What makes a good case?If we are going to devote a lot of time to case studies in our teaching, the what, why, and how should be clear. In their 2006 meta-analysis on case design, Kim et al organized and described case stratified various aspects of case study method according to their core attributes and instructional design variables: Instructional design choices have expanded since they wrote their paper, however, the basic principles still stand. This resource is organized according to the "core attributes" in the above diagram. Click on one of the four buttons below to explore contributing content, structure, and process elements that contribute to the implementation of case study design with that particular element in mind. Think of this slide as the main entrance of this labyrinth, and each of the buttons below as an avenue to explore, with nooks and crannies (hopefully no dead ends!) Each branch should terminate with a practical strategy, template, idea, or research resource to take away and use in your teaching practice. Feel free to use whatever you find as a resource or template. If you don't find what you are looking for, the quick link (top right) labelled "crossroads" will bring you back to this slide, where you can opt for a different path to explore. Note: it is unlikely you will cover every corner of the labyrinth. The idea behind the project is to allow the user to define the path. So, if you are finding your students don't treat your cases as "real", try the "realism" road. Are your students bored? Explore the engagement branch. Do they seem overwhelmed? Perhaps you are not getting at the right level of challenge... If you are experiencing technical or logistical difficulties, perhaps the Design elements will hold some potential solutions... |
Map: Case study method (2247)
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Review your pathway |