Case Studies: Why More of Us Should Write Them (and Read Them)

Concurrent Session 2
Research Leadership

Brief Abstract

Case Studies: Why More of Us Should Write Them (and Read Them) is an argument for developing data-informed documentation about instructional innovations so they may be readily reviewed and repeated. To ensure the growth and evolution of innovative teaching and learning, results and key features must be documented and shared.

Presenters

Lead Presenter: Susan Hines, Ellucian

Dr. Hines is a versatile higher education professional with years of administrative experience and an interest in libraries, academic support units, course and curriculum design, instructional technologies, and professional development. She is an effective project planner and manager, an innovative e-learning advocate, and a capable technical writer with 20+ years of college and university teaching experience.

Extended Abstract

“Case Studies: Why More of Us Should Write Them (and Read Them)” is an argument for developing data-informed documentation about instructional design innovations so they may be readily reviewed and repeated. To ensure the growth and evolution of innovative teaching and learning, course results and key features must be meticulously documented and widely shared.

Educators make substantial investments in designing and implementing innovative online courses, but they invest relatively little in determining the efficacy of course designs and instruction. More often than not, innovation and course effectiveness claims are subjective; the course developers and/or instructors who build such courses have a vested interest in testing new strategies and technologies and are keen to advocate for their intentions.

However, is a course innovative if student performance tanks? Is it effective if students avoid enrolling because the course is too complex or technically cumbersome?

This presentation outlines how a carefully crafted case study can highlight instructional design innovations, such as a useful scorecard system that assists in determining the impact of course design via student performance and satisfaction. It is relevant on two fronts: Not only does it emphasize the importance of developing case studies to promote, replicate, and build on innovative practices, but it utilizes a case study example that demonstrates and evaluates an effective instructional design process.

To underscore the purpose and value of case studies, participants will be exposed to an actual case study written about the efficacy of a course redesign in a school of nursing. The presenter will break down the process of developing the case study while exposing the steps and criteria that led to the subject selection.

Participants will review and discuss

  • the process of case study subject selection
  • the criteria for case study subject selection
  • the value of writing and disseminating case studies
  • the key principles of case study writing
  • the key principles of case study media development (videos, screencasts, etc.)
  • a unique scorecard system for determining the efficacy of course designs and instruction
  • a unique focus group approach that celebrates design virtues and remediates design flaws.

Presentation participants will be encouraged to use “Poll Everywhere” smartphone technology to contribute their ideas and responses to the presentation in real time. And, of course, the presenter will take breaks between slides for good old-fashioned discussion.