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Londhe B R
5/2/2012
AL and CD
Involves students in doing things and thinking about things they are doing The students need to be involved in the learning process to internalize the learning that occurs. CD as participative method of learning and demands more involvement of students in the class and subject
5/2/2012 BRL JSPM FDP 2
AL and CD
Case is an account of factual human experiences of person or group of persons or organization focused on certain issues Case captures a segment of reality by giving a detailed description of the events that occurred and thereby provide a frame work with in which a healthy discussion of the key business issue can occur.
5/2/2012 BRL JSPM FDP 3
Link between participation and learning Learning is both process based and product based Process aspect of learning emphasizes on what happens during the learning experience (during case discussion) Product aspect places emphasis on the result of the learning experience (care full application of a concept in a business settings.
5/2/2012 BRL JSPM FDP 4
Types of Cases
Informative Cases Problem Solving Cases
5/2/2012
5/2/2012
Student's Role in CD
Students should read and prepare the case prior to the discussion . Students should identify the key issues and analyze the data provided in the case. Students should be sufficiently self motivated to speak up in the class
5/2/2012
Student's Role in CD
To participate effectively in the class they also need to develop skills of listening to the class so as to make positive contribution at the right junctures by either supporting or contradicting the comments of their peers
5/2/2012
Unprepared students Dialog between few students and instructor Instructor's opinion may constrain students learning
5/2/2012
10
INSTRCTOR`S ROLE
Learning promoter Navigator Stimulator
5/2/2012
11
Challenges in HCM
To make them work hard come prepared To make them speak To make them listen actively Grade them on quality of contribution To recall the contributions made each student for grading Feedback to students Instructors opinion may constrain their learning Ambiguity in learning as they are not sure what they learning
5/2/2012 BRL JSPM FDP 12
Unprepared students Dialog between few students and instructor Instructor's opinion may constrain students learning
5/2/2012
13
AL and CD
Thank You
5/2/2012
14
5/2/2012
15
MICA
To increase students participation in making relevant contribution through structured discussion around previously identified issues Precise criteria for evaluation which includes I. Quality of recommendation and justification to it II. Listening to others comments III. Out side research IV. Use of analytical concepts in their arguments Reduced role of instructor in conducting case discussion
5/2/2012 BRL JSPM FDP 16
MICA
Three distinct set of activities that differentiate it from HCM 1. Prior to the class Selects team of students to administer the case A frame work is provided to the class The remaining students submit action steps to the team prior to the day of discussion The administrative team collates the action steps and decide the order in which to discus them
5/2/2012 BRL JSPM FDP 17
MICA
2
5/2/2012 BRL JSPM FDP 18
During the case discussion Selected team of students administer the case by calling students to justify their recommendation Instructor sits at the rear of the class and observe the case discussion for evaluation purpose Instructor evaluates each comment and records the evaluation The students team does not evaluate or responds to the comments made by participants
MICA
Instructor gives feedback to the students at the end of the class based on the issues raised and quality of participation Grades are declared immediately after the class based on predetermined criteria which includes Quality of recommendation and justification to it Listening to others comments Out side research Use of analytical concepts in their arguments
5/2/2012 BRL JSPM FDP 19
Unprepared students Dialog between few students and instructor Instructor's opinion may constrain students learning
5/2/2012
20
AL and CD