SDU Centre for Teaching and Learning. Campusvej 55,. 5230 Odense M. Entrance H by the SDU Swimming Pool. The good exampl
The good example - Case-based learning
Reflective teaching at The Studies of Religions
In brief
Associate Professor Caroline Schaffalitzky de Muckadell uses case-based learning (CBL) in the course Philosophy of Science in the 3rd semester of The Studies of Religions. She has been engaging in the teaching method for 3 years. Caroline was curious to find teaching techniques that differ from the classic lecture. Therefore, she attended courses on CBL to develop cases specified for her courses.
On The Studies of Religions Caroline
CBL in practice When Caroline develops cases, she takes a starting point in the learning outcome for the course. From here, she writes a background description of a linked case where the students are faced with a choice and have to make a decision. According to Caroline, the point is not to present one obvious answer but open up for several different perspectives within the theoretical literature.
• It is a good pedagogical tool, since the students are decision makers who use the theory more than in classic lectures.
The idea is to support the students’ motivation to go in depth with the literature, so they are theoretical prepared to navigate in the case and to make a reasoned choice. Therefore, the resolution is not decisive, but, instead, the process:
• They are more engaged with each other and develop their joint analysis and perspective on various issues.
Read more about the use of casebased teaching in Humanities.
“To discuss a case without necessarily having to come up with an answer develops the students’ relationships to each other, because it’s okay to disagree”. Hereby, the students reflect on various issues together which also make it easier to relate to real work tasks.
Guide and prioritize Both designing the case and planning the teaching are relatively time-consuming tasks in CBL. The students must be guided using carefully worded questions. Caroline’s role is thus to facilitate the discussions and to ensure that the intended learning outcomes are achieved. She points out that prioritizing the questions for discussions in CBL is essential, so that you do not run out of time. Therefore, it is significantly easier to carry out CBL if the teacher knows the specific course well. According to Caroline, several banks with cases may be an advantage in the long term since teachers could then borrow from and inspire each other. In addition, they would save time by not having to develop the cases themselves.
Schaffalitzky de Muckadell teaches, inter alia, with decision-making cases which have the following advantages: • It engages and motivates the students in practical and real-life cases.
• The choreographed approach gets students to reflect on things on a deeper level.
Renew your teaching and sign up now for SDU Universitetspædagogik’s course on case-basedlearning.
Contact Lotte Dyhrberg O’Neill 6550 3338
[email protected] SDU Centre for Teaching and Learning Campusvej 55, 5230 Odense M Entrance H by the SDU Swimming Pool February 2017
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