The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Published by Coet Kms, 2019-11-29 03:15:11

Case Base Learning

case_base_learning

Keywords: kms

DELIVER: Developing Independent Learning in

Vibrant Environment

: : LECTURER’S GUIDE : :

INTRODUCTION TO CASE BASED LEARNING

Centre of Excellence in Teaching

Copyright CoET KMS 2015



KOLEJ MATRIKULASI SELANGOR
KementerianPendidikan Malaysia,
MukimJugra,
42700 Banting,
Selangor DarulEhsan.

All rights reserved. No part of this publication may be reproduced or distributed in
any form or by any means, or stored in a database or retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying or otherwise,
without the prior written permission of the publisher.

Copyright © 2015 by KolejMatrikulasi Selangor
Published 2015

ISBN (______________)
Introduction to Case Based Learning

Printed in Malaysia
(printing company)

"Education in Malaysia is an on-going effort
towards further developing the potential of
individuals in a holistic and integrated manner, so
as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced
and harmonic, based on a firm belief in and
devotion to God. Such an effort is designed to
produce Malaysian citizens who are knowledgeable
and competent, who possess high moral standards
and who are responsible and capable of achieving
high level of personal well-being as well as being
able to contribute to the harmony and betterment
of the family, the society and the nation at large."

“ KMS
sebagai Penjana Unggul pelajar

Bumiputera berkualiti ke
Institusi Pengajian Tinggi dalam

bidang sains, teknologi dan
professional menjelang tahun

2015 ”
“ Membangunkan potensi
pelajar bumiputera dalam
bidang sains, teknologi dan
professional melalui pendidikan
pra-universiti yang berkualiti
untuk melahirkan modal insan

yang cemerlang ”

TABLE OF CONTENTS iv
v
Contibutors vi
Preface vii

Foreward 1
PART 1 2
2
Introduction 3
Principles that Support Case Study 4
Common Elements of Case 5
Benefit of Case Studies
Teaching Methods for Case Studies 7
Getting Started
PART 2 9
Learning Module For Lecturer Based From Case Study 9
12
Module Development Synopsis 13
Introduction 13
Objectives 15
Case Study Objectives
How to Choose the Suitable Topics? 17
How to Develop the Case Study? 18
Guidelines to Prepare the Case for Matriculation Students 19
How to Conduct Case Study in the Class? 22
How to Solve the Case? 23
Evaluating Student Case Work 27
PART 3 33
Conducting A Lesson Through Case Study 36
Elements of Lesson Development
Learning Through Case Study 41
Case Study Material 47
Lecturer’s Materials Format 54
Sample of Lecturer’s Materials 61
Student’s Materials Format 69
Sample of Students Materials
Sample of Materials: Lecturer and Student 75
Lecturer’s Materials: 80
85
Chapter 3 : Internet Technology 90
Chapter 4 : Computer Ethics and Security 95
Chapter 6 : Database
Chapter 7 : Information System
Chapter 8 : Programming
Student’s Materials:
Chapter 3 : Internet Technology
Chapter 4 : Computer Ethics and Security
Chapter 6 : Database
Chapter 7 : Information System
Chapter 8 : Programming
REFERENCES

iii

CONTRIBUTORS

Advisor : Dr. Hajjah Rosnah Selamat
Editorial Adviser (1) : Tuan Haji Mustaffar Musa
: En. Mohamed Salleh Ahmad (from 1 Ogos 2014 - current)
: En. Hussain Hitam (until 16 Julai 2014)

Editorial Adviser (2) : Cik Turasima Marjuki

Editorial Boards : Puan Siti Nor Afidah Anuar (from Jun 2014 - current)
Co-ordinator : Puan Siti Haslina Kanipan (untill Jun 2014)

Chief Editor : Puan Karimah Mohd Yusoff
Writers : Puan Karimah Mohd Yusoff
: Encik Rosnizam Eusoff
Designer : Puan Pathumahwati Balaspramaniam
Proof Reader : Puan Karimah Mohd Yusoff
Ilustrator : Puan Pathumahwati Balaspramaniam
: Encik Rosnizam Eusoff

iv

PREFACE

Kolej Matrikulasi Selangor (KMS) has been entrusted by the Matriculation Division,
Ministry of Education Malaysia (BMKPM) as a Centre of Excellence in Teaching (CoET)
since its official opening in 2010. In relation to this, a few official committees have been
appointed to be responsible for making KMS a centre of excellence in teaching that develop
independent learning among students. As the Centre of Excellence in Teaching (CoET),
KMS further strides to produce many excellent lecturers in teaching and learning and
developing autonomous learners.

To realise this, several initiatives have been designed and implemented to strengthen
the competence of lecturers on an on-going basis. Among the initiatives is to provide a
reference source package "DELIVER: Lecturer’s Guide" that includes a teaching standard, a
perspective on self-study, guide to the implementation of professional learning community
(PLC) as well as the implementation of teaching and learning strategy that aim to develop
self-directed attitude among learners.

The name DELIVER, acronym for Developing Independent Learning in Vibrant
Environment, was chosen to reflect the way lecturers should implement the teaching and
learning processes thorough various strategies and among those strategies are active
teaching and active learning, cooperative learning, case based study, mobile learning,
integration of higher order thinking skills (HOTs) and science process skills. It is hope that
lecturers will get better insights about various approaches to teaching and learning so as to
promote independent learning in classrooms.

Publishing "DELIVER: Lecturer’s Guide" is also expected to help implement
workplace training and further foster a culture of PLC in accordance with the wishes of KMS
Education Development Plan, MECC (2013-2025). Hopefully this initiative can be utilized by
all citizens and residents, particularly at KMS, as well as lecturers form other matriculation
colleges.

Hj Mustafar Musa
Director

Kolej Matrikulasi Selangor
Kementerian Pelajaran Malaysia

v

PREFACE

Prakata sedang di draf

Dr. Hajjah Rosnah Selamat
Director

Kolej Matrikulasi Selangor
Kementerian Pelajaran Malaysia
vi

FOREWORD
As the centre of excellence in teaching (CoET) for matriculation program, Kolej Matrikualsi
Selangor has developed several learning modules to be used as a guide for lecturers in
matriculation college in hopes to help lecturers to implement various teaching techniques. In
conjunction with the effort, the computer science unit of Kolej Matrikulasi Selangor was given
the responsibility to develop and explore a method of learning through case studies. Hence,
the development in preparing the module is driven through strategic planning which was
designed systematically. As a result, a proper case based learning module is produced as a
guide in implementing learning techniques through case studies. This module consists of an
introduction up to the post-implementation of the method of learning using case studies. The
module is designed so that it can be adapted to a variety of different topics. Through the use
of this module, the lecturers are expected to understand the purpose of the case study.
Thus, lecturers are expected to adapt and use the case study method by the relevance of
the respective topics. Our hope is that this module can be the beginning of a broader
exploration in learning through case studies in matriculation program.

Chief Editor

vii

Developing Independent Learning in Vibrant Environment

PART 1

INTRODUCTION
A case study is a scenario or problem written in the form of a story. It presents an issue
relating to an event, activity, or problem, which students are asked to research, debate,
and/or solve. Case studies offer a number of educational benefits, including forming
connections between course content, real issues, and student experiences, motivating
students, making interdisciplinary connections, strengthening student skills in analysis and
critical thinking, and promoting active learning.
A case is a story with a (hidden) message – a narrative that describes an actual, or realistic,
situation in which an individual or a group has to make a decision or solve a problem. Most
often, the stories are set in the past and focus on real people or real events, but they may
also describe fictitous things (perhaps by setting the case in the future)”

Effective Teaching Strategies,Roy Killen, 2006”

The case method was born out of research, teaching and consultancy activities at
Harvard Business School. Over the years, case programmes have been established at both
Harvard Business School and the Kennedy School of Government. The experience
accumulated by tutors and teachers is shared through the publication of short papers that
discuss the various pedagogical approaches to the case method. The classical case
method has three main components: the case itself, the students’ preparation for the case,
and the discussion that takes place in the classroom.

The case method is based on a philosophy of professional education which
associates knowledge directly with action (Boehrer, 1995). This philosophy rejects the
doctrine that students should first learn passively, and then, having learned, should apply
knowledge. Instead, the case method is based on the principle that real education consists
of the cumulative and unending acquisition, combination and reordering of learning
experiences.

1

Developing Independent Learning in Vibrant Environment

Principles that Support Case Study
According to Volpe, G (2002), there are two basic principles that support this method:

 First, the best-learned lessons are the ones that students teach themselves, through
their own struggles.

 Second, many of the most useful kinds understanding and judgement cannot be
taught but must learned through practical experience

According to Pitton, DE (2010) in his book Developing Preservice Problem-Solving Skills
Through The Case Study:

 Case study provides an effective technique for engaging preservice teachers in
thoughtful analysis and dialogue regarding problems they may encounter in the
classroom

 The use of case provides a bridge from the theoretical to the practical, while
engaging students in the analysis of situations and the problem solving they will need
to in the classroom

Definitions - Common Elements of Case
Cases come in many shapes and sizes from a simple as "What would you do in this
situation?” Question to an elaborate role-playing scenario in which students must resolve
complex questions based on real-world data and documents. How simple or complex a
case depends on what you want your students to be able to do on the topic. Whatever the
form the case may take, it usually has these common elements.
1. Real-world scenario

Cases are generally based on real world situations, although some facts may be
changed to simplify the scenario or "protect the innocent."
2. Supporting data and documents
Effective cases assignments typically provide real world artifacts for students to analyse.
These can be simple data tables, links to real URL’s, quoted statements or testimony,
supporting documents, images, video, audio, or any appropriate material.
3. Open-ended problem - Most case assignments require students to answer an open-
ended question or develop a solution to an open-ended problem with multiple potential
solutions. Requirements can range from a one-paragraph answer to a fully developed
group action plan, proposal or decision.

2

Developing Independent Learning in Vibrant Environment

Case assignments can be done in teams or independently. Typically, cases are done in
teams so that the students can brainstorm solutions and share the workload. Finally, it is
possible to incorporate real world data into other assignments which are not necessarily
open-ended and still realize the benefits of exposing students
Benefits of Case Studies
Many subjects use case studies in their curriculum to teach content, involve students with
real life data or provide opportunities for students to put themselves in the decision maker's
shoes. Some of the primary benefits include:
1. Real world context

Not only do students see how the topics material applies to the world outside the
classroom, but they get to see how data is often ambiguous or not clearly defined in
many situations.
2. Explore multiple perspectives
Cases in which a decision is required can be used to expose students to viewpoints
from multiple sources and see why people may want different outcomes. Students can
also see how a decision will influence different participants, both positively and
negatively.
3. Requires critical thinking and analysis
Cases usually require students to analyse data in order to reach a conclusion. Since
many assignments are open-ended, students can practice choosing appropriate analytic
techniques as well.
4. Students synthesize course content
Many cases require students to pull in different analytic techniques and information from
different areas of the course in order to provide an effective solution to the problem. In
addition, a case assignment can require an initial statement of the facts and techniques
used to reach the conclusion.

3

Developing Independent Learning in Vibrant Environment
Teaching Methods for Case Studies
Introduction
Case method is a powerful student-centered teaching strategy that can impart students with
critical thinking, communication, and interpersonal skills.

Having students work through complex, ambiguous, real world problems engages
students with the course material, encouraging them to “see it from an action perspective,
rather than analyse it from a distance” (Angelo & Boehrer). Case studies are, by their nature,
multidisciplinary, and “allow the application of theoretical concept and bridging the gap
between theory and practice” (Davis & Wilcock). Working on cases requires students to
research and evaluate multiple sources of data, fostering information literacy.

Case method is also effective at developing real world, professional skills. Working
on case studies requires good organizational and time management skills. Case method
increases student proficiency with written and oral communication, as well as collaboration
and teamwork. “Case studies force students into real-life situations,” training them in
managerial skills such as “holding a meeting, negotiating a contract, giving a presentation,
etc.” (Daly, 2002).

4

Developing Independent Learning in Vibrant Environment

Getting Started

Setting goals/objectives

Before choosing a case, it’s important to set your goals for the lesson. Have a clear set of
objectives and “be sure you know what you want to accomplish in the case, what facts,
principles, and viewpoints the students should cover” (Herreid, 1998).

1. Picking a case
a) “The most powerful and interesting cases are those that allow for several
assessments of the same situation, leading to several equally plausible and
compelling conclusions, each with different implications for action” (Angelo &
Boehrer).
b) “Cases are narratives, situations, select data samplings, or statements that present
unresolved or provocative issues, situations, or question. The information included
must be rich enough to make the situation credible, but not so complete as to close
off discussion or exploration. Cases can be short for brief classroom discussions or
long and elaborate for semester-long projects” (Indiana University).
c) “Good case studies focus on one issue or problem, and have a clear problem
statement… Choose case studies that match your course objectives, allowing
students to apply what they learn in the course to the scenario” (University of
Calgary).

2. Be prepared

a) “Know all the issues involved in the case, prepare questions and prompt in
advance, and anticipate where students might run into problems” (Carnegie
Mellon). Within the case “where is the debate? You need to frame the fighting
issues, because that’s where the action is” (Garvin, 2004).

b) Get some sense of the timing. A big danger is over packing classes and then short-
changing the material. Break the material into segments, get a sense of how long
each debate is likely to last, and determine which issues can be removed or made
optional. “You have to be able to flatten or shorten the accordion on segments of
class” as needed. Set two or three targets marking when you should be at a certain
point in the discussion so you know when to compress and when to fill in the
material (Garvin, 2004).

Developing Independent Learning in Vibrant Environment
3. Prepare your students

Students may be unfamiliar with the case method or may be predisposed to distrust
group work. They need to know exactly what is expected of them in order to be
successful in class. To avoid causing frustration, consider the following tips:

i. Start with a simple case first
ii. Discuss the purpose and suggested methods for doing a case assignment
iii. If cases are done in a team, introduce students to resources for team dynamics
iv. Allow sufficient class time for students to meet with their teams
v. Establish discussion etiquette guidelines
vi. Take sufficient time to introduce the narrative and establish the case facts

Reassure students that “messiness” is normal for this type of assignment
vii. Make sure you give students an opportunity to provide their reactions and

feedback (Pyatt, 2006)
If there are specialised skills or knowledge needed to complete the case analysis, go
over this with the class. “Provide background resources for the case study, including
supplementary readings and the necessary data to form an opinion” (University of
Calgary). Spend some time at the beginning familiarizing students with specialised
terminology or the expected formats for professional documents (Daly, 2002).

6

Developing Independent Learning in Vibrant Environment

PART 2

LEARNING MODULE FOR LECTURER BASED FROM CASE STUDY
Learning Module Based From Case Study

Module Case Study Module (Self-Learning Module for Lecturer)
Development
Synopsis Learning through case study

Case study-based learning is an approach of learning is based on the
case together with the problems that will be provided by the lecturer to the
students. A case is given to the students is designed so that each
strategy taken by students to solve the problem could cover most or all of
the topics, in accordance with the syllabus. This learning concept
facilitates lecturers and students through the effective learning process for
the selected topic. Case study-based learning will solve the real problems
related to the topics. It requires critical thinking, self-shaped learning,
teamwork, communication skills, and responsibility to solve given case.
This module explores the use of the case-based approach as teaching
aids to support matriculation students to comprehend a few of topic in
Computer Science subject. It discusses how to implement case study in
the classroom as one of teaching and learning method. In this module, we
outlining our reasons for incorporating case studies into the teaching
syllabus and then look at different aspects such the choice of topic,
content development, running and structuring of case studies, and solving
techniques. There are four examples of case studies that illustrate some
of the different topics.

By using this module, the lecturer will be able to;

1. Applying learning method through case studies
2. Applying topics learnt with real situation and problems
3. To train students to become an independent learner

7

Developing Independent Learning in Vibrant Environment

Introduction At the beginning of teaching, students are exposed with and explained to
Objectives the concept of case study.

As a result of this explanation, it is hoped that students will:
i. Understand the task and their role in solving the question on a

given case.
ii. Learn in a group and understand the objectives of learning.
iii. Understand the role of lecturers as:

a. Facilitators that monitors the work of students.
b. Evaluators to each question solving process undertaken by the

students.
iv. Self-learning problem solving

Case Study As a result of the teaching and learning approach; based on case studies,
Objectives it is hoped that students will be able to:
i. Learn to solve real problems in real-life situations
ii. Learn and find information on a given topic through case
iii. Relate the problem with theoretical that they have gained

knowledge of.
iv. Provide an opportunity for the development of key skills such as

communication, group working and problem solving.
v. Mastering the higher-order thinking skills
vi. Mastering the self-directed learning Skills

8

Developing Independent Learning in Vibrant Environment

How to Choose the Suitable Topic?
1. Observation from previous teaching and learning session.
2. Topic(s) or sub-topic(s) that can be integrated with other topic(s).
3. Topic(s) that is in abstract form.
4. Topic(s) that that can be related to real situation. Students will get better
understanding about the topic(s).

How to Develop the Case Study?
Here are some tips for effectively structuring and writing out a case assignment. It is
important to make sure the background and assignments are clearly spelled out.
Parts of a Case:-

1. Real World Scenario
2. Open Ended Problem
3. Required Output
4. Supporting Documents

1. Scenario and Problem
There are several possible approaches to writing a case (Herreid 1999, Davis and
Wilcock 2004):
a) developing a case based on a news item, research data
b) real data set or finding a news item to match your case assignment objectives
Assume that you are find the news item or set of data. If you are prefer to work the
other way, skip to the Define the Output section, and then back to this Scenario and
Problem section.

2. Scenario
In many cases, a scenario can be relatively easy to find from news items. Even more
helpful, there may web sites which specialise in monitoring news events in specific
disciplines.
What's important is that the scenario present a real-world, complex, open-ended
problem with multiple solutions. Many experts also recommend "high emotional
impact," but that can range from the highly controversial story to the interesting field
assignment.

9

Developing Independent Learning in Vibrant Environment

3. Defining the Issue
What can be tricky is making sure the issue is fully developed (Herreid, 1998) and
matches your course objectives. A news item can be so complex and so "juicy" that any
number of issues and problems could come from it.
It's unlikely that all the issues could be properly analysed in one case study
assignment unless it was very long or the students were very advanced. In most cases,
a more effective case study would focus on just a few key issues.

4. Additional Course Content
Does your case cover content you have not covered in class yet? This can be an
opportunity to have students research and study the new content. Often this is done as
part of the "background."

5. Define the Assignment Criteria
In order for a case assignment to be effective, it is important that the assignment be
integral to your course objectives.

6. Match Objectives
A case assignment can be structured in any number of ways depending in what
concepts or techniques you want the student to extract from the case. For instance:
a) If you want students to synthesize concepts, a mock proposal, multimedia
presentation or team judgment may be appropriate.
b) If you want student to focus on analysis or critical thinking, you may require an
opinion paper, recommendation, or even a statement of what problems are raised
by the case.
c) If you are interested in student reactions to multiple view points, you could stage a
mock debate, class discussion or online discussion.
d) If you want students to extract content from a case, you may pose a series of short
answer questions in which students pull answers from the case background or
documents.

7. Restricting the scope
Make sure your assignment is defined to be doable given the amount of time allotted to
the case. A paragraph may be enough for a simple case presented in class; more
complex results would be expected from a case assignment lasting several weeks.

10

Developing Independent Learning in Vibrant Environment

Style Notes
1. Narrative

Many experts recommend writing the case as a narrative, almost like a short story,
(Herreid 1999, Kardos & Smith 1979) in order to engage student interest. However,
there may be instances when a more objective presentation is desired such as
presenting clinical reports or official documents. In any case, it is important to find an
appropriate format which engages student interest, yet presents the content
appropriately. Excessive jargon should be avoided unless it is needed for the case
structure.
2. Length
Experts vary on how much detail is necessary, but it is important that enough material
be written so that all the important background and data are included, but short enough
so that students are not overwhelmed. A good index or detailed outline can help in
assignments where large amounts of case background need to be presented.
3. Sequence of Data & Documents
In most cases, supporting data and documents are sequenced according to the
narrative of the case. If possible, short passages or tabular data can be embedded
within the narrative in the appropriate location.
For some case types however, documents can be organized out if sequence if the goal
is for students to learn it organize and analyse a random collection of documents.

4. Format
Cases often compiled as written dossiers or packet, but some cases are being posted
online in order to save printing costs and allow for quick updates.

11

Developing Independent Learning in Vibrant Environment

How to Develop the Case Study?

The Guidelines to Prepare the Case for Matriculation Level

1. Topic and sub-topic
The case study is to be developed depending on the sub-topic that will be covered in the
case. It can involve the whole topic or parts of the topic.
a) It must enclose an introduction
b) It must have continuality of the topic / integrated related to the topic
c) It must have extra explanation or elements ( a good case is more than mere
explanation)
d) The creativity of the writer (lecturer) : -
i. The technique of applying the topic into case study
ii. The writer has to maintain students’ interest in reading the case study from
the start until the end of the case.

2. The case’s criteria
a) The Case must have a problem(s) to solve by student
b) The Case must have the information’s needed for student to understand the
problem(s), analyst the problem(s) and propose the solution(s).
c) The Case must retain the student interest with it.

3. Information Arrangements
a) In narrative form that represent story or scenario.
b) The student has to be put in the same situation as he is in the story or scenario → it
start with students is facing the said situation and have to think what is happening
and the propose solution(s) for it.

4. It should look’s realistic
Have facts, opinions, incidents and others information that is arranged in a complete
and coherent manner to show a good degree of truth and reliability to the prepared
case.

5. Questions at the end of Case
a) The questions must be related with the Case that has been developed.
b) The student needs to understand the Case in order to answers the questions.
c) The questions have to encourage student to analyse, synthesise as related the
theories and principle learned.
d) Can help the student to understand the topic

12

Developing Independent Learning in Vibrant Environment

The writer has to always re-look the writing to ensure the following questions are complied:
 Does it have issues/problem(s) that has to be discussed?
 Does it relate the theory and principle that has been taught regarding the topic?
 Does it have enough information to answer all the prepared questions?

How to conduct the case study in the class?
There are no compulsory guidelines in conducting the case study in the class. Lecturers can
use any suitable guidelines that they prefer. Below is a suggested guideline in conducting
case study.
1. Form a group

a) Split students into groups to discuss the case. Groups of about 4-5 should work
well.

b) Assign the leader for the group.
Note: Members of the particular group should be choose by lecturer

2. Give students guidelines about expectations for the assignment so that
students:-
a) Understand the purposes of doing a case study in the particular topic
b) Understand the roles and the functions of every members in a group
c) Understand the steps that students should be followed to solve the case.
Note: The suggestions steps can be refered in follwing sub-topic

How to solve the case
Step 1 – Read the case study
1. Understanding the background of case – to ensure students understand all of facts

before they solve the problems
2. Read the case at least two times. The first reading in order to provide students familiar

with the case while the second and further reading in order to help students focus to the
questions regarding to the case.
Note : Members of groups has to read the given case

13

Developing Independent Learning in Vibrant Environment

Step 2 – Read the questions carefully and analyse the case
1. Identifying the Problem – This is important so that students know what needs to be

solved or done.
 Students identify the main problems
 Read the case and associated questions carefully. Highlight the main points of the

case and any issues / problems that can be identified.
Note: Students write the key points in the case
 *Read the case again and link the information that is relevant to each question.
 *Students analyse what is required to solve the case
2. Assessing the Evidence (outlining the points)
The role of student: resolve issues / problems ranging from issues of major / minor
problems
a) resolve the main issues / problems starting by starting from minor issues / problem
b) identify evidence from the cases associated with each problem

eg; individual / items that involved and their roles / functions
c) use a mind map / flow chart to determine the problem and the relationship

-> a useful strategy, especially in the case of a relatively complex
Note: mind map / flow chart is very helpful in solving the problem

Integrating relevant theory into the case study answer is vital. This allows students to
demonstrate how theory relates to the actual issues / problems found in the case study,
as well as demonstrate their understanding of the course content. The example of cases
shows how the theory and issues have been woven together.
Step 3 - Brainstorming in group
 Generating possible solutions for every question, even if there are some views that

are less suitable for group members.
List the methods of solution have been studied for the topic
 Determine the appropriate method of solution to the case
Note: Students apply the theory they have learned (if necessary)
Step 4 – Choosing the best solution
 Discuses all the solutions that is suggested by group members for each questions
 Choose the best solution for each question

14

Developing Independent Learning in Vibrant Environment

Evaluating Student Case Work
How to give grading for students in classes with case teaching? There are a host of
possibilities.

1. Evaluating Class Discussion
a) Making written notes even as the discussion unfolds, using a seating chart, and
calling on perhaps 25 students in a period. This usually interferes with running an
effective discussion.
b) Tape-record the discussion and listen to it later in thoughtful contemplation.
c) Lecturer will sit down shortly after their classes with seating chart in hand and
reflect on the discussion. Lecturer rank student contributions into categories of
excellent, good, or bad, or they may use numbers to evaluate the students from 1 to
4 with 4 being excellent. The negative evaluations may be given to people who
weren’t prepared or were absent. These numbers are tallied up at the end of the
semester to calculate the grade. And that’s as quantified as it gets.
According to mathematician/philosopher Blaise Pascal's view of evaluation:
“We first distinguish grapes from among fruits, then Muscat grapes, then those from
Condrieu, then from Desargues, then the particular graft. Is that all? Has a vine ever
produced two bunches alike, and has any bunch produced two grapes alike?” “I have
never judged anything in exactly the same way,” Pascal continues. “I cannot judge a
work while doing it. I must do as painters do and stand back, but not too far. How far
then? Guess ....”

2. Assignments
The simplest solution to case work evaluation is to forget classroom participation and
grade everything on the basis of familiar criteria, say papers or presentations.

3. Exams
Lecturer can give any sort of exam in a case-based course, including multiple-choice,
but doesn’t it make more sense to have at least part of the exam a case? If you have
used cases all semester and trained students in case analysis, surely you should
consider a case-based test. Too often we test on different things than we have taught.

15

Developing Independent Learning in Vibrant Environment
4. Peer Evaluation

Some of the best case studies involve small group work and group projects. Teaching
cases by this way is the most user-friendly for certain subject and the most rewarding for
students.
Some aficionados of group work don’t like group projects because:
 Some say, how do you know who’s doing the work? Even if they ask for a group

project, they argue against grading it.
 Lecturers usually rely strictly on individual marks for a final grade determination.
Peer evaluations can be used to evaluate students using a form provided by lecturer.
Students give their teammates and give each one the number of points that reflects their
contributions to group projects throughout the course. Say the group has five team
members then each person would have 40 points to give to the other four members of
his team. If a student feels that everyone has contributed equally to the group projects,
then he should give each teammate 10 points. Obviously, if everyone in the team feels
the same way about everyone else, they all will get an average score of 10 points.
Persons with an average of 10 points will receive 100% of the group score for any group
project.

16

Developing Independent Learning in Vibrant Environment

PART 3

Self-Learning Module for Lecturer

The Mission of Teaching Practice through Case Study is to promote the nationwide
application of active learning techniques to the teaching of computer science subject, with a
particular emphasis on case studies and problem-based learning.

CONDUCTING A LESSON
THROUGH CASE STUDY

Developing Independent Learning in Vibrant Environment

What is a lesson?
A lesson is an organized set of activities designed to present one manageable sized piece of
your course. Don’t confuse lesson with lecture as it is commonly used in the expression
lecture/lab when describing course hours

 Curriculum Framework / Syllabus
Description (HSP)

 Lecture notes, reference books, internet
resources

Figure 1.0 : Elements of Lesson Development

 Performance  Students Learning
Evaluations Objectives

 Quiz, Test  Understanding by
design of teaching and
learning

Figure 1.0: Elements of Lesson Development

Developing Independent Learning in Vibrant Environment

LEARNING THROUGH CASE STUDY
Title of the Lesson: Learning Through Case Study / Case-Based Instruction
Description of Lesson:
A case is presented to students or selected by the students, leading them to a correct
response or solution given the situation or an experiential knowing of the given case. The
activity can also lead to an understanding of the ramifications of their decisions. The case
itself can be structured or unstructured. In case-based instruction, the learning can involve
recording and synthesizing information on a case, indexing it to other cases, and/or adapting
a solution to the given case. The product can either be a student study of a new case or a
student analysis of pre-existing case studies towards a particular goal.

Goals & Objectives
Several goals:-

1. Allow the application of theoretical concepts
2. Develop group work and problem solving abilities
3. Information gathering and analysis
4. Time management
5. Presentation skill
6. Develop higher order decision making skills.

Prerequisites:
Students will need access to the case to be studied. They will also need any prior knowledge
needed to synthesize case items.

Materials and Resources:
The instructor will provide any necessary details of the case(s) and the assignment
description.

Guiding Questions for this Lesson:
The guiding question will depend on the purpose of the case-based instruction as shown
under goals and objectives above. As an example: How well can the student(s) adapt to the
given situation and provide a plausible solution, circumvention, explanation, or resolution?

19

Developing Independent Learning in Vibrant Environment

Lesson Outline and Procedure:
1. Lecturer presents a given case to the students.
2. Lecturer guides students to focus on important aspects of the case, recall relative
learning (as deliver during lecture), and reach conclusions that address learning
objectives.
3. The assessment may be as simple as the discussion participation to a paper
outlining key points from a given unit of cases presented in class.

Teaching Strategies:
 Usually done individually as online or offline activities. It can also be done or as a group

assignment, which can be made more effective by then comparing across a group of
similar or different cases.
 Be sure that the students come upon an understanding of all of the contextual factors in
the given case. Be prepared with a list of such factors following the assignment.
 Choose cases that in some ways intersect so that students can easily draw similarities
among the cases studied by other students so as to connect the learning.
 In some cases, the instructor may be able to utilize a completely fabricated case to
study. However, these should be carefully tested with a colleague prior to student
exposure. If an entirely hypothetical situation is utilized for which the students must
provide an analysis.
Accommodations:
What accommodations may be needed for students with disabilities or other special needs?
The primary accommodation for this exercise may involve access to the case to be studied
(upload to the portal)
Timeline:
For a basic case study, it can take place in a single session of learning period. The case
can be review and summarize for second session in order to improve the topic.

20

Developing Independent Learning in Vibrant Environment
Ideas for Lesson Evaluation and Teacher Reflection:
How did the students like the lesson? End of lesson / topic / semester evaluations should
ask about the usefulness and learning accomplished through such activities. Also, the
conversation that occurs during the activity will help gauge how the students are enjoying
various aspects and whether they are learning and/or participating.

Questions the instructor should ask when evaluating the lesson include: Were the
students engaged in efficiently processing the case-based information? What skills did they
excel at or lack? How might the activity be presented alternatively in future courses to be
more effective?

How was student learning verified? Participation can be assessed in discussion
sessions. A rubric can also be set up to help gauge the quality of final work.

21

Developing Independent Learning in Vibrant Environment
CASE STUDY MATERIALS
Contents

For Teachers
Teacher’s Notes
Case Content: Title of case
Suggested Lesson Plan and Teaching
Assessment Guidelines
Hints for the Case
References

For Students
Student’s Notes
Case content: Title case
Activity Guidelines
Assessment
Hints for the Case
References

22

Developing Independent Learning in Vibrant Environment

LECTURER’S MATERIAL FORMAT
Teacher’s Notes
Subject areas

The subject area of the case (e.g; Computer Science)
Topics

e.g; Information System
Level

e.g; Matriculation (One Year Program, Semester 2)
Audience/Prerequisites




Learning Objectives
1.
2.
3.
Case Content

Title of Case

Case Content

23

Developing Independent Learning in Vibrant Environment
Suggested Lesson Plan and Teaching Techniques
Suggested lesson plan
Provide suggested lesson plan. Suggestions may include how to spend the time in class,
how to organize the discussion group, and how to arrange the lesson for students to report
their findings and solutions
1. Introduce the case ( time )
2. Individual preparation ( time )
3. Small group discussion ( time )
4. Various Learning activities ( time )
5. Presentation ( time )
6. Large group discussion ( time )
Suggested teaching techniques
Provide advice on how to introduce the case to class, how to motivate students, and how to
facilitate students to discuss effectively in student-group. Identify things that can easily go
wrong in the course of case analysis, and provide tips on how to avoid them
Notes: Lecturer may give the case study materials prior to lesson for preparation purpose

24

Developing Independent Learning in Vibrant Environment

Assessment Guidelines

This guideline is to help teachers to assess students’ performance

When students see the ways in which they will be assessed before working on the case,
they will know the areas on which they should focus. When they receive the results of their
assessment, they will know the areas in which they did well and the areas in which they
need to improve.

Items Particulars Needs Improvement
Satisfactory
Good
Excellent

Specific comments

25

Developing Independent Learning in Vibrant Environment
Supplementary worksheets
Additional guidance to help students analyse the case step by step, such as specific
questions with suggested solutions.
Hints for the case
Additional information and material that aim to further stimulate students’ interest in the case,
such as contemporary issues and information with regard to the broad subject matter.
References


( explanation )


( explanation )


( explanation )

26

Developing Independent Learning in Vibrant Environment
SAMPEL OF LECTURER’S MATERIAL
Lecturer’s Notes

Subject areas
Computer Science

Topics
INFORMATION SYSTEM: 7.2 System Development Life Cycle (SDLC)

Level
Matriculation (One Year Program, Semester 2)

Audience/Prerequisites knowledge
 Students have already been exposed with the topic from attending lecture.
 Students have lecture notes for the topic.

Learning Objectives
At the end of this topic, students should be able to:

1. Identify the steps of system development life cycle.
2. Describe each step of system development life cycle.

27

Developing Independent Learning in Vibrant Environment
Case Content

From Principles to Practice: Analyzing a Student Learning Outcomes Assessment
System (SLOAS) at Selangor Matriculation College
– A Case Study
Matriculation program is a pre-university program under Ministry of Education, Malaysia.
Selangor Matriculation College (KMS) is one of the matriculation colleges that offer
science and account for matriculation student. The college decided to develop a process
for defining student learning objectives and outcomes, measuring success in achieving
these, and using the results of this measuring for continuously improving the quality of
student learning process. The aim is to design and develop a Student Learning
Outcome Assessment System (SLOAS) which can automate the data collections and
streamline the processes of course effectiveness evaluation. Mr. Hilman, the college’s IT
Officer, is given the task to study the possibility of the project. In a nutshell, he
determines that this system would be a great use for data collection and reporting to
provide the evidence that students learning outcomes were being achieved for the
subject.

With the lack of internal development resources, insufficient IT support, budget
issues, lack of expertise and so forth, Mr. Hilman knew that he is challenged with a tough
project. He prepared a suggestion and presents it to the college top’s management. The
suggestion proposed was to consider either to develop a new system based on their
needs, or hire a vendor to develop the system. Since the IT department has only five
members with minimum system development skills, the management agreed to hire a
vendor to develop the system. As stated by Mr. Hilman in his presentation, he had
chosen Trans Tech Solution Sdn. Bhd. to develop the system. Trans Tech Solution is an
IT company located in Cyberjaya.

Upon signing the contract, Trans Tech Solution assigns two of its staff at KMS for a
month to get all the necessary information for the project. Mr. Hadi, Trans Tech
executive, was given a role as a project manager for this project. During the first two
weeks, they distribute the questionnaire as instrument of survey, conducting an interview
to a group of lecturer and observed the process of teaching and assessment conducted
in the college. With the all information collected they went back to their office at
Cyberjaya to develop the project with their team members. After two months, Trans Tech
Solution has completed the system development for KMS. The system then was installed
into KMS’s server for a test-run. Mr. Hadi then planned a scheduled training session for
the targeted user. The training session will be conducted in a computer lab. As a start,
the system will be use by computer science’s lecturer. The system will be introduced to
other lecturers from various units in KMS after the assessment for the new system is
thoroughly completed and ready to run.

28

Developing Independent Learning in Vibrant Environment
Please answer the following question based on the article:
Question 1:
The project started by obtaining a request from the college. Name the phase of this part.
Question 2:
Name the activities of the phase that you mention in question 1.
Question 3:
List down the possible steering committee members for this project based from the
article.
Question 4:
Mr. Hilman prepared a suggestion and presented it to the management. The whole
processes of preparing and presenting is known as what in System Development Life
Cycle (SDLC)?
Question 5:
Identify the statements in the article that refers to the custom software? You may quote
the particular sentences.
Question 6:
Identify the statements in the article that refers to the outsourcing? You may quote the
particular sentences.
Question 7:
Trans Tech Solution distributed questionnaire as an instrument of survey, conduct
interview to a group of lecturer and observe the process teaching and assessment.
Identify the phase of SDLC for this process
Question 8:
Name the two major activities in Design phase
Question 9:
Based from the article, what are the types of conversion used for this system?
Question 10:
What type of training methods that can be used to train the users?

29

Developing Independent Learning in Vibrant Environment
Suggested Lesson Plan and Teaching Techniques

Suggested lesson plan
Below are the suggested lesson plans for one tutorial session (50-55 minutes).
Note: Lecturer may change the suggested time accordingly
Suggestions may include how to spend the time in class, how to organize the discussion
group, and how to arrange the lesson for students to report their findings and solutions
1. Introduce the case ( 5 minutes )
2. Individual preparation ( 10 minutes )
3. Small group discussion ( 15 minutes )
4. Various Learning activities ( 10 minutes )
5. Presentation ( 5 minutes )

Note: Select a group to present, while others just submit their task to lecturer
6. Large group discussion ( 10 minutes )

Suggested teaching techniques
1. Explain the purposes of using case study to students
2. Distribute the Case Study Material – For Students
3. The case study should start according to Learning Schedule
Note: Learning Schedule stated in Case Study Material – For Students
4. Lecturer will be facilitating during the session

30

Developing Independent Learning in Vibrant Environment

Assessment Guidelines

Guideline to assess students’ performance

To achieve the Learning Outcomes, students will be assessed by using the form below.
Before students working with the case, lecturers will explain to them about particular areas
so that they will know the areas on which they should focus

Items Particulars Needs Improvement
Satisfactory
Good
Excellent

1. Able to identify phases in SDLC

2. Able to understand activities in the phases

3. Able to understand the terms used in SDLC

4. Able to identify the participants in SDLC

5. Able to understand the whole problem in the right
context

Specific comments

31

Developing Independent Learning in Vibrant Environment
Supplementary worksheets
For this sample of case study, lecturer can suggest students to refer to sub topic of IS –
System Development Life Cycle as below

Hints for the case
Students should imagine themselves as part of Project Development Team in order blend
themselves with the situation
References
 Turban E. et al. (2010). Introduction to Information Technology (7th Edition). New

Jersey: John Wiley & Sons Inc.
 K. C. Loudon and J. P. Laudon (2007). Management of Information System; (7th edition)

. ISBN-10: 0130330663, ISBN-13: 978-0130330666, Prentice Hall.
 Shelly, G. B., & Vermaat, M. E. (2009). Discovering Computer 2011 Complete. Boston:

Course Technology Cengage Learning

Developing Independent Learning in Vibrant Environment
STUDENT’S MATERIAL FORMAT
Student’s Notes
Topics
Learning Objectives

Case content

Title of Case

Case Content

Activity Guidelines
Learning Schedule
Suggestions may include how to spend the time in class, how to organize the discussion
group, and to arrange the lesson for students to report their findings and solution
1. Introduce the case ( time )
2. Individual preparation ( time )
3. Small group discussion ( time )
4. Various Learning activities ( time )
5. Presentation ( time )
6. Large group discussion ( time )

33

Developing Independent Learning in Vibrant Environment

Presentation and report writing guidelines
Provide presentation and/or report writing guidelines from which students can develop own
report formats

Assessment Guidelines
Your teacher will assess your performance based on the following. When you receive your
assessment, you will know the areas which you did well and the areas in which you need to
improve.

Items Particulars Improvement Needs
Satisfactory
Good
Excellent

Specific comments
34

Developing Independent Learning in Vibrant Environment
Supplementary worksheets
List specific questions that help students analyse the case step by step
Hints for the case
Students should imagine themselves as part of Project Development Team in order blend
themselves with the situation
References


( explanation )


( explanation )


( explanation )

35

Developing Independent Learning in Vibrant Environment
SAMPLE OF STUDENT’S MATERIALS

Student’s Notes

Topics
7.0 INFORMATION SYSTEM: 7.2 System Development Life Cycles

Learning Objectives
At the end of this topic, students should be able to:

1. Identify the steps of system development life cycle.
2. Describe each step of system development life cycle.
Case content

From Principles to Practice: Analyzing a Student Learning Outcomes Assessment
System (SLOAS) at Selangor Matriculation College
– A Case Study
Matriculation program is a pre-university program under Ministry of Education, Malaysia.
Selangor Matriculation College (KMS) is one of the matriculation colleges that offer
science and account for matriculation student. The college decided to develop a process
for defining student learning objectives and outcomes, measuring success in achieving
these, and using the results of this measuring for continuously improving the quality of
student learning process. The aim is to design and develop a Student Learning
Outcome Assessment System (SLOAS) which can automate the data collections and
streamline the processes of course effectiveness evaluation. Mr. Hilman, the college’s IT
Officer, is given the task to study the possibility of the project. In a nutshell, he
determines that this system would be a great use for data collection and reporting to
provide the evidence that students learning outcomes were being achieved for the
subject.

With the lack of internal development resources, insufficient IT support, budget
issues, lack of expertise and so forth, Mr. Hilman knew that he is challenged with a tough
project. He prepared a suggestion and presents it to the college top’s management. The
suggestion proposed was to consider either to develop a new system based on their
needs, or hire a vendor to develop the system. Since the IT department has only five
members with minimum system development skills, the management agreed to hire a
vendor to develop the system. As stated by Mr. Hilman in his presentation, he had
chosen Trans Tech Solution Sdn. Bhd. to develop the system. Trans Tech Solution is an
IT company located in Cyberjaya.

36

Developing Independent Learning in Vibrant Environment

Upon signing the contract, Trans Tech Solution assigns two of its staff at KMS for a
month to get all the necessary information for the project. Mr. Hadi, Trans Tech
executive, was given a role as a project manager for this project. During the first two
weeks, they distribute the questionnaire as instrument of survey, conducting an interview
to a group of lecturer and observed the process of teaching and assessment conducted
in the college. With the all information collected they went back to their office at
Cyberjaya to develop the project with their team members. After two months, Trans Tech
Solution has completed the system development for KMS. The system then was installed
into KMS’s server for a test-run. Mr. Hadi then planned a scheduled training session for
the targeted user. The training session will be conducted in a computer lab. As a start,
the system will be use by computer science’s lecturer. The system will be introduced to
other lecturers from various units in KMS after the assessment for the new system is
thoroughly completed and ready to run.

Please answer the following question based on the article:

Question 1:
The project started by obtaining a request from the college. Name the phase of this part.
Question 2:
Name the activities of the phase that you mention in question 1.
Question 3:
List down the possible steering committee members for this project based from the
article.
Question 4:
Mr. Hilman prepared a suggestion and presented it to the management. The whole
processes of preparing and presenting is known as what in System Development Life
Cycle (SDLC)?
Question 5:
Identify the statements in the article that refers to the custom software? You may quote
the particular sentences.
Question 6:
Identify the statements in the article that refers to the outsourcing? You may quote the
particular sentences.
Question 7:
Trans Tech Solution distributed questionnaire as an instrument of survey, conduct
interview to a group of lecturer and observe the process teaching and assessment.
Identify the phase of SDLC for this process
Question 8:
Name the two major activities in Design phase
Question 9:
Based from the article, what are the types of conversion used for this system?
Question 10:
What type of training methods that can be used to train the users?

37

Developing Independent Learning in Vibrant Environment
Activity Guidelines
Learning Schedule
Suggestions may include how to spend the time in class, how to organize the discussion
group, and to arrange the lesson for students to report their findings and solution
1. Introduce the case ( 5 minutes )
2. Individual preparation ( 10 minutes )
3. Small group discussion ( 15 minutes )
4. Various Learning activities ( 10 minutes )
5. Presentation ( 5 minutes )

Note: selected group
6. Large group discussion ( 10 minutes )
Presentation and report writing guidelines
Provide presentation and/or report writing guidelines from which students can develop own
report formats

38

Developing Independent Learning in Vibrant Environment

Assessment Guidelines

Your teacher will assess your performance based on the following. When you receive your
assessment, you will know the areas which you did well and the areas in which you need to
improve.

Items Particulars Improvement Needs
Satisfactory
Good
Excellent

1. Able to identify phases in SDLC
2. Able to understand activities in the phases
3. Able to understand the terms used in SDLC
4. Able to identify the participants in SDLC
5. Able to understand the whole problem in the right

context

Specific comments

39

Developing Independent Learning in Vibrant Environment
Supplementary worksheets
For this sample of case study, lecturer can suggest students to refer to sub topic of IS –
System Development Life Cycle as below

Hints for the case
Students should imagine themselves as part of Project Development Team in order blend
themselves with the situation
References
 Turban E. et al. (2010). Introduction to Information Technology (7th Edition). New

Jersey: John Wiley & Sons Inc.
 K. C. Loudon and J. P. Laudon (2007). Management of Information System; (7th edition)

. ISBN-10: 0130330663, ISBN-13: 978-0130330666, Prentice Hall.
 Shelly, G. B., & Vermaat, M. E. (2009). Discovering Computer 2011 Complete. Boston:

Course Technology Cengage Learning


Click to View FlipBook Version