Case Driven PBL CRIB Sheet

A process view for organising problem-based learning (PBL); to formulate self-defined and self-directed learning goals.  Cases can be analysed at progressively deeper levels, from simple to more complex and/or subtle analysis as you become adept at this approach to learning.

With respect to the cases, you will get out as much as you put in. Consider using the following process and prompts.

• Case analysis process guide:
• Read the case
• Identify what you already know about a topic. 
• Develop a list of potential problems evident in the case.
• State learning gaps then resolve them by finding and reading-up relevant material.
• Summarise your findings and ideas.
• Generate a synthesis.
• Present a single page capturing the above (homework).
• Retrospective (reflect on the process).
• Case analysis self-question prompts:
• Are there topics/objects in the case you need to know more about?
• Do you have applicable prior learning and experience you can bring in?
• Did the case raise questions for you? How did you answer the questions?
• Is information presented that you do not understand? Avoid highlighting non-specific generalised experience/skill gaps that you cannot address through independent research and learning.
• How did you resolve your personal knowledge gap(s)?
• Our intention is for you to show that you started to address the knowledge gap here. So, what did you learn?  
• Any general benefit? Is the case applicable to inform future practice?
• Are your recommendations, prescriptions, statements or claims justifiable?

Writing a precis

The commentary or précis of a reading/article conveys what you learnt and how you might employ the knowledge. In addition you can employ a critical or analytical interpretation, i.e. what is the intention of the authors, who is the audience, how valid are the claims?

Patterns for a basic précis:

• Sentence 1:Name of author, genre, and title of work, date in parenthesis; a rhetorically accurate verb (such as "claims," "argues," "asserts," "suggests"); and a THAT clause containing the major assertion or thesis statement in the work. 
• Sentence 2: An explanation of HOW the author develops and supports the thesis, usually in chronological order. 
• Sentence 3: A statement of the author's apparent purpose, followed by an "in order to" phrase. 
• Sentence 4: A significant quote from the paper used in a sentence.

Focus on the article being reviewed, not so much on other readings, books, articles etc.

Please do identify key quotes from the article. These a short statements or at most a sentence or two that distill some essential aspect of the article. A key quote is used: to point to the authors' evidence or claims; to make a justification for your own arguments; to act as a foundation for your own ideas. However, there must be clear delineation between the authors' content and your use of it therefore.

• For quotes: use quotation marks followed by cite.
• For paraphrasing: follow with cite.
• For extracts and transformations like lists and tables: explain source followed by cite.
• When reviewing, do not quote the author's quotes of other authors. Instead, quote an original passage written by the author of the article you are reviewing.

Please use double quotation marks and page number to identify "the quoted text" p. 23. You could apply one of the standard citation methods if you like e.g. Harvard style:

• (Surname et al., Publication Year, p.#)
• (Surname et al., Publication Year, pp.#-range)

Something like "some text" (AuthorSurname et al, 2033, p.7), or similar according to the citation standard required for the document.

Using problem-based cases for self-directed learning

TLDR? Apply the following response structure for case analysis. The 6 points represent the milestones of the skills and developmental process for problem based learning: analytical, self-audit, self-critique, self-plan, synthesis, closure.

Process as follows:

1. Identify up to three (max) challenges/problems evident in this case.
2. State knowledge/skills you currently possess relevant to these challenges/problems.
3. Identify up to three (max) personal knowledge gaps related to any aspect of this case.
4. Provide evidence of key learning sources you identified to address your personal knowledge gaps.
5. Propose strategic/remedial actions that may address the three (max) challenges/problems evident in this case.

Structure for a learning process centred on case studies.

How do you read a case and engage with it as a problem-based learning exercise for self-directed learning?

When a learner asks "why?" Often the last thing they want or need is for the answer to be given to them. What we as teachers should enable, is not to provide answers to questions, but to facilitate learning through personal discovery. So when someone asks "why?", a good answer might be "I don't know, but I think I might know how to start the process of finding an answer".

Let's say you are reading a case study but you aren't sure how to deal with it. On the one hand perhaps the case study presents basic statements as facts, or perhaps the case presents so much rich context that it is difficult to see the underlying challenges. It is confusing. Sometimes the problems are well sign-posted, sometimes not. PBL, problem-based cases and self-directed learning offer a way to personalise your own learning, encouraging you to explore, extrapolate and investigate wider issues under your own initiative, an investigation that addresses your personal knowledge-gaps and enables you to further your own learning objectives.

One of the goals of case based learning is to have readers react, question, go out and research, and eventually recommend some change or solution. But crucially, the reader should be looking at the challenges 'in general', the wider issues affecting similar initiatives in today's environment. Furthermore recommendations will be based on research, readings, applicable theory, and evidence; usually evidence you will have gathered yourself (aka research).

Consider case analysis as a process in which the learner poses or structures the problem, explores and shapes solutions to the problem. A reflective turn on the "case as a process" raises the circumstance where the "problems" that the case raises can be construed as personal knowledge gaps. Problem solving drives the underlying personal process of learning.

In order to put some shape on this as a process consider the following "moves":

• Diagnose: Identify the problems(s)
• Discover: Independently research the problem area(s)
• Develop: Propose a response or responses, recommendations to resolve, improve etc.

Remember that recommendations and resolutions based on abstract rules will not necessarily fit actual situations therefore 'expert', rather than simply proficient, determinations will account for both the general issues and those that are context dependent.


The method: in brief.

1. Quickly 'first read' the case/paper/whatever. You will skip some sentences and words. The goal is to read the whole thing in a single sitting, without taking notes, just to get the first impression.

2. After the 'first read' write a sentence or paragraph from memory. This is your initial impression after first reading. Don't go back to re-read parts or seek clarity yet.

3. 'Second read' is also quick but you now underline/circle or write a list of concepts, jargon, terms, identities that are new or confuse, or are unknown to you. These are your personal knowledge gaps. Some of these you will resolve during homework time.

4. 'Third read' you can focus on sections or impressions; come up with a minimum of at least 3 initial diagnosis (continue during homework time). Encourage a variety of analyses, otherwise everyone focuses on perhaps one big superficial criticism like 'the business strategy is broken for these reasons and needs to change'.

5. Homework, self-directed and self-paced learning; address the personal knowledge gaps, work on diagnosis, work on prescribing more than one potential remedy to the problems.

The following are similar structured processes for reading and case analysis. You will probably have your own approach or adapt and modify the steps to suit the your own style and conditions.

Schwartz et al. (2001) outline a typical sequence of learning-centred activities for case analysis.

• First encounter a problem ‘cold’, without doing any preparatory study in the area of the problem.
• Interact with each other to explore their existing knowledge as it relates to the problem.
• Form and test hypotheses about the underlying mechanisms that might account for the problem (up to their current levels of knowledge).
• Identify further knowledge gaps or learning needs for making progress with the problem.
• Undertake self-study between group meetings group to satisfy identified learning needs.
• Return to the group to integrate the newly gained knowledge and apply it to the problem.
• Repeat steps 3 to 6 as necessary.
• Reflect on the process and on the content that has been learnt.

The Seven Jump or Maastricht process offers a similar template for structuring small-group case learning (Grave et al., 1996).

• Clarify unknown terms or concepts in the problem description.
• Define the problem(s). List the phenomena or events to be explained.
• Analyse the problem(s). Step 1. Brainstorm. Try to produce as many different explanations for the phenomena as you [can] think of. Use prior knowledge and common sense.
• Analyse the problem(s). Step 2. Discuss. Criticize the explanations proposed and try to produce a coherent description of the processes that, according to what you think, underlie the phenomena or events.
• Formulate learning issues for self-directed learning.
• Fill the gaps in your knowledge through self-study.
• Share your findings with your group and try to integrate the knowledge acquired into a comprehensive explanation for the phenomena or events. Check whether you know enough now.

The MacMaster ‘triple jump’ describes three main stages for student-driven problem investigation: initial analysis, independent research, and synthesis. Each stage consists of a series of activities (not necessarily taking place in sequence).

• Initial analysis: identify problems, explore extant knowledge, hypothesise, identify knowledge gaps
• Independent research: research knowledge gaps
• Synthesis: present findings – relating them to the problem(s), integrate learning from others, generate a synthesis, self-assessment of learning process, repeat ‘triple jump’ if needed.

You can also try one or more of the following methods to capture and order your analyses, diagnoses, recommendations etc.

Discover the issues...

• Create an Empathy Map (from a key actor's perspective: the person, what they see, say, do, feel, hear, think)
• Brainstorm
• Anti-problem (state the antithesis to the problem and resolve it)
• Context Map (depict rich context)
• History Map (depict the past)
• Low-Tech Social Network (sketch relationships between actors)
• Storycard the Problem(s)
• Draw the Problem(s) (graphical system depiction or representation)

Having identified problems...

• Stakeholder Analysis
• The 4 Cs or the 4 Ds or the 5 Whys (components, characteristics, challenges, characters; or discover, design, damage, deliver; or ask why 5 times)
• The SQUID (sequential question and insight diagram)
• Root cause analysis (cause-reason fishbone diagram)

References:

• GRAVE, W. S., BOSHUIZEN, H. P. A. & SCHMIDT, H. G. (1996) Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24, 321-341.
• SCHWARTZ, P., MENNIN, S. & WEBB, G. (Eds.) (2001) Problem-Based Learning: Case studies, experience and practice, London, Routledge.