Learning technologies at

the service of the Case Study

Methodology in the 21st century

classroom

Cristian Opazo, Lillian MoranNew York University

Case Method - backgroundHarvard Law School (~1870)

Harvard Business School (~1915); widespread use in 1930s and 1940s

Others: medicine & other health sciences, administration, policy analysis, management, etc.

Case Method an also be adopted in liberal arts and general education

Rationale for Using the Case Study Method

To bridge the gap between theory and practice

A good case study gives students practice in:

identifying the parameters of a problem

evaluating courses of action

recognizing and articulating positions

Case studies are contextual narratives

Consist of the following elements:

1. a specific, reality-based story2. a rich scenario that describes a relatively

complex issue3. a conflict to be solved

Case Study Method works on two cognitive levels

Fundamental Level

1.raises a thought-provoking issue2.portrays actors at critical junctures3.provides plenty of data about entities, locations, and

actions

4.lacks an obvious or clear-cut right answer5.encourages students to reflect and take a position6.encourages students’ active participation

Higher levelthinking

Examples vs. Case Studies

CASE STUDIES: student applies

the facts withactive guidance

over time

EXAMPLES: instructor describes the facts

Implementation of Case Study MethodCase with

action questionsWhat actually

happenedReview case based on new information

Any number of course sessions

Two examples at NYUWide spectrum of implementations (from very simple to very complex)

Evaluating clinical competencies through Qualtrics surveys

Multimedia Interactive Case Study: Family Homelessness in NYC

Resources: Free Cases

Thanks EdMediaand thanks Vancouver!