Educational technologies “Case studies” and “Debates”
as a means of activating students’ cognitive activity
Case study technology
Case study technology in open education
Case method as a technology integrating developmental learning technologies
Organization of training based on the method of specific cases
Guide to Writing a Case Study
Case structure
Types of cases
Output testing
Technology "Debate"
Discussion as a way to organize the educational process
The main features of the Discussion technology
Structure of the discussion
Rules for discussion
Moderator functions
Expert functions
Forms of discussions
ORGANIZATION OF EDUCATIONAL DISCUSSIONS ON “DEBATE” TECHNOLOGY
B. Organizational procedures
B. Progress of the game
D. Advantages of using Debate technology
Case study technology
From the history of the issue
The case-study method or the method of specific situations (from the English case - case, situation) is a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases).
The method of specific situations (case-study method) refers to non-game simulation active teaching methods.
The immediate goal of the case-study method is to work together with a group of students to analyze a case situation that arises in a specific state of affairs and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and selection of the best one in the context of the problem posed.
The case-study method is most widely used in teaching economics and business sciences abroad. It was first used in the educational process at Harvard Law School in 1870; The implementation of this method at Harvard Business School began in 1920. The first collections of cases were published in 1925 in the Harvard University Business Reports.
2. Case study technology in open education
The “Case Study” technology is actively used in modern education, and can be classified as an open education technology focused on the diversity and variability of educational offers, overcoming the school context, and creating an educational space that provides students with a range of opportunities in choosing an educational route.
We understand that today the task of the school is not only to form the functional competencies of students, but also to cultivate in schoolchildren such qualities and abilities that will allow them to determine their educational trajectory and choose a profession. At the same time, the education system is obliged to stimulate the personal responsibility of the younger generation for their education and future. It is not so much about transferring “secrets” from teacher to student, but about assessing various situations, information, finding creative solutions and their implementation. At the same time, schoolchildren are invited to demonstrate their skills in working with texts of different genres.
According to the results of the international study PISA-2000, our schoolchildren have a whole group of “deficiencies” related to the analysis of information and texts:
in general, they are able to read and understand texts and respond, but the need to give a detailed answer in the form of a text causes difficulties;
they grasp the general outline of the text quite well, understand its general content, but are inattentive to details;
cannot solve a problem if it is necessary to give a qualitative rather than a quantitative answer;
are lost when working with compound texts. If information is presented in the form of separate information fragments (including those of different genres), and understanding (“reading”) the information involves collating, comparing, retaining fragments and combining them into a common information picture, which causes difficulties;
as a rule, they are focused either on the general content of the text or on its fragments;
most often they do not have the skills to work with everyday, popular science, and journalistic texts.
The classic scheme of a task or task can be described through the condition of the task and the question that needs to be answered. The relationship between the conditions of the task and the question precisely determines the method of action. In fact, we are talking about a stereotypical application of a method of action.
The assignments and tasks that are now widely used in the global community look different. The condition and questions are asked as independent and at first glance are not related to each other. Connecting the condition and the question is the student’s task. Often this action requires the involvement of personal experience, additional information needed detailed work with context. Hence the “design” of international tasks, in particular PISA tasks - they often represent a description of a situation (case) taken from real life practice. Each task is a situation, a case that requires its own solution.
Over the years of study in secondary school, and then in higher education, students accumulate experience in solving clearly and specifically formulated problems. However, in real life the situation is fundamentally different: the life and professional tasks that arise before them are not known to them in advance, no one formulates them for them in the usual form of educational tasks, moreover, they are usually disguised by many important and ordinary accompanying events and facts.
That is why it is so important, especially starting from school, to use technologies that would help the student objectively assess the real situation, highlight the problem, take into account the capabilities of other people, establish contacts with them, and influence their activities. For these purposes, the method of specific situations (case method) is ideally suited.
3. Case method as a technology that integrates developmental learning technologies
Situational methodology, or case study, is a method for analyzing cases and situations. Solving a case allows you to develop critical thinking skills, and also actualizes a certain set of knowledge that must be learned when solving the stated problem.
The method of specific situations is based on simulation modeling, that is, before giving a task to students, a specific example is developed or ready-made materials are searched for describing a real situation.
We believe that the case method can be effectively used when working with elective courses. Some events are stated, a conflict or problem, emotional and behavioral aspects of interaction are described, that is, a process corresponding to the content of training is modeled in real conditions.
Material overview
Case technology. Case study method (“analysis of specific situations”).Selevko G.K. Modern educational technologies:Tutorial. – M.: Public Education, 1998. – 256 p.
History of the Case Study method
The “homeland” of this method is the United States of America, and more precisely, the Harvard Business School.” It was first used in 1924. “The cultural basis for the emergence and development of the case method was the principle of “precedent” or “case”. “The Case Study method is most widely used in teaching economics and business sciences abroad. ... In its early stages, this method was widely used in graduate courses in the MBA program ... This method of studying economics was proposed at Harvard University in America and has recently found widespread use in the study of medicine, law, mathematics and other sciences.” “In Russia, the case method began to be used in teaching in the 80s, first at Moscow State University, and then at academic and industry institutes, and later at special training and retraining courses” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU].
Educational resource of the Case Study method
“The case method allows you to demonstrate academic theory from the point of view of real events... It “allows you to interest students in studying the subject, promotes the active acquisition of knowledge and skills in collecting, processing and analyzing information characterizing various situations” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU]:
“A good “case”, as a rule, teaches you to look for non-trivial approaches, since it does not have a single correct solution. “I especially appreciate the independence of thinking in the case method,” says Peter Ekman. “In real business, there are five or six ways to solve a problem. And although there is a classic solution for each situation, this does not mean that it will be optimal .Can be accepted good decision, and its results will lead to bad consequences. You can make a decision that everyone around you considers unsuccessful, but it is the one that will lead you to the desired results." [Davidenko V. How does a “case” differ from a suitcase?]
The CASE STUDY method promotes the development of various practical skills. “They can be described in one phrase - a creative solution to a problem and the formation of the ability to analyze a situation and make a decision” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
The CASE STUDY method develops the following skills:
1. “Analytical skills.
These include: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find information gaps and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.
2. Practical skills.
The reduced level of complexity of the problem presented in the case compared to the real situation contributes to the formation in practice of skills in using economic theory, methods and principles.
3. Creative skills.
As a rule, CASE logic alone cannot solve the situation. Creative skills are very important in generating alternative solutions that cannot be found logically.
4. Communication skills.
Among them are the following: the ability to lead a discussion and convince others. Use visual material and other media, cooperate in groups, defend your own point of view, convince opponents, write a short, convincing report.
5. Social skills.
During the CASE discussion, certain social skills are developed: assessing people's behavior, listening, supporting in a discussion or arguing an opposing opinion, controlling oneself, etc.
6. Self-analysis.
Disagreement in a discussion promotes awareness and analysis of the opinions of others and one’s own. Emerging moral and ethical problems require the formation of social skills to solve them” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Construction technology CASE STUDY
The following main stages of creating CASEs are distinguished: defining goals, criterial selection of a situation, selection of necessary sources of information, preparation of primary material in CASE, examination, preparation of methodological materials for its use [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“1st stage. Determine the purpose of creating CASE, for example, training in effective communications within the enterprise. To do this, you can develop a CASE for a specific well-known enterprise, describing its communications used by managers to organize work with personnel within the company. Develop questions and assignments that will allow students to master different kinds communications (meetings at various levels, annual report, internal newspaper, announcements, briefings, etc.).
2nd stage. Identify a specific real situation or company (sector of the economy) that corresponds to the goal.
3rd stage. Conduct preliminary work to find sources of information for CASE. You can use keyword search on the Internet, catalog analysis printed publications, magazine articles, newspaper publications, statistical reports.
4th stage. Gather information and data for the CASE using various sources, including contacts with the firm.
5th stage. Prepare the initial version of the material presentation in CASE. This stage includes prototyping, layout of material, determination of the form of presentation (video, printed, etc.)
6th stage. Obtain permission to publish CASE if the information contains data on a specific company.
7th stage. Discuss CASE, attracting as wide an audience as possible and get peer review before testing it. As a result of such an assessment, necessary changes and improvements in CASE may be made.
8th stage. Prepare guidelines for using CASE. Develop tasks for students and possible questions for conducting a discussion and presentation of CASE, describe the expected actions of students and the teacher during the discussion of CASE.
The entire Case preparation process is based on the skills and abilities of working with information technology, which allows you to update existing knowledge and intensify research activities. For example, at the stage of collecting information, various sources are used, based on modern communications: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. These sources often provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of many available facts to present the overall picture of the phenomenon or event being studied. For the convenience of working with numerical information, it is necessary to present it in the form of tables, graphs and diagrams. In this case, spreadsheets are the most effective tool. Next, students are faced with the question of the form of presentation of the Case, depending on which they can use either tools for creating electronic multimedia presentations or desktop publishing systems” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
A distinctive feature of this CASE STUDY method is the creation problematic situation based on real life facts.
“The CASE STUDY method illustrates real life... In order for the educational process based on CASE to be effective, two points are important: a good CASE and a certain methodology for its use in the educational process... CASE is not just a truthful description of events, but a single information complex that allows you to understand the situation. In addition, it should include a set of questions that encourage solving the problem at hand. A good CASE must satisfy the following requirements:
– correspond to the clearly stated purpose of creation
– have an appropriate level of difficulty
– illustrate several aspects of economic life
– don’t become outdated too quickly
- have national coloring
- be relevant today
– illustrate typical business situations
– develop analytical thinking
- provoke discussion
– have several solutions
Some scientists believe that there are “dead” and “living” cases. “Dead” cases include cases that contain all the information necessary for analysis. To bring a case to life, it is necessary to construct it in such a way as to provoke students to search for additional information for analysis. This allows the case to develop and remain relevant for a long time” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
There are several ways to obtain a “case” suitable for use in the educational process. Firstly, you can buy a ready-made “case”. It is inexpensive (Margvelashvili E., online article).
“It doesn’t cost much, for example, one copy of a “case” developed at Harvard or Darden costs only $10. In the West, buying and selling “case studies” prepared in business schools is a whole industry. Harvard alone produces about 700 "cases" per year. The full list of “cases” that can be purchased for use in the educational process from the same HBS includes more than 7,500 items. There are even special organizations like the European Case Clearing House that distribute “cases”. In particular, ECCH unites about 340 different participants, including business schools INSEAD, IESE, and London Business School.”
“Information for the “case” can be obtained in two ways: by conducting a special field research, which involves collecting financial and other information directly from the company, or by working with open sources.”
“The first method is widely used by Western business schools, and the second (since no money is allocated for collecting information for writing “cases”) has become widespread in Russia.
According to some estimates, the cost of field research ranges from 500 to several thousand dollars. As a rule, every large Western university or business school has a separate budget item allocated for this, and a significant part of it is formed from the income that the university receives from the sale of its textbooks and student benefits. But the budgets of Russian business schools, as you understand, do not provide for such expenses.
The main problem faced by authors implementing this method in Russia is the closed nature of our business. “Representatives of companies,” notes Eleanor Virgiles, “sometimes interpret the concept of “trade secret” too broadly. Often the authors have to change specific data, qualitative indicators, figures taken from the financial documents of the company that provided information about itself in the “case.” However, the general trend remains, demonstrating positive or negative dynamics in the development of an enterprise or company."
In turn, the “office method” is also imperfect. “Cases” written using it, as a rule, suffer from a lack of technological and strategic information, the absence of specific figures that can only be taken from the financial and accounting documentation of the company - and in Russia this does not end up in open sources.” Actually, we have no one to write “cases”. Russian business schools are mostly taught by theorists - people who have excellent academic training, but are completely unfamiliar with the real business environment. In addition, you also need to be able to write “cases”; this is not a free-form essay. There are only a few specialists in Russia who have undergone appropriate training.” [Margvelashvili E. On the place of the “case” in the Russian business school // “Education Abroad” No. 10, 2000].
“The “cases” themselves, as a rule, are written by experienced teachers or groups of students (graduate students) under their strict guidance. Compiling such educational material requires painstaking work in collecting facts and figures. The fate of each case writing project largely depends on whether the company wants to disclose real information about its activities.
Many case authors describe real problems of company management, and then agree with its management to change the numbers in the appropriate proportion. Often names have to be changed. However, it also happens the other way around, when the company’s management provides every possible assistance.
Most of the cases used in global business schools are written in American educational institutions. In particular, such famous schools as Harvard and Wharton specialize in their preparation. Russian schools have not yet proven themselves in this field. This is understandable: firstly, such work is expensive. Secondly, companies are not interested in providing reliable information about themselves. “Those who prepare the cases are refused to even give the balance sheet of the enterprise, which the company sends to the tax office, although ideally it should be published in the press,” testifies Igor Lipsits. “Therefore, it is still very difficult to find a good case based on Russian reality.”
However, something has already been written and even published. At the II Moscow case competition, one of the organizers of which was Mr. Lipsits, participants were offered cases from Russian business practice for analysis. And the National Personnel Training Foundation even began a large-scale project to create a database of Russian cases. Working with “cases” is also covered in the MBA Advising courses offered by a number of Russian companies. So examples can already be found, and if you want to successfully study at a Western business school, our advice to you is to train, and the more, the better.” [Davidenko V. How does a “case” differ from a suitcase?]
“In Russia, the case market is still only in its formation stage. According to Konstantin Kontor, the main difficulty lies in the reluctance or inability of business schools to pay a lot of money for “cases”. Therefore, everyone strives to “steal” the material for free - for example, borrow a collection of practical problems and business games from a friend who has been to some Western business school, make the required number of photocopies from it and use them in their teaching practice. Unfortunately, this method is very common. And as long as the situation remains this way, the market will not be formed in a normal civilized form” [Margvelashvili E. On the place of the “case” in the Russian business school // “Education Abroad” No. 10, 2000].
“Initially, the cases contained only real information, but in Russian practice, due to limited access fictitious situations are often used for information and the high cost of practical research.” [What is the “case study” method and why is it needed?]
Technology of working with a case in the educational process
The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (identifying a problem, formulating key alternatives, proposing a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups in a general discussion (within the study group).
When teaching using cases, “at least 6 discussion formats can be used:
1. “Teacher-student: Cross-examination.
Discussion between the teacher and you. Your statement, position or recommendation will be assessed through a series of questions. The logic of your statements will be thoroughly examined, so be extremely careful.
2. Student Teacher: Devil's Advocate.
This is usually a discussion between the teacher and you, but sometimes other students may participate. The teacher takes on a role that is completely unsuitable for defense and asks you (and perhaps others) to take the position of lawyer. You must actively think and reason, arrange facts, conceptual or theoretical information, and your personal experience in a certain order.
3. Teacher-student: Hypothetical format.
Similar to the previous one, but there is one difference: the teacher will present a hypothetical situation that goes beyond the scope of your position or recommendation. You will be asked to evaluate this hypothetical situation. During the discussion, you should be open to the possible need to modify your position.
4. Student-student: Confrontation and/or cooperation.
IN this format The discussion is between students. Both cooperation and confrontation arise. For example, a classmate may challenge your position by providing new information. You or another student will try to “fend off the challenge.” The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).
5. Student-student: “Play a role.”
The teacher may ask you to take on a certain role and interact with other classmates in it.
6. Teacher-class: “Silent” format.
The teacher may raise a question that is initially directed to an individual and then to the whole class (since no one can answer).” [How case-based training is structured].
Things to remember when preparing a CASE oral presentation: “information about necessary equipment and presentation time; presentation structure; level of detail; visual aids; rehearsal; planning a speech; freedom of speech" [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
“An oral presentation of CASE, while providing certain knowledge, has the property of a short-term impact on students, and therefore is difficult to perceive and remember. Therefore, the phrases should be simple, clear and as precise as possible... It provides only partial memorization. It is forgotten because for most it is impossible to remember a large speech word for word. Only key points are remembered. Additionally, these key points vary greatly from individual to individual. And they may not be key at all for the person presenting the material.”
“The short duration of oral speech gives rise to 5 problems that you need to remember and try to avoid when you are preparing a presentation.
A) The first of all problems, read the message. A written speech may be revised and rewritten by the author before he gives it to the audience. But it is not easy to present it to the same extent in a speech. Who can experience the same feelings that are already over? The act of speaking requires planning. It's very difficult to do this and evaluate what I just said.
B) If reading oral speech is difficult, listening to it is no less easy. Students can reread a written sentence and remember what they did not understand the first time. But such a wonderful opportunity is not available in oral speech. During normal listening, the listener mentally repeats the sentence, which is stored in short-term memory. This means that in this moment he skips the next 2-3 sentences the speaker says. The thread of reasoning is lost. The listener unconsciously rushes between what to “grab” and what to “skip.” Often he gives up and turns on only at such entry points in a speech like “And now for my third statement.”
C) Understanding is the goal of a short speech. But what to do with long topics and long speeches? Without a storage mechanism, most of what you said will be forgotten very quickly. Most people have brains with very limited memory capacity. If what is being said now relates to something that was said earlier, then the listener has a very shaky foundation for realizing this in the memory of the listener. The audience must be given the foundation of some permanent forms to which it can always refer and rely. Listeners need structure.
D) Next problem associated with capable students. There are usually a lot fewer of them than you might think. It's easy to overestimate them. The person presenting CASE is or should be completely familiar with the material. However, it is hard to believe how many times students present material that they are seeing for the first time. In their strong desire to communicate, students overwhelm the audience.
E) The flip side of this problem is that students underestimate the time required for a presentation. Being under the pressure of time, the speaker begins to rush and tries to turn a quarter into an hour. The result is edifying - a very average presentation.
There are many challenges to an oral CASE presentation, but there are also benefits. Among them, two main ones can be distinguished.
A) An oral presentation is more stimulating, much more stimulating than a written one. A live presentation, especially if the person speaking is engaging and enthusiastic, is hard to ignore. The attitude and emotions of the speaker contribute significantly to the message.
B) Oral presentation still has potential that is used less often than it could be - it is flexible. The speaker can respond to changes in the environment: human, physical or temporal. He can also adapt his style and even his material by sensing the audience's mood. However, such a speaker can only be one who has daily communication practice. In addition, such a speaker needs organizational survival skills.” Below are alternative structures for oral presentation.
Alternative 1
Alternative 2
Alternative 3
Why these
Why not those
Confirmation of evidence
Attention Plan
Background
Problem Statement
Alternatives and analysis
Implementation plan
Reframing the problem/solution
What needs to be done / How it will benefit
Questions
Plan
Conclusions
Problems
Alternatives
[Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
Possibilities of using CASE in training
Any CASE allows the teacher to use it at various stages educational process: at the learning stage, at the stage of checking learning results.
“Recently, the use of CASEs has become increasingly popular not only at the stage of student learning, but also when checking learning results in exams. Students receive CASEs before the exam, they must analyze it and bring the examiner a report with answers to the questions posed in it. Of course, you can offer students CASE directly during the exam, but then it should be short and simple enough to fit within the limited time frame.
The use of CASEs in the learning process is usually based on two methods. The first of them is called the traditional Harvard method - open discussion. Alternative method is a method associated with an individual or group interview, during which students make a formal oral assessment of the situation and offer an analysis of the presented CASE, their solutions and recommendations. This method makes it easier for the teacher to exercise control, although it allows some students to minimize their learning efforts (each student is surveyed once or twice per lesson). The method develops students' communication skills and teaches them to clearly express their thoughts. However, this method is less dynamic than the Harvard method. In an open discussion, the organization and control of participants is more complex.
In a free discussion, the teacher usually asks the question at the beginning: “What do you think is the main problem here?” He then leads the discussion, listening to the arguments, pros and cons, and explanations for them, and monitoring the process of the discussion, but not its content, expecting at the end a written analysis of the CASE from the individual participant or groups. This report is submitted either at the end of the discussion or after some time has passed, which allows students to more carefully analyze all the information obtained during the discussion" [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Cases have a number of similarities with tasks or exercises, but they also have a number of fundamental distinctive features: they help students acquire whole line practical skills, learn to solve complex unstructured problems.
“At first glance, the problem is similar to a CASE, which describes some fictitious situation, but the purposes of using problems and CASEs in teaching are different. The problems provide material that enables students to learn and apply selected theories, methods, and principles. CASE learning helps students acquire a wide variety of skills. Problems have one solution and one path leading to this solution. CASEs have many solutions and many alternative paths leading to it. The main function of the CASE method is to teach students to solve complex unstructured problems that cannot be solved analytically” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“You shouldn’t assume that “cases” can replace lectures. “You can’t spend all your time just analyzing specific examples, because this creates a stereotypical, biased approach to solving similar problems, and the student will not be able to rise to a higher level of generalization,” says Peter the American Institute of Business and Economics (AIBEc) lecturer Ekman - "Cases" show how economic theories are applied in practice. For me, the value of such exercises, if they do not have a theoretical "filling", is small" [Davidenko V. How does a "case" differ from a suitcase?]
“Harvard Business School still creates most of the cases used in modern business schools. In Western business schools, 30-40% of class time is devoted to case analysis.” [What is the “case study” method and why is it needed? ]
“On average, 35-40% of teaching time is devoted to the analysis of typical situations. At the University of Chicago Business School, "cases" account for 25% of the time, at Columbia Business School - 30%, and at the famous Wharton - 40%. The leader in the number of hours devoted to classes using this method is its “discoverer” - Harvard. An ordinary HBS student analyzes up to 700 “cases” during their studies” [E. Margvelashvili. On the place of the “case” in a Russian business school // “Study Abroad” No. 10, 2000]
Limits of using a “case”: this teaching method requires a lot of time, it cannot be used in a large audience (Krasnova T.I., analyst at the Center for Education and Training of BSU, based on work with the literature on the case method).
Structure and types of CASE
CASE – a single information complex “As a rule, a case consists of three parts: supporting information necessary for analyzing the case; description of a specific situation; assignments for the case.” [What is the “case study” method and why is it needed?]
CASEs can be presented in a variety of forms, from a few sentences on one page to many pages. Types of CASE presentation: printed, multimedia, video.
“The forms of presentation of CASE are varied, it can be presented in the form of several sentences on one page, or it can, for example, be presented as a description of the history of the development of many organizations over many years (framework of economic education), or as a description of one event in one organization, and can be presented in large, voluminous text. CASE “may incorporate well-known academic models or may not correspond to any of them.”
“However, it should be remembered that large cases cause some difficulties for students compared to small ones, especially when working for the first time.”
“There is no specific standard for CASE presentation. CASEs are usually presented in printed form, but the inclusion of photographs, diagrams, and tables in the text makes it more visual for students. Recently, multimedia presentations have become increasingly popular. However, film, video and audio presentations can pose some problems. Printed information is easier to work with and analyze than information presented, for example, in a film. Limited multiple interactive viewing capabilities may result in distorted information and errors. The capabilities of multimedia presentation of CASEs allow us to avoid the above difficulties and combine the advantages of text information and interactive video.” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
Cases can be classified according to the method of preparation: “library”, “public”, classical and “office”.
Specific situations may vary in how they are prepared. If, from the point of view of the place of writing, cases can be prepared in the “field” (i.e. at an object - a firm or company) or at the teacher’s desk, and the sources used in the cases are formal (i.e. public) or informal (i.e. .e. obtained from the original source) character, then in combinations of these two variables four types of cases are formed: “library”, “public”, classical and “office” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“Depending on the specific goals of management training, cases can be very different in the content and organization of the material presented in them: cases that teach analysis and evaluation; cases teaching problem solving and decision making; cases that illustrate a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are in turn divided into extra-organizational and intra-organizational” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Types of cases by content: cases teaching analysis and evaluation; cases teaching problem solving and decision making; cases that illustrate a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are divided into extra-organizational and intra-organizational.
“Extra-organizational cases primarily deal with the analysis and understanding of the state of the environment of a business organization, its external environment. Therefore, such cases describe in detail the problems around the organization (ecology, laws, reforms, etc.); they are easy to distinguish from other cases due to the lack of in-depth materials about the organization itself. The sources of the case are “library” materials from newspapers, magazines and reports. Intra-organizational cases emphasize facts and events within a business organization. Such cases are used in courses on organizational and managerial problems and on “human” relations. Cases that teach problem solving and decision making are very popular. First of all, such cases provide that a decision must be made on the basis of insufficient or redundant information, facts, data and events described in the cases. In this way, students are brought closest to reality and learn to build “relationships” between the information at their disposal and the solution being developed. Decision cases are prepared exclusively on the basis of “field” research or “generalized” experience. In terms of content, the material in such cases should reveal signs of organizational conflict, multivariate decision-making methods and alternativeness of the decisions themselves, subjectivity and role behavior, dynamics of events and the possibility of implementing the proposed solution” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Cases are distinguished by the way they organize the material in them: structured cases, “small sketches”, large unstructured “cases”, “pioneer cases”.
“In general, several types of such tasks can be distinguished. One of them is a highly structured “case”, in which a minimal amount of additional information is given. When working with it, the student must apply a certain model or formula. It is believed that problems of this type have an optimal solution, and a “flight of fancy” when analyzing them may not be entirely appropriate. Another type is “small vignettes,” usually containing 1-10 pages of text and one or two pages of appendices. They introduce only key concepts, so when analyzing them, the student must also rely on his own knowledge.
Large unstructured “cases” (Long unstructured cases) of up to 50 pages are perhaps the most complex of all types of educational tasks of this kind. The information they provide is very detailed, some of it completely unnecessary. On the contrary, the most necessary information for analysis may be missing. The student must recognize such pitfalls in time and cope with them with dignity.
There are also assignments where students and teachers act as researchers. When analyzing such “groundbreaking cases”, it is necessary not only to apply already acquired theoretical knowledge or practical skills, but also to offer something new” [Davidenko V. How does a “case” differ from a suitcase?]
Learning activities in Case Study
Features of case analysis: identifying the key problem, selecting the necessary information (the general rule for working with “cases” is the prohibition of using information that is “outside the scope”), choosing a method of work (application of concepts, mathematical methods, evaluation of alternative courses of action, etc.). P.). “First of all, you should identify the key problems of the “case” and understand what information from the information presented is important for solving them. Sometimes it happens that redundant information is deliberately given that needs to be identified and cut off. It is necessary to enter into the situational context of the “case”, determine who its main characters are, select the facts and concepts required for analysis, and understand what difficulties may arise when solving the problem.
When starting to analyze a “case”, it is necessary to pay attention not only to the text itself, but also to its applications (exhibits). These may include a financial balance sheet, organizational chart, profit and loss statements, etc.
Once you understand the task, try to choose a method for your work. This often depends on the topic of the “case”. For example, marketing "cases" will require the application of concepts and concepts from this field. Some problems can be solved using specialized mathematical linear programming formulas. In this case, you should focus on choosing an adequate mathematical model and on explaining the results obtained.
A common method for analyzing many “cases” is to identify and evaluate an alternative course of action. For the analysis to be effective, it is good to support your opinion with facts from the “case”, examples from personal experience, etc. Remember that there is always an alternative to even the most correct decision in your opinion.
General rule working with “cases” - you cannot use information that is “outside the scope”. For example, if you read an article in a newspaper about the very company whose problems are described in the assignment, you are prohibited from taking facts from it. And this is quite logical, because the manager making the decision (and the situation is simulated when you are in his place) did not have the information known to you at that moment. It also happens that students, on the contrary, have the opportunity to add facts from a specific market situation that existed during the period of time under consideration. In such cases, erudition and the degree of mastery of the material are taken into account” [Davidenko V. How does a “case” differ from a suitcase?]
One of the possible effective approaches to analysis: identifying the key problems of the case, choosing a general approach to analysis, determining the focus of the case, determining the type of analysis that will be directly used.
"1. Determine whether there are “unidentified” issues that are relevant to the key issues of the case. To identify such issues, one must take into account the nature of the course and the topic of the case. Another way: what would you ask your classmates if you were the teacher.
2. General analytical approach to case analysis. There are many approaches. You choose it yourself, based in part on the type of case. For example, marketing cases will require the application of marketing concepts and marketing conceptual frameworks. A common approach for most cases is to identify and evaluate an alternative course of action. Don't forget that effective analysis means that you support your opinions with case facts, examples from personal experience, etc.
3. Determine how to focus your analysis (choose the tools and facts needed to logically support your recommendations). A good case study usually contains a wealth of information and detail about a specific business situation, so it is important to highlight the main facts.
4. Determine the specific level or type of analysis you will present in class." [How Case Based Learning is Structured]
Types of case analysis: comprehensive (detailed) analysis, "beginning analysis", cursory analysis, integrated.
“There are many levels and varieties of case analysis, from which some general types can be identified. A comprehensive (detailed) analysis involves a deep dive into the key issues of the “case”, including recommended actions with qualitative and quantitative support.
Specialized analysis focuses on a specific issue or problem; At the same time, you need to try to make your analysis deeper and more detailed than that of other students.
Another method is called “onset analysis.” Here you need to focus on the question that you think the teacher will ask first. At the same time, you may not be required to consider a specific problem in detail, but will only be asked to outline the range of main issues for discussion” [Davidenko V. How does a “case” differ from a suitcase? // “Study Abroad” No. 7, 2000]
Skimming analysis “provides a superficial or general treatment of assigned issues and precisely defined problems. At the same time, such analysis is part of a strategy designed to keep you unprepared.”
“Integrated analysis takes many forms, but generally includes information from sources other than the case: annual industry reports, technical notes, personal experience. The analysis is carried out with the aim of utilizing information from such sources (in order to “enrich” the analysis of a specific problem).” [How case-based training is structured]
Trainee positions in Case Study: “expert eyewitness”, “guarantor”, “in character”, “provider of facts”, “industry expert”, “I have experience”, “questioner”, “packer”.
“Sometimes the teacher may ask you to take on a specific functional role. For example, the expert witness role, who has significant knowledge of one or more issues in the case and is able to provide both comprehensive and specialized analysis. You may also find yourself in the “bail them out” role. Having seen a successful solution path before others, you will wait until the other participants in the analysis reach a dead end.
In some cases, so that you can experience the situation first-hand, you will be asked to “assume-a-personality” role. You have to analyze the character of a particular person and identify yourself with, say, Mr. Jones, the production manager. The teacher and other students will turn to you specifically for Mr. Jones's opinion.
Sometimes the student has to play the “get the facts out” role. Such a role can be a salvation for those who are not sufficiently prepared to analyze cases - after all, its essence comes down to conducting a cursory analysis of the situation. At the same time, you must join the discussion as early as possible, otherwise someone else will give your speech.
The industry expert role is somewhat reminiscent of the expert eyewitness role. The difference is that an “industry expert,” as they say, “ex officio,” analyzes the impact of industrial development trends on the specific situation of the “case.”
By appealing to your own experience, you will occupy a position that can be called “I have experience” (the “I have got experience” role). When using the “Socratic method” that underlies case studies, someone will take on the “questioning” role, asking other students key questions regarding the progress and goals of their analysis. This role is only effective if the questions help the rest of the group deepen and improve the analysis.
Each group should have a student playing the "Wrap it up" role. Despite the ugliness of the name, this role is perhaps the most important. The person who performs it integrates the various analyzes presented in class and relates them to the main problems of the “case.” That is, his task is to try to tie together the key points of the discussion. You must be prepared in advance to answer the question asked by the teacher at the end of the analysis: “What have we learned today?” At the same time, your answer should not be a simple retelling of points of view, but a kind of “sum of opinions”, sketches of collectively developed solutions. Therefore, the “packer” is recommended to keep the so-called FIG List (facts, ideas, generalizations), in which the turning points of the discussion and the methods used in the work are briefly recorded” [Davidenko V. How does a “case” differ from a suitcase?].
Pedagogical activities in Case Study
There are 3 possible strategies for the behavior of the teacher (teacher) while working with the case:
1. The teacher will provide clues in the form of additional questions or (additional) information;
2. Under certain conditions, the teacher will give the answer himself;
3. The teacher can do nothing (remain silent) while someone is working on the problem.” [How case-based learning is structured] “When analyzing a learning situation, the teacher can take an “active” or “passive” role. Sometimes he “conducts” the analysis, and sometimes he limits himself to summing up the discussion. Having seen an interesting line of evidence, he may support it or even insist that it be given priority, eliminating others from discussion.”
“When going through a case in class, I usually tell them which solution I think is correct, and then ask students to find the weak side in my point of view. This helps them develop their own view of the problem,” says Peter Ekman.
The teacher can arrange a real “biased interrogation,” as they say, one on one. Your statement, position or recommendation will be tested through a barrage of questions, and the logic of all statements you make will be carefully analyzed. You should be extremely careful here. Sometimes a teacher can play a trick on you by making you play the role of “devil’s advocate.” In this case, you will have to defend a completely disastrous position, calling on all your professional skills to help.
If the teacher chooses a “hypothetical format” for discussion, then he will present a situation that goes beyond the scope of your position or recommendation. And you will need to evaluate this situation. The undoubted advantage of this format is that during the discussion you must be ready to change your position. It is possible that the teacher will confuse you by asking a question that no one in the class can answer. The format when the teacher asks a question first to one student, then to the whole class, and the answer is friendly silence, is called “silent” [Davidenko V. How is a “case” different from a suitcase?].
Possibilities of Case Study as a method of personnel selection
“The case method is increasingly used not only as a training method, but also as a method of personnel selection”
“As already mentioned, cases are used not only in training, but also as a method for assessing candidates when hiring. If you are competing for a position in a large company, then you will probably encounter this. As a rule, case analysis is used as one of the tasks when assessing candidates using the assessment center method, which is considered the most effective and promising method of personnel selection. The essence of this method is that a group of participants goes through various tests, among which the main role is given to solving cases and presentations. Participants are observed (often their actions are recorded on video), and then all the participants’ actions are carefully analyzed and a conclusion is drawn up for each of them, containing an assessment of business and personal qualities. When analyzing a case when selecting for a job, remember that there is no clearly correct solution here. Therefore, your goal is not to find a specific answer, but to demonstrate your analytical skills to the employer. By giving you such a task, the employer, first of all, wants to find out how you think and how you can apply theoretical knowledge in practice. If the case is analyzed in a group, then your communication skills and ability to work effectively in a team are also tested here. Therefore, here it is important not only to develop your own course of action, but also to listen to your opponents, convince them that you are right, and if necessary, then adjust your method of solving the problem taking into account the opinions of your opponents” [What is the “case study” method and why is it needed? ]
Download material“Case Study” technology The “homeland” of this method is the United States of America, and more precisely, the Harvard Business School.” It was first used in 1924. “The cultural basis for the emergence and development of the case method was the principle of “precedent” or “case”. The Case Studies method involves: a written example of a case from practice; independent study and discussion of the case by students; joint discussion of the case in the classroom under the guidance of a teacher; following the principle “the process of discussion is more important than the decision itself.”
Case-study - literally: “case study.” A form of active problem-situational learning lesson. The immediate goal of a case study is to jointly formulate, analyze, evaluate, and develop an algorithm for a practical solution to a problem situation that arises in the context of a specific state of affairs of the case.
Case is a polysemantic word: Case study, sociological research; Case fame management modeling; Case history visual illustration; Case method is a method of analyzing a situation. Modeling - building a model of the situation. System analysis is a system view and analysis of the situation. A thought experiment is a way of obtaining knowledge about a situation through its mental transformation. Description methods create a description situation. The problem-based method presents the problem underlying the situation. The classification method is the creation of ordered lists of properties, aspects, and components of situations. Game methods of presenting behavior options for the heroes of the situation. Brainstorming to generate ideas regarding a situation. Discussion exchange of views on the problem and ways to solve it. Glossary
A case is: A case is a description of a real situation. A case is a “piece” of real life (in English terminology TRUE LIFE). A case is an event that actually happened in a particular field of activity and is described by the authors in order to provoke a discussion in the classroom, “encourage” students to discuss and analyze the situation, and make a decision. A case is a “snapshot of reality,” a “photograph of reality.” A case is not just a truthful description of events, but a single information complex that allows you to understand the situation (according to O.G. Smolyaninova).
“Irina, a young specialist, has been working in the editorial office of the Yunost newspaper for only 6 months. Irina is a very modest, sensible and pretty girl. She works on each of her projects for a very long time and carefully, weighing everything thoroughly. She is a great enthusiast of her work, but, unfortunately, has little interest in people, which causes dissatisfaction among the management and editorial staff. Some consider her a black sheep. In order to “establish herself” in the eyes of her colleagues, she has to overcome many difficulties. She often takes unfinished work home. On assignment from the editors, she needs to write an article about the financial activities of a bank. In one magazine, Irina found very interesting material just on the topic of her work. The article had to be submitted urgently, and Irina, unable to meet the deadline, decided to borrow a large fragment of magazine material in her article, partially retelling it in her own words. A week later, when the newspaper came out, the editorial office received a call. It turned out to be the author of the borrowed article from the magazine. He talked for a long time with the editor-in-chief of the newspaper...”
Is the situation in the editorial office typical? What is the background to the current situation? What can be considered the main problem? Who is involved in solving the problem? What are their goals? What is Irina’s “problem”? A conflict-free solution to the situation depends more on which party? Why did Irina find herself in such a situation? What should each party do? What issues must be resolved in order to resolve the problem? Who can decide? What decision should be made? What are the goals of the person making the decision? What actions should be taken? What are the consequences? What would you do if you were the main character? Why? Questions
Data from the results of the international study PISA-2000 A group of “deficiencies” associated with the analysis of information and texts: in general, they can read and understand texts, answer - however, the need to give a detailed answer in the form of a text causes difficulties; they grasp the general outline of the text quite well, understand its general content, but are inattentive to details; cannot solve a problem if it is necessary to give a qualitative rather than a quantitative answer; are lost when working with compound texts: if information is presented in the form of separate information fragments (including those of different genres), and understanding (“reading”) the information involves collating, comparing, retaining fragments and combining them into a common information picture, difficulties arise; as a rule, they are focused either on the general content of the text or on its fragments; most often they do not have the skills to work with everyday, popular science, and journalistic texts.
Case structure Description of the problem situation (the case itself); a list of questions to be answered or tasks to be completed when working with the case; an explanatory note for the teacher is a description intended for the teacher of the features of the case and working with it in the classroom; applications presenting factual material in the form of tables, graphs, diagrams, diagrams, cards, questionnaires.
Practical case The goal is to reflect a life situation in detail. The main meaning comes down to learning about life and gaining the ability to perform optimally. Creates a practical, what is called an “acting” model of the situation. The educational purpose of such a case can be reduced to training students, consolidating knowledge, skills and behavior (decision making) in a given situation. Should be as clear and detailed as possible
Educational case The main objectives are educational and educational, which predetermines a significant element of convention when reflecting life in it. The situation, problem and plot here are not real, practical, but as they can be in life. They are characterized by artificiality, a “assembly” of the most important and truthful details of life. Such a case provides little insight into a specific fragment of society. However, it necessarily shapes the approach to such a fragment. It allows you to see what is typical in situations, and predetermines the ability to analyze situations through the use of analogy.
Research case Acts as a model for obtaining new knowledge about the situation and behavior in it. Its educational function comes down to teaching skills scientific research through the application of a modeling method. This case is built on the principles of creating a research model. The dominance of the research function in it allows it to be used quite effectively in research activities.
Case criteria 1. Source The source of any case is the people who are involved in a certain situation that requires a solution. 2. Selection process There are no uniform approaches to the content of the data, but they must be realistic for the area that the case describes, otherwise it will lose interest as it will seem unrealistic. 3. Content The content of the case should reflect the learning objectives. A case can be short or long, and can be stated specifically or generally. As for the digital material, it should be sufficient to perform the necessary calculations. 4. In-class testing In-class testing is testing a new case directly in the educational process or assessing the reaction of a new audience to a case that was previously considered, but for other groups of students (another class, another curriculum). Studying the reaction to the case is necessary to obtain maximum learning results. 5. Obsolescence process Most cases gradually become obsolete, as a new situation requires new approaches. Cases based on history are well listened to, but work with them is inactive because “it was a long time ago.” The problems discussed in the case should be relevant today.
Stages of work Stage of unity - immersion in joint activities. The main task of this stage: the formation of motivation for joint activities, the manifestation of initiatives of the discussion participants. Work options: The text of the KS can be distributed to students before class for self-study and preparing answers to questions. At the beginning of the lesson, students' knowledge of the CS material and interest in the discussion are demonstrated. The main problem underlying the CS is highlighted. It correlates with the corresponding section of the course.
Polarization stage - organizing joint activities The main task of this stage is organizing activities to solve the problem: activities can be organized in small groups or individually; students are divided into temporary small groups to collectively prepare answers to questions within a time specified by the teacher; in each small group (regardless of other groups), individual answers are compared, finalized, and a unified position is developed, which is drawn up for presentation; Each group selects or appoints a “speaker” who will present the solution.
Mobilization stage: discussion 1. Speakers present the group’s decision and answer questions (speeches must contain an analysis of the situation using appropriate methods from the theoretical course; both the content of the decision and the presentation technique and effectiveness of use are assessed technical means). 2. The teacher organizes and directs the general discussion.
Stage of analysis and reflection of joint activities (catharsis) The main task of this stage is to demonstrate the educational and training results of working with the case. In addition, at this stage, the effectiveness of organizing the lesson is analyzed, problems in organizing joint activities are revealed, and tasks for further work are set. The teacher’s actions can be as follows: ends the discussion, analyzing the process of discussing the CS and the work of all groups, tells and comments on the actual development of events, and sums up the results.
3. Main (analytical) stage Introductory speech by the teacher; distribution of students into groups (4-5 people in each); organization of group work: a summary of the materials read by group members and their discussion; identifying problematic issues; identification of speakers. first round of discussion - discussion of problematic issues in small groups, search for arguments and solutions. second round of discussion - presentation of the results of the analysis, group discussion, summing up the results of the discussion and the solutions found.
Results of working with the case Educational (results related to the development of knowledge and skills) Mastery of new information Mastery of data collection methods Mastery of analysis methods Ability to work with text Correlation of theoretical and practical knowledge Educational (results generated by the participants of the interaction themselves, realized personal learning goals) Creation of an original product Education and achieving personal goals Increasing the level of professional competence Gaining experience in making decisions, acting in a new situation, solving problems
Characteristics of a successful case A good case tells the story. Like all good stories, a good case should have a good plot. A good case study focuses on a topic of interest. For a case to be a real, living example and for the student to forget that it was made up, there must be drama in it, there must be tension in it, the case must be resolved somehow. A good case does not extend beyond the last five years. Perhaps students will perceive the case as news rather than as a historical event.
Characteristics of a Successful Case A well-chosen case can create a sense of empathy with its protagonists. It is important that the case describes the personal situation of the central characters; in many cases it is an important element in the decision-making process. Cases should evoke empathy in a variety of real-life situations. A good case contains problems that the student can understand. This develops a tendency towards empathy (participation, sympathy, empathy). A good case requires an appreciation of the decisions already made. Since in real life decisions are made based on precedents, previous actions, etc., it is advisable for the case to represent rational aspects of previous decisions on which new decisions can be built. Rules for students: statements must not be allowed to speak to several main ideas must be all discussions are held refuse and have neutrality to take a position to overcome conflicts and without moralizing seriously participants to activate and group their emotions to structure the lesson. Fill in the gaps in the sentences regarding the implementation of the technological side of working on the case Rules for the teacher:
CASE STUDY METHOD AS A MODERN TRAINING TECHNOLOGY
The case study method is an active problem-situational analysis based on learning by solving specific problems - solving cases. The case method is associated with solving problem situations where students' creative ideas are used. The case characterizes the presence of a real problem, the need for choice.
Key words: case study, teaching technology, method, presentation
The case study method is an active problem-situational analysis based on learning by solving specific problems - situations. The case method refers to non-game simulation active teaching methods.
The immediate goal of the case study method is the ability, through the joint efforts of a group of students, to analyze the situation that arises in a particular state of affairs and develop a practical solution. The end result is an evaluation of the proposed algorithms and selection of the best one in the context of the problem posed.
Today, the case study method has gained a leading position in teaching, is actively used in foreign business education and is considered one of the most effective ways of teaching students the skills to solve common problems.
The introduction of the case study method into practice is accompanied by problems that are caused by two trends:
The first follows from the general direction of the development of education, its orientation not so much on obtaining specific knowledge, but on the formation of professional competence;
The second follows from the development of requirements for the quality of a specialist who, in addition to meeting the requirements of the first trend, must also have the ability to behave optimally in various situations, be distinguished by systematic and effective actions in crisis conditions.
Despite this, the case study method has been used quite often recently. This method allows, during the analysis of situations, students to act in a “team”, conduct analysis and make management decisions.
The ideas behind the case study method are quite simple:
1. The method is intended for obtaining knowledge in disciplines when there is no unambiguous answer to the question posed, but there are several answers that can compete in the degree of truth; the task of teaching immediately deviates from the classical scheme and is focused on obtaining not just one, but many truths and orientation in their problem field.
2. The emphasis of learning is shifted not to the mastery of ready-made knowledge, but to its development, to the co-creation of the student and the teacher; hence the fundamental difference between the case study method and traditional methods - democracy in the process of acquiring knowledge, when the student essentially has equal rights with other students and the teacher in the process of discussing a problem.
3. The undoubted advantage of the situation analysis method is not only the acquisition of knowledge and the formation of practical skills, but also the development of students’ value system, professional positions, life attitudes, and a unique professional attitude.
4. The case study method overcomes the classic defect of traditional teaching associated with the “dryness”, unemotional presentation of the material - emotions, creative competition.
The case study method is a tool that allows you to apply theoretical knowledge to solve practical problems. The method promotes the development of independent thinking in students, the ability to listen and take into account an alternative point of view, and to express their own with reason. Using this method, students have the opportunity to demonstrate and improve analytical and evaluation skills, learn to work in a team, and find the most rational solution to a given problem.
As an interactive teaching method, the case study method gains a positive attitude from students, ensuring the development of theoretical concepts and mastery practical use material; it influences the professionalization of students, promotes their maturation, creates interest and positive motivation in relation to learning. At the same time, the case study method also acts as a teacher’s way of thinking, his special paradigm, which allows him to think and act differently, to renew his creative potential.
Cases differ from problems used in practical classes because the purposes of using problems and cases in teaching are different. Problems provide material that provides students with the opportunity to study and apply individual theories, methods, and principles. Case-based learning helps learners acquire a wide variety of skills. Problems usually have one solution and one path leading to this solution. Cases have many solutions and many alternative paths leading to it.
By analyzing a case, students actually receive a ready-made solution that can be applied in similar circumstances. An increase in the student’s “baggage” of analyzed cases increases the likelihood of using a ready-made solution scheme for the current situation, and develops skills in solving more serious problems.
There are many different cases; cases can be classified according to various criteria:
Illustrative educational situations are cases, the purpose of which is to teach students, using a specific practical example, an algorithm for making the right decision in a certain situation;
Training situations - cases with the formation of a problem, in which the situation in a specific period of time is described, problems are identified and clearly formulated; the purpose of such a case is to diagnose the situation and make an independent decision on the specified problem;
Training situations are cases without forming a problem, which describe a situation that is more complex than in the previous version, where the problem is not clearly identified, but is presented in statistical data, assessments of public opinion, authorities, etc.; the purpose of such a case is to independently identify the problem, indicate alternative ways to solve it with an analysis of available resources;
Applied exercises that describe a specific current situation and suggest finding ways out of it; The purpose of such a case is to find ways to solve the problem.
Cases can be classified based on the goals and objectives of the learning process. In this case, the following types of cases can be distinguished:
Teaching analysis and evaluation;
Teaching problem solving and decision making;
Illustrating a problem, solution, or concept as a whole.
Regarding the form in which cases can be presented, it should be noted that they can range from a few sentences on one page to many pages. However, it should be borne in mind that large cases cause some difficulties for students compared to small ones, especially when working for the first time. A case may contain a description of one event in one organization or the history of the development of many organizations over many years. The case may include known academic models or may not fit any of them.
But this does not mean that there are no certain rules and methods for providing case solutions. The case should:
Be written in an interesting, simple and intelligible language;
Expressively identify the “core” of the problem;
Show both positive and negative examples;
Meet the needs of the selected student population, contain the necessary and sufficient amount of information.
Defining and qualifying the problem occupies an extremely important place in the process of constructing a situation model. At the same time, the text of the case should not suggest any solution to the problem posed.
The maximum benefit from working on cases will be obtained if students, upon preliminary acquaintance with them, adhere to a systematic approach to their analysis. Approximate points of a systematic approach:
1. Write down key ideas from the relevant sections of the academic discipline in order to refresh your memory of the theoretical concepts and approaches that you will use when analyzing the case.
2. Read the case quickly to get a general idea of it.
3. Read the questions for the case carefully and make sure that you clearly understand what you are being asked to do.
4. Read the case text again, carefully noting any factors or issues that are relevant to the questions posed.
The general rule for working with cases is that you cannot use information that is “outside the scope.” For example, if a student read an article in a newspaper about the very company whose problems are described in the assignment, it is prohibited to take facts from it, since the manager making the decision, and the situation is simulated when the student is in his place, has only the information that is presented in task. Sometimes, on the contrary, the student may be given the opportunity to add facts from a specific market situation that existed during the time period under consideration. In such cases, the student’s erudition and degree of mastery of the material should be taken into account.
Organizing a discussion of a case involves formulating questions for students and including them in the discussion. Questions are usually prepared in advance and offered to students along with the text of the case. When analyzing a learning situation, the teacher can take an active or passive position, and sometimes limits himself to summing up the discussion.
Organizing case discussions is usually based on two methods. The first of them is called the traditional Harvard method - open discussion. An alternative method is a method associated with an individual or group interview, during which students make a formal oral assessment of the situation and offer an analysis of the presented case, their solutions and recommendations, i.e. making a presentation. This method makes it easier for the teacher to monitor, although it allows some students to minimize their learning efforts, since everyone is questioned once or twice per lesson. The method develops students' communication skills and teaches them to clearly express their thoughts.
Discussion is central to the case study method. It is advisable to use it in the case when students have a significant degree of maturity and independence of thinking, and are able to argue, prove and substantiate their point of view. The most important characteristic discussion is the level of its competence, which consists of the competence of its participants. Students' lack of preparation for discussion makes it formal.
A major factor in the debate is the degree to which it is led by the teacher. When leading a discussion, the teacher must seek the participation of each student in the discussion, listen to the arguments for and against and explanations for them, control the process and direction of the discussion, but not its content.
The ability to publicly present an intellectual product, advertise it well, show its advantages and possible areas of effective use, and also withstand a barrage of criticism is a very valuable integral quality. The presentation hones many deep personality qualities: will, conviction, focus, dignity, etc.; she develops skills in public communication and the formation of her own image.
The effectiveness of a teacher who implements the case study method in his teaching practice is associated with compliance with a number of principles:
The principle of partnership, cooperation;
The principle of shifting the role of the teacher from broadcasting and “chewing” knowledge to organizing the process of obtaining it is reducing the role of the teacher as the only “holder” of knowledge, increasing his role as an expert and consultant helping the student navigate the world of scientific information;
The principle of creativity, which involves turning a case and a lesson using it into an individually unique creative product (involving students in creativity, strengthening the role of creative improvisation during training, etc.).
Using the case study method in economics lessons, it shows that students enthusiastically take on solving the problem described in the case, since this technology allows them to show their creativity and independence in judgment.
Below is an example of tasks used in economics lessons.
A plant producing building materials was faced with a situation of a significant increase in demand for its products, caused by the ongoing construction of a cottage village in the vicinity of the city. In this regard, the plant manager decided to increase production volume by 40%.
At a meeting held by the manager, it turned out that the “weak spot” that makes it difficult to solve the task is the distribution of work between performers and the utilization of production capacity.
To solve this problem, the following options have been proposed:
Introduction of a basic calendar plan that provides flexibility in work and is convenient when fulfilling urgent orders, used most often with a constant range of products and in the presence of experienced craftsmen;
Transition to the continuous loading method, which differs from the previous method by greater detail in the progress of production, the use of various kinds of reporting and accounting forms showing the entire progress of work, as well as loading schedules;
The use of schedules according to the stages of the task, allowing for more detail in the progress of the production process, indicating the time for setting up equipment, the start and end dates of work, the time of movement of materials, the number of products manufactured and the machines involved, etc., at the same time, this is a more expensive option.
This case characterizes the presence of a real problem, the need for choice. Work on the case can take place both in the classroom and outside the classroom (at the preparatory stage) for the teacher and students. The teacher prepares a case on the following issues: identify cases, the relationship of persons in a difficult case situation; develop beginning, development and completion; discover questions that arise during the case and the arguments that students emphasize. The developed questions help students find the right solution; develop a case evaluation system. The introduction of the case method helps to monitor students’ mastery of the ability to apply their knowledge and experience to solve problems modeled on real life situations. When using cases for control, the teacher can include the solution of cases among the control tasks during the training session. The first option is widely represented in methodological developments for various training courses. The teacher organizes the solution to the case in the classroom using a printout or electronic version of the case.
The advantage of control when using cases is the following: firstly, it is a large audience coverage, since unlike a regular survey, where the teacher manages to interview two or three students during a lesson, when using cases it becomes possible to survey the entire audience at once. Secondly, since cases are available to students not only in class. And thirdly, since the teacher himself composes cases and requires a more detailed answer in them, it becomes possible to control whether the student himself answers questions, whether he takes information from the Internet by copying the text, or someone tells him. The use of cases as a means of control is to ensure that students can achieve their goals in the educational process. When a student understands that he can only count on his own knowledge, he will begin to learn much more, strive for his goals, and from being a class listener, he will begin to move into the class of active learners.
An important advantage of the case during control is that knowledge is acquired by the learner, and is not given in a ready-made form.
Literature
1. Dolgorukov A. Case-study method as a modern technology of professionally oriented training, www.vshu.ru/lections.php?tab_id=3&a=info&id=2600
2. Polukhina A.K. Case as a means of control in the educational process // Sidorov S.V. Website of a teacher-researcher.
Content
Introduction
1. History of the appearance of the method "CaseStudy».
2. Characteristics of the case method.
3. Application of the case method in education.
Conclusion
Introduction
Recently, active teaching methods have become widespread in Russian schools, including the project method, computer modeling, business games, etc. The CASE STUDY method remained the least studied for a long time, despite the fact that it is very popular in the West and has more than 20 years of history. This may be due to two main reasons: economics began to be seriously studied in Russia in secondary and higher school programs relatively recently; access to various information sources (statistical data, Internet, etc.) appeared later than in the West, and the available information sometimes did not fully reflect the realities of economic life.
The case study method is not just a methodological innovation; the spread of the method is directly related to changes in the modern situation in education. We can say that the method is aimed not so much at mastering specific knowledge or skills, but at developing the general intellectual and communicative potential of the student and teacher.
Usage case method Now it is not limited only to training; the case study method is very actively used as a research technique. For example, in 2003, the implementation of the research program “Study of phenomena and trends in the transition to an Open Educational Space” was first launched in Tomsk, within which the case stage method was used as a research method. The first stage of the program implementation ended with the release of a collection of cases “Changes in educational institutions: experience of research using the case study method” edited by G.N. Prozumentova. Thus, the method is rapidly spreading in education, and therefore there is a need for a detailed consideration of it in this work.
1. History of the appearance of the method " Case Study ».
The case study method in education dates back to the twenties of the last century. The case method, in its modern form, was first used during management teaching at Harvard Business School, well known for its innovation. The term “situation” was previously used in medicine and law, but in education this term has acquired a new meaning. At Harvard in the early twentieth century, faculty began organizing student discussions in addition to lectures. The teacher “presented the problem”, the students were given a task and various options for solving it were considered. The first textbook on writing case studies was published by Copeland in 1921, with the active participation of Harvard Business School Dean Wallace B. Donham.
The widespread dissemination of the method in the world began in the 70-80s, at the same time the method became famous in the USSR. Situation analysis began to be used in training managers, mainly in economic specialties at universities, primarily as a method of teaching decision making. A significant contribution to the development and implementation of this method was made by G.A. Bryansky, Yu.Yu. Ekaterinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport and others. However, the development of the method in the USSR at that time was very controversial. On the one hand, the use of the case analysis method led to the widespread use of game and discussion methods of teaching, but on the other hand, the pressure of ideology and the closed nature of the education system gradually forced the method out of classrooms. A new wave of interest in the case study method began in the 90s. Economic reform has created a significant demand for specialists who can act in situations of uncertainty, high risk, and specialists who can analyze and make decisions. Universities began a massive renewal of taught disciplines and courses. Management, marketing, political science, and sociology began to fill the educational process, bringing with it an expansion in the number of interactive teaching methods. The changes taking place in education by many analysts have been characterized as a transition from classical to postclassical education. This transition manifested itself in a change in the goals and values of education.
The history of the case study method in Russia is to a certain extent connected with the support of international educational funds and programs. For example, training a large number of specialists in the case study method was carried out within the framework of the Megaproject “Development of Education in Russia (Secondary Education)”. The project was implemented with the support of the J. Soros Foundation. Currently, this method is extremely widespread, especially in teaching economics, management, and business education.
2. Characteristics of the Case Method
The Case Method can be called the method of analyzing specific situations. The essence of the method is quite simple: descriptions of specific situations (from the English “case” - case) are used to organize training. Students are asked to comprehend a real life situation, the description of which simultaneously reflects not only some practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. At the same time, the problem itself does not have clear solutions.
Distinctive feature Case -method:
creating a problem situation based on facts from real life.
In order for the CASE-based learning process to be effective, two points are important:
Good CASE
A specific methodology for its use in the educational process.
CASE is not just a truthful description of events, but a unified information complex that allows you to understand the situation. In addition, it should include a set of questions that encourage solving the problem at hand.
Case structure:
Situation – case, problem, real life story
The context of the situation is chronological, historical, context of place, features of the action or participants in the situation.
Commentary on the situation provided by the author
Questions or tasks for working with the case
Applications
A good CASE must satisfy the following requirements:
● correspond to the clearly stated purpose of creation
● have an appropriate level of difficulty
● illustrate multiple aspects of life without becoming outdated too quickly
● have a national color
● be relevant today
● illustrate typical situations
● develop analytical thinking
● provoke discussion have multiple solutions
Some scientists believe that there are “dead” and “living” cases. “Dead” cases include cases that contain all the information necessary for analysis. To bring a case to life, it is necessary to construct it in such a way as to provoke students to search for additional information for analysis. This allows the case to develop and remain relevant for a long time.
Case presentation forms:
1) - printed;
Video;
Multimedia.
2) – several sentences on one page;
Many pages with text;
Description of one event in one organization
The history of the development of many organizations over many years
Case development stages:
Determining the place of the case in the system of educational goals
Search for an institutional system that will be directly related to the topic of the case
Construction or selection of a situation model
Creating a description
Collecting additional information
Preparation of the final text
Presentation of the case, organization of discussion
Basic principles of presenting a case:
Simplicity
Clarity
Accuracy
Stages of organizing a lesson using the Case Method:
1) Stage of immersion in joint activities.
The main task of this stage: the formation of motivation for joint activities, the manifestation of initiatives of the discussion participants. At this stage, the following work options are possible: The text of the KS can be distributed to students before class for independent study and preparation of answers to questions. At the beginning of the lesson, students' knowledge of the CS material and interest in the discussion are demonstrated. The main problem underlying the CS is highlighted, and it is correlated with the corresponding section of the course.
2) Stage of organizing joint activities.
The main task of this stage is to organize activities to solve the problem. Activities can be organized in small groups or individually. Students are divided into temporary small groups to collectively prepare answers to questions within a time specified by the teacher. In each small group (regardless of other groups), individual answers are compared, finalized, and a unified position is developed, which is drawn up for presentation. Each group selects or appoints a “speaker” who will present the solution. If the case is correctly composed, then the decisions of the groups should not coincide. Speakers present the group's decision and answer questions (speeches must contain an analysis of the situation using appropriate methods from the theoretical course; both the content of the solution, the presentation technique and the effectiveness of the use of technical means are assessed). The teacher organizes and guides the general discussion.
3) Stage of analysis and reflection of joint activities.
The main task of this stage is to demonstrate the educational and training results of working with the case. In addition, at this stage, the effectiveness of organizing the lesson is analyzed, problems in organizing joint activities are revealed, and tasks for further work are set. The teacher’s actions can be as follows: The teacher ends the discussion, analyzing the process of discussing the CS and the work of all groups, tells and comments on the actual development of events, and sums up the results.
Mastery of the method of using cases by teachers is now in great demand, since in addition to subject-based training, it allows students to widely develop the skills of working with information and communication technologies that are so necessary for a modern educated person, as well as knowledge of the basics of research and design activities.
There are several ways to obtain a “case” suitable for use in the educational process.
Firstly, you can buy a ready-made “case” if it concerns students or teaching economics, management, business and entrepreneurship. It is inexpensive; for example, one copy of a “case” developed at Harvard or Darden costs only $10.
In the West, buying and selling “case studies” prepared in business schools is a whole industry. Harvard alone produces about 700 “cases” per year. The full list of “cases” that can be purchased for use in the educational process includes more than 7,500 items. There are even special organizations like the European Case Clearing House that distribute “cases”. In particular, ECCH unites about 340 different participants, including business schools INSEAD, IESE, and London Business School.”
Secondly,create a case at your own level of understanding. Good “cases,” as a rule, are written by experienced teachers or groups of students, graduate students, and students who are highly motivated to learn together with the teacher. Compiling such educational material requires painstaking work in selecting content, collecting facts and figures, developing a short theoretical set for independent study of the topic, methodological recommendations, assignments, etc.
Based on the above, we can formulate definitions:
Analysis of specific educational situations (case study) - a training method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; working with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; working with assumptions and conclusions; evaluation of alternatives; making decisions; listening and understanding other people - group work skills.
case-study method (from the English case - case, situation) - a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases).
3. Application of the case method in education
Any CASE allows the teacher to use it at various stages of teaching and for various purposes.
Recently, the use of CASEs has become increasingly popular not only at the stage of student learning, but also when checking learning results in exams. Students receive CASEs before the exam, they must analyze it and bring the examiner a report with answers to the questions posed in it. Of course, you can offer students CASE directly during the exam, but then it should be short and simple enough to fit within the limited time frame.
The use of CASEs in the learning process at school is usually based on two methods. The first of them is called the traditional Harvard method - open discussion. An alternative method is a method associated with an individual or group interview, during which students make a formal oral assessment of the situation and offer an analysis of the presented CASE: their solutions and recommendations. This method makes it easier for the teacher to monitor, although it allows some students to minimize their learning efforts (each student is quizzed once or twice per lesson). The method develops students' communication skills and teaches them to clearly express their thoughts. However, this method is less dynamic than the Harvard method. In an open discussion, the organization and control of participants is more complex.
The main factor in the discussion is the degree to which it is led by the teacher. Guidance can begin as soon as students receive the CASE. By asking questions, the teacher directs students' attention to certain information, provoking their responses. He may even specify which analytical methods should be used. By leading the discussion, the teacher controls its direction, ensuring the participation of each student. He can end the discussion by outlining the group's solution.
In a free discussion, the teacher usually asks the question at the beginning: “What do you think is the main problem here?” He then leads the discussion, listening to the arguments, pros and cons, and explanations for them, and monitoring the process of the discussion, but not its content, expecting at the end a written analysis of the CASE from the individual participant or groups. This report is submitted either at the end of the discussion or after some time has passed, which allows students to more carefully analyze all the information obtained during the discussion.
Cases have a number of similarities with tasks or exercises, but they also have a number of fundamental distinctive features: help students acquire a range of practical skills and teach them how to solve complex, unstructured problems.
At first glance, the task is similar to a CASE, which describes some fictitious situation, but the purposes of using tasks and CASEs in teaching are different. The problems provide material that enables students to learn and apply selected theories, methods, and principles. Case studies help you acquire a wide variety of skills. Problems have one solution and one path leading to this solution. CASEs have many solutions and many alternative paths leading to it. The main function of the CASE method is to teach how to solve complex unstructured problems that cannot be solved analytically, which clearly demonstrates interdisciplinary connections and reflects today's reality, responding to the demands of today's time, the pace of life, the situation in the country and the world.
When teaching using cases, “at least 6 formats can be used:
Teacher – student “Cross-examination”
Discussion between teacher and student. The student's opinion, position or recommendation will be examined through a series of questions. The logic of the statements will be thoroughly examined, so the student needs to be extremely attentive and deeply knowledgeable about the topic.
- Teacher - student. "Advocate"
Usually this is a discussion between teacher and student, but sometimes other students may participate. The teacher assumes a completely unsuitable role for advocacy and asks the student (and perhaps others) to take the position of lawyer. You need to actively think and reason, arrange facts, conceptual or theoretical information, and personal experience in a certain order.
Teacher-student. "Hypothetical format"
Similar to the previous one, but there is one difference: the teacher will present a hypothetical situation that goes beyond the student's position or recommendation on the issue. He will be asked to evaluate this hypothetical situation. During a discussion, you need to be open to the possible need to modify your position.
student student, student - student: Confrontation and/or cooperation.
In this format, the discussion is conducted between students, students, and the teacher observes and draws conclusions for himself. Both cooperation and confrontation arise. For example, a classmate may challenge a position by providing new information. We must try to “repel the challenge.” The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).
Student-student: “Play a role.”
The teacher may ask the student to take on a specific role and interact with other classmates in it.
Uteacher class: “Silent format”
The teacher may raise a question that was initially directed to an individual and then to the entire class (because an individual student was unable to answer).
However, it should be noted that, as noted by Peter Ekman, a lecturer at the American Institute of Business and Economics (AIBEc),, “one should not assume that “cases” can replace lectures.You can’t spend all your time just analyzing specific examples, because this creates a stereotypical, biased approach to solving similar problems,” and the student will not be able to rise to a higher level of generalization, “cases” show how theories are applied in practice, then There must be a theoretical “filling” in total.
Thus, to summarize the above, we can conclude thatThe case method allows you to demonstrate theory from the point of view of real events. It allows students to become interested in studying the subject, promotes the active acquisition of knowledge and skills of independent collection, processing and analysis of information characterizing various situations, for subsequent discussion in a team showing their own version of solving an issue or problem.
This method is classified as a modern pedagogical technology, so its mastery by teachers is important for increasing the efficiency of the teaching and educational process.
Any case allows the teacher to use it at various stages of the educational process: at the learning stage, at the stage of checking learning results.
This method is especially successful in teaching adults, distance learning, teaching economics and management, as well as in developing materials for independent study of topics by schoolchildren with subsequent elaboration of questions at a seminar or reporting lesson, in the development of their own creative thinking.
A good “case”, as a rule, teaches you to look for non-trivial approaches, since there is no single correct solution. “What I especially appreciate about the case method is the independence of thinking,” says Peter Ekman. - In real business there are five or six ways to solve a problem. And although there is a classic solution for every situation, this does not mean that it will be optimal. You can make a good decision, but its results will lead to bad consequences. You can make a decision that everyone around you considers unsuccessful, but it is the one that will lead you to the desired results.”
Directions for using CASEs in school teaching:
1. Case study:
Open discussion (guided and free)
Survey (presentation) (individual and group)
2. Case exam (cut, control):
With preliminary preparation
No preliminary preparation
Skills that the CASE STUDY method develops in students:
Analytical skills:
The ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find information gaps and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.
Practical skills:
The reduced level of complexity of the problem presented in the case compared to the real situation contributes to the development of skills in using theory, methods and principles in practice.
Creative skills:
Creative skills are very important in generating alternative solutions that cannot be found logically.
Communication skills:
The ability to conduct a discussion, convince others, use visual material and other media means, cooperate in groups, defend one’s own point of view, convince opponents, write a short, convincing report.
Social Skills:
Assessing people's behavior, the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.
Introspection:
Moral and ethical problems that arise in the discussion require the development of social skills to solve them.
Information technology skills developed by students during the Case preparation process:
Working with information in modern integrated systems
Technology for working with text information in WORD
Inserting tables and figures.
Working with templates and wizards in Word
Technology for processing tabular information using spreadsheets - functionality
Design technology
Graphical representation of data
Financial functions, pivot tables, selection of parameters in Excel
Technology for working with graphic information
Create and edit a drawing, print and burn to disk
Mastering skills to work with graphic editors Paint, Coreldraw, Photoshop, etc.
Working with multimedia in Windows, archiving data
Creating multimedia presentations using Power Point
Conclusion
This paper examines the main aspects of the Case Method: the history of its appearance, characteristics and possibilities of application in teaching. Being an interactive teaching method, the methodCase-study gains a positive attitude from students who see in it an opportunity to take initiative and feel independent in mastering theoretical concepts and mastering practical skills. It demonstrates the theory from the point of view of real events, allows students to be interested in studying the subject, and promotes the active acquisition of knowledge and skills in collecting, processing and analyzing information characterizing various situations. It is equally important that the analysis of situations has a strong impact on the professionalization of students, contributes to their maturation, and creates interest and positive motivation for learning. The case method acts as a teacher’s way of thinking, his special paradigm, which allows him to think and act differently and develop creative potential. This is facilitated by the widespread democratization and modernization of the educational process, the emancipation of teachers, the formation in them of a progressive style of thinking, ethics and motivation for teaching.
The actions in the case are either given in the description, and then they need to be understood (consequences, effectiveness), or they must be proposed as a way to solve the problem. But in any case, developing a model of practical action seems to be an effective means of developing the professional qualities of students.
Thus, the case method, thanks to its capabilities discussed above, is applicable at various stages of training in various educational institutions and is becoming increasingly popular, meeting the requirements of modern teaching methodology.
List of used literature
Guzeev V.V. Educational technology: from reception to philosophy / M.: September, 1996. - 112 p.
Davidenko V. How does a “case” differ from a suitcase? // Study abroad, No. 7, 2000
Margvelashvili E. About the place of the “case” in the Russian business school // Study abroad, No. 10, 2000
WITHElevko G.K. Modern educational technologies: Textbook. – M.: National Education, 1998. – 256 s.
Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students
Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU
http://charko.narod.ru/
