Case Study - Childhood Obesity
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EDUC5480AssignmentGuidelinesandDescription-CaseStudyorRolePlay1.pdf
EDUC 5480 Design and Measurement of Adult Learning Activities
EDUC 5480 Assignment Guidelines Case Study/ Role Play Development and Assessment
Purpose of the assignment: Case studies and role plays are two very commonly used instructional techniques. This assignment provides you with an opportunity to develop either a case study or a role play to include in the learning session you are designing for EDUC 5480. The purpose is to provide you with an opportunity to develop and assess one of these techniques, learning from the suggested readings, your experience and classmates’ assessments.
Directions: This assignment has two parts (1) developing either a case study or a role play, including instructions for instructors and participants and (2) providing feedback to another class member on their case study or role play. Before beginning see the requirements listed below and descriptions and criteria that follow.
Requirements
Part 1: Develop either a case study or role play to include in the learning session you are designing for EDUC 5480. Include:
• The case study or role play. • The performance/learning objective that it supports the attainment of. • A brief statement on the context it will be delivered in, e.g., What problem or opportunity gap is
being addressed? What comes before and after it in the session you are designing? • Instructions to participants on how to complete it.
• Instructions for instructors to use to engage participants in completing the case study/ role play and for debriefing it.
Post Part 1 by the date indicated in the course schedule.
Part 2: In 100-‐200 words write a critical review of one classmate’s case study or role play. Use the criteria provided with the description of a case study or role play included in these guidelines. (Use the criteria in developing your own case study or role play as well!)
• Address the strengths of what’s been written. What seems to work well and could be extended or expanded?
• Identify potential problems or difficulties. What might be changed? Why? How? • Note anything that seems to be missing. What might be added to make the case study or role
play or its execution more effective? Post Part 2 by the date indicated in the course schedule.
Note: You may want to include the case study or role play as part of the Instructor manual/facilitator guide you are developing. In that case, integrate directions for the instructor into the manual and add the case study or role play and instructions for the participants to the manual separately as an exercise.
Your first task in this assignment is to choose which of the learning techniques to develop based on the learning outcomes (objectives) you have selected. Caffarella and Daffron (2013) include case studies as an example of a technique to enhance cognitive skills and role plays as a technique for outcomes related to changing values, beliefs and feelings. What follows are descriptions of case studies and role plays excerpted from relevant resources, as well as criteria for their development and assessment.
EDUC 5480 Design and Measurement of Adult Learning Activities
Case Studies Descriptions: (Excerpts from relevant resources) Either individually or in a small group people analyze and offer solutions to an event, incident, or situation presented orally, in written form, or an online format. Each individual or group then shares with the other participants in the session their analyses and possible solutions (Caffarella & Daffron, 2013, Exhibit 8 E).
Case studies vary in length and detail, and can be used in a number of ways, depending on the case itself and on the instructor’s goals.
• They can be short (a few paragraphs) or long (e.g. 20+ pages). • They can be used in lecture-‐based or discussion-‐based classes. • They can be real, with all the detail drawn from actual people and circumstances, or simply realistic. • They can provide all the relevant data students need to discuss and resolve the central issue, or only
some of it, requiring students to identify, and possibly fill in (via outside research), the missing information.
• They can require students to examine multiple aspects of a problem, or just a circumscribed piece. • They can require students to propose a solution for the case or simply to identify the parameters of
the problem. (Carnegie Mellon Eberly Center (n. d.)
See Case-‐Based Learning Demonstration http://epltt.coe.uga.edu/index.php?title=Case-‐Based_Learning
Assessment Criteria
Table 1
Essential Characteristics of an Effective Case/Case Study When examining the concept of case-‐based learning, it is important to first capture the essential components of the method. Anyone can tell a story, but according to Wasserman (1994) and Herried (1997) effective cases for learning share a number of characteristics:
• The case content is closely aligned with the overall instructional goals and objectives. • The case tells a story and focuses on an issue that arouses interest. • The case itself is well-‐written and its readability is appropriate for the age or level of the student.
o The case should be written in the present tense and deal with an authentic situation not more than five years old.
o The case includes direct quotes, using the characters’ dialog to tell the story. o The story is compelling and creates empathy with the main characters.
• The case clearly states and illuminates the dilemma without resolving it. • The case is relevant to the reader. • The case provokes conflict and forces decision making. • The case is general enough to be used in several applications. • The case is short.
Source: Blackmon, Hong, and Choi (2007, sec. 3).
Other Criteria • Participants receive clear written guidelines for completing the case. • Instructor receive directions on how to introduce and debrief the case. • The writing consists of clear, logically organized sentences and/or bulleted information. • Word choices are appropriate and clichés avoided. • There is no or little redundancy. • Grammar, punctuation, and spelling are accurate.
EDUC 5480 Design and Measurement of Adult Learning Activities
Role Play Descriptions: (Excerpts from relevant resources) Role-‐play is a special kind of case study, in which there is an explicit situation established with students playing specific roles, spontaneously saying and doing what they understand their “character” would, in that situation. Role-‐plays differ from other case studies in the immediacy of the experience. Students find themselves in the role-‐play. In a case study, they read about situations and characters. One of the reasons role-‐play can work so well is because of the power of placing oneself in another’s shoes. This provides opportunities for learning in both the affective domain, where emotions and values are involved, as well as in the cognitive domain where experiences are analyzed. (Nickerson, 2007-‐08, para.1)
Role play exercises give students the opportunity to assume the role of a person or act out a given situation. These roles can be performed by individual students, in pairs, or in groups which can play out a more complex scenario. Role plays engage students in real-‐life situations or scenarios that can be “stressful, unfamiliar, complex, or controversial” which requires them to examine personal feelings toward others and their circumstances. (Northern Illinois University, Faculty Development and Instructional Design Center, n. d.).
Assessment Criteria
The Role Play
• The role play content is closely aligned with the overall instructional goals and objectives. • The role play gives participants the opportunity to assume the role of a person or act out a given
situation. • The role play engages participants in a real-‐life situation or scenario, relevant to them, that
might be stressful, unfamiliar, complex, or controversial and that requires them to examine personal feelings toward others and their circumstances.
• The role play clearly states and illuminates a situation without resolving it. • The role play itself is well-‐written, its readability is appropriate, and its purpose is clear. • The role play is short. • Each participant receives a copy of his/her role describing specifically what his/her “character’s”
goals and intentions are, in order to behave accordingly. Each player sees only a description for his/her character.
• Observers receive written guidelines focused on goals related to the learning objective. • Instructors receive guidance that includes information on how the role play relates to the
learning objective, possible ways to introduce it and suggestions for debriefing.
Other Criteria • The writing consists of clear, logically organized sentences and/or bulleted information. • Word choices are appropriate, and clichés avoided. • There is no or little redundancy. • Grammar, punctuation, and spelling are accurate
EDCU 5480 Design and Measurement of Adult Learning Activities
References and Resources Blackmon, M., Hong, Y., & Choi, I. (2007). Case-‐based learning. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Case-‐Based_Learning
Caffarella, R., S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide (3rd ed.). San Francisco: Jossey-‐Bass.
Carnegie Mellon Eberly Center. (n. d.). Case studies. Retrieved from https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/casestudies.html
Harbour, E., & Connick, J. (2005). Role playing games and activities rules and tips. http://www.businessballs.com/roleplayinggames.htm
Langevin Team. (2013, February 4). 4 tricks to designing role plays that everyone will like (Web log post). Retrieved from http://www.langevin.com/blog/2013/02/04/4-‐tricks-‐to-‐designing-‐role-‐plays-‐that-‐ everyone-‐will-‐like/
Nickerson, S. (2007-‐08). Role-‐play: An often misused active learning strategy. Essays on Teaching Excellence: Toward the Best in the Academy, 19(5). Retrieved from http://podnetwork.org/content/uploads/V19-‐N5-‐Nickerson.pdf
Northern Illinois University, Faculty Development and Instructional Design Center. (n. d.). Role playing. Retrieved from http://www.niu.edu/facdev/_pdf/guide/strategies/role_playing.pdf
