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Active Learning Through Case

Discussion

BY

Dr. Londhe B R

5/2/2012 1BRL JSPM FDP

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AL and CD

Involves students in doing things and

thinking about things they are doing The students need to be involved in the

learning process to internalize the learning

that occurs.

CD as participative method of learning and

demands more involvement of students in the

class and subject


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AL and CD

Case is an account of factual human

experiences of person or group of persons ororganization focused on certain issues

Case captures a segment of reality by giving

a detailed description of the events that

occurred and thereby provide a frame work

with in which a healthy discussion of the key

business issue can occur.


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Link between participation and learning

Learning is both process based and product

based

Process aspect of learning emphasizes onwhat happens during the learning experience

(during case discussion)

Product aspect places emphasis on the result ofthe learning experience (care full application

of a concept in a business settings.


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Types of Cases

Informative Cases

Problem Solving Cases


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Methods of Case study

HCM

MICA (McAleer Interactive Case Analysis)


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Case Study Methodology

Introduction

Facts from the case

Analysis of the facts Various problems /issues identification

Identifying the problem/issue

Identification of various solution to theidentified problem

Identification of the most suitable solution

Justification


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Student's Role in CD

Students should read and prepare the case

prior to the discussion . Students should identify the key issues and

analyze the data provided in the case.

Students should be sufficiently selfmotivated to speak up in the class


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Student's Role in CD

To participate effectively in the class they

also need to develop skills of listening to theclass so as to make positive contribution at

the right junctures by either supporting or

contradicting the comments of their peers


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Challenges to Case Study Method

Unprepared students

Dialog between few students and instructor

Instructor's opinion may constrain students

learning


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INSTRCTOR`S ROLE

Learning promoter

Navigator

Stimulator


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Challenges in HCM

To make them work hard come prepared

To make them speak

To make them listen actively Grade them on quality of contribution

To recall the contributions made each student forgrading

Feedback to students Instructors opinion may constrain their learning

Ambiguity in learning as they are not sure whatthey learning


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Unprepared students



learning


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AL and CD

Thank You


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MICA

To increase students participation in makingrelevant contribution through structured discussionaround previously identified issues

Precise criteria for evaluation which includes

I. Quality of recommendation and justification to it

II. Listening to others comments

III. Out side researchIV. Use of analytical concepts in their arguments

Reduced role of instructor in conducting casediscussion


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MICA

Three distinct set of activities that differentiate it from

HCM

1. Prior to the class

Selects team of students to administer the case

A frame work is provided to the class

The remaining students submit action steps to the

team prior to the day of discussion

The administrative team collates the action steps

and decide the order in which to discus them5/2/2012 17BRL JSPM FDP

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MICA

2 During the case discussion

Selected team of students administer the case by

calling students to justify their recommendation Instructor sits at the rear of the class and observe

the case discussion for evaluation purpose

Instructor evaluates each comment and recordsthe evaluation

The students team does not evaluate or respondsto the comments made by participants


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MICA

Instructor gives feedback to the students at the end

of the class based on the issues raised and quality of

participation

Grades are declared immediately after the class

based on predetermined criteria which includes

Quality of recommendation and justification to it Listening to others comments

Out side research

Use of analytical concepts in their arguments5/2/2012 19BRL JSPM FDP

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Unprepared students



learning


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AL and CD

SuggestionsThank You


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