Transcript Slide 1

Problem-Based Learning & Case Study
Method: What’s the Difference?
The Early Models
Problem-Based Learning
Case Study Method
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Student-centered
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Instructor-centered
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Small group
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Whole class
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Problems before
concepts
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Cases as extension,
application of concepts
The Modern Synthesis
It starts with a story….. based on complex, real-world
situations
 Students work in groups.
 Students gain new information through self-directed
learning.
 Instructors act as facilitators and designers of learning
experiences and opportunities.
 Learning is active, integrated, cumulative, and connected.
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Still a difference? Case as application versus case as means to launch
new learning?
What Is Case-Based Learning?
“The principal idea behind PBL [case-based
learning] is not new, indeed it is older than
formal education itself. It is that the starting
point for learning should be a problem, a
query, or a puzzle that the learner wishes to
solve.”
Boud, D. (1985) PBL in perspective. In “PBL in Education for the
Professions,” D. J. Boud (ed); p. 13.
What Students Do
Presentation or formulation
of problem
Resolution of problem;
(How did we do?)
Integrate new
Information;
Refine questions
Reconvene, report
on research;
Research questions;
summarize;
analyze findings
Next stage of
the problem
Organize ideas and
prior knowledge
(What do we know?)
Pose questions (What do
we need to know?)
Assign responsibility
for questions; discuss
resources
Models for Undergraduate Courses
Floating Facilitator Model
Small to medium class, one instructor, up to
75 students
Peer Facilitator Model
Small to large class, one instructor and
several peer tutors
Large Class Models
Floating Facilitator Model
Instructor moves from group to group
 Asks questions
 Directs discussions
 Checks understanding
Group size: ~4
More structured format; greater degree of
instructor input
Floating Facilitator Model
Class activities besides group
discussions:
– Groups report out
– Whole class discussions
– Mini-lectures
Instructor roles
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Establish learning goals
Create great cases
Keep teams on track
Present information as needed
Evaluate outcomes
Encourage reflective learning and transfer
“Hybrid” Case-Based Learning
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Non-exclusive use of case-driven learning in a
class
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May include separate lecture segments or
other active-learning components
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Floating or peer facilitator models common
Often used as entry point into using cases
Example: General Chemistry Course
Problem-based group work
Lecture/whole-class discussion
Demonstrations
Other (Exam, lab review)
40%
50%
7%
3%
General Chemistry: CBL Sequence
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Cases introduce concepts prior to any discussion
in class.
Guiding questions are used to focus learning.
Groups work in class (texts); meet to finish outside
before next class meeting.
Group report out via overheads.
Summary sheets prepared from/based on reports
Cases followed by fuller discussion of related
issues, connections to earlier work
Effective Cases…
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relate to real world, motivate students
require decision-making or judgments
are designed for group-solving
pose questions that encourage discussion
incorporate course content objectives,
higher order thinking, other skills