Since case-based learning associates with human memory and narrative story-telling, I could not resist a reference to "Inception" an inventive film about ideas, memory, and perceptions. In some ways, the quote is true. Whether it's an idea, memory, or a story, I think it will "take hold of the brain" if it is truly significant and intriguing to the person. However, if we do not value or use the information, we are likely to forget it.
To imitate the way that natural human memory works, the CBR approach gathers and organizes information through indexing. Criteria is set on what information to include and where it belongs. To utilize the indexed database, the CBR process is composed of four REs---REtrieve, REuse, REvise, and REtain (Wang, 2003, p. 46). The learner views the case study and evaluates it with the current situation. Then the learner may choose to use the solution from the case study or decide on a better one. Finally, the new problem and solution is added to the case library. Jonassen mentions that "stories can function as a substitute for direct experience" for novice learners (Jonassen, 1992, p. 69). While it may be good preliminary practice, I do not think students should be led to become completely reliant on second hand knowledge. Every situation has its variables and learning vicariously lacks the full sensory experience. They should still be encouraged to engage in the experience first hand at some point, as with Problem-Based Learning and Cognitive Apprenticeships.
Perhaps one of the challenges of developing a case-based course is determining the appropriate material to include within the case library and an efficient system easily accessible to the learner and manageable for the instructor. A lesson can be learned from the KITE CBR Engine where the formative evaluation showed that knowledge scouts tasked with collecting stories "were not retrieving important information within the stories, such as resources used or lessons learned" (Wang, 2003, p. 57). Each member of the CBR project needs to have a solid understanding of their roles because it directly affects other member's tasks and the case library.
For a foreign language course, I imagine a case library as a collection of stories, both fiction and non-fiction, categorized by theme, such as home, school, eating at a restaurant or any situation that involves use of the language and also by difficulty to accommodate a range of learners from beginning to advanced levels. It is unique how the KITE CBR search engine is tailored to work like the human brain, generating results based on "semantic meanings of cases" instead of like Google and Yahoo sites which rely on number of keyword appearances that often return irrelevant content (Wang, 2003, p. 56). To create an intelligent search engine would require web development expertise. Otherwise, a simplified solution could be to populate the site with hyperlinks that connect the webpages and provide navigation. Video and speech to text tool can be incorporated with more complex narratives. After a student reviews a story, they can rewrite one based on their own experiences and upload it to the case library.
I think a case library can be a meaningful resource for both non-experts who want to learn from other professional perspectives and experts who need a review or reference. Problems and solutions are embedded in probably every industry and profession. Case-Based is a good approach to archive education for posterity.
References:
Jonassen, D.H., Ambruso, D.R., & Olesen, J. (1992). Designing a hypertext on transfusion medicine using cognitive flexibility theory. Journal of Education Multimedia & Hypermedia, 1 (3), 309-322.
Wang, F.K., Moore, J.L., Wedman, J., & Shyu, C.R. (2003). Developing a case-based reasoning knowledge repository to support a learning community: An example from the technology integration community. Educational Technology Research and Development, 52 (3), 45-62.
The indexing and database development aspect of the articles was interesting to me too, since I work with several index databases. I found it interesting that one of the points of confusion for people using the database, was how it different from the other literature databases. It seems to me that the scholarly literature databases, especially in the social sciences, in some ways represent case libraries. The only difference is that they are not standardized and optimized for instruction, but rather, to report research or best practices. A case library would just be a specialized digital library with very standardized content and records.
ReplyDeleteHow funny! You thought of "Inception" and I took a note during my readings on "Big Bang Theory". The last "Big Bang" was about Sheldon and Amy testing a scientific theory of "story-telling" aka "gossip" and how if the "story" is compelling enough the "gossip" spreads faster. Anyway - the point is that CBL/CBR reminded me so much of this episode because of its reliance on story.
ReplyDelete1. I love the quote that you selected. It aligns really well with the case-based model.
ReplyDelete2. I think that a categorized case library for foreign language learning would be a fantastic tool! Last year, I worked with high school students who needed additional support (organization, time management, study skills, etc.). One of the great resources that I often found myself reviewing with students was the online component of the Spanish language curriculum. The online program offered everything from audio flashcards to tutorials. One of the features that was particularly helpful was the scenario based component. Students could listen to the conversation of various scenarios. The content & progressive levels got harder through the course of the year. A program like this could be altered and/or added to a case-based program.
(Julie Jones)
Hey, Hyun-Duck. Nice observation! I would think non-standardized case libraries are more challenging for the learner to work through. While the information may be noteworthy, it may not apply to the objectives of the course.
ReplyDeleteJessica, I've heard about that show, sounds funny. It's great that we are able to turn entertainment media into an active learning experience!
ReplyDeleteJulie, thanks for sharing your experience. As you mentioned, the online components that often accompany foreign language textbooks today are very helpful for added practice or independent study. I think general vocabulary and grammar in foreign language study remain fairly constant so content for a case library would be relevant for a long time. Updates to content may be needed to incorporate new social contexts.
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