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Case-based Learning (CBL) Procedures OSU ITLE

Case-based Learning (CBL) Procedures OSU ITLE. The four Res of CBR Retrieving the most similar case Reusing the case to attempt to solve the problem Revising the proposed solution if necessary

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Case-based Learning (CBL) Procedures OSU ITLE

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  1. Case-based Learning (CBL) ProceduresOSU ITLE The four Res of CBR Retrieving the most similar case Reusing the case to attempt to solve the problem Revising the proposed solution if necessary Retaining the new solution as a part of a new caseSource: Aamodt, A., & Plaza, E. (1994). Case-based reasoning: Foundational issues, methodological variations and systems approaches. AI Communications, Vol (7), i, 39-59.

  2. How to Select the Case? • select only the necessary processes and data to accurately represent the case • split the data into pieces, require the learner to look in more than one place for important information • data may be redundant and contradictory Source: Merseth, K. (1991). The early history of case-based instruction: Insights for teacher education today. Journal of Teacher Education, 42 (4), 243-249.

  3. How to Deliver the Case? • Two primary methods are possible to deliver cases. Using technology, a system can contain case information and increase the possibilities for student interaction with the data (collecting it, sorting it, organizing it, critiquing it, etc.). A low-tech option of simply presenting the case to aclass, then debriefing and discussing orally is also possible. • Teachers should consider more than “content” of case, but the discussion process as well. • teachers should prepare an outline of concepts, subconcepts, to be elicited or discussed through the case. • a list of leading questions may also be helpful. Source: Merseth, K. (1991).

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