesnotshowingveryclearintegration(reflectedbystudentsinfocusgroups)(Sfg4,Sfg6)

• Deeperintegrationingeneral(reflectedbystudentsinfocusgroups)(sfg3.1,3.2,sfg7)

4. AccumulationofCBBLexperiencethroughPLC

Exchangeideas on CBBL

Theoreticalframework

ReviseCBBLlessons

Sharing onusing

technology

Trial andreflection

Sharing onfindings

FullImplementationand reflection

Sharing ontrial

experience

Thankyou

Appendices

SemesterI&IIStudentFeedback

More than 90% of students agree orstrongly agreed that:

1. Thecasematerialsofferedconcreteexamplestoillustraterelevantconcepts/contentinthecourse

2. Thedesignoftheonlinetasksenhancedmyunderstandingofrelevantconcepts/contentinthecourse.

3. Theonlinetasksandface-to-facelessonswereclearlyconnected.

4. TheoverallCBBLexperienceincreasedmyengagementinthecourse and usefultoextendmylearninginthecourse.

90%

10%

agree or strongly agree

disagree or strongly disagree

SemesterI(trialrun)(student questionnaire)

More than 90% of students agree orstrongly agreed that:

1. Thecasematerialsofferedconcreteexamplestoillustraterelevantconcepts/contentinthecourse

2. Thecasematerialshelpedmeunderstandrelevantconcepts/contentinthecourse.

3. Theonlinetasksandface-to-facelessonswereclearlyconnected.

4. TheoverallCBBLexperienceincreasedmyengagementinthecourse.

5. TheoverallCBBLexperiencewasusefultoextendmylearninginthecourse.

90%

10%

agree or strongly agree

disagree or strongly disagree

SemesterII（student questionnaire)

TheEnd