Making the case for universal learning

searching_93660027_tweakedIt is a truth universally acknowledged that the case method or methods, or whatever we choose to call the case-based approach to learning that we love so much, is generally concentrated within specialised educational disciplines such as management, education or law.

But I believe we would all benefit by both sharing our experience with faculty in other disciplines and by opening case-based approaches to the influences of other similarly experiential or problem-based teaching methods, and so cross-influencing teaching in our own and other subjects.  

Flipped classroom

I think this is particularly relevant in light of the greater emphasis now being placed on assessing and improving teaching standards, and the impact of technology and concepts such as the flipped classroom

Cross-fertilisation

I’ve read and listened to several presentations recently that suggest the benefits of, as well as a demand for, this kind of cross-fertilisation.220px-Episyrphus_balteatus

In their paper Active learning increases student performance in science, engineering and mathematics Freeman, Eddy, McDonough, Smith, Okoroafor and Wenderoth tested the hypothesis that lecturing maximises learning and course performance.  They found that in SEM (science, engineering, maths) students taking classes with traditional lecturing were 1.5 times more likely to fail than students in classes with active learning while active learning increases student performance across the board.

Learning more

bufvc_logo_soloMeanwhile at the annual conference of the BUFVC (British Universities Film & Video Council, a representative body that promotes the production, study and use of moving image, sound and related media in higher education, further education and research) two speakers made presentations about the value, and the demands and resource implications, of adopting the flipped classroom.  

I thought I’d share these presentations on flipped learning and the flipped classroom. They may be familiar terms but we use them to identify some very different concepts and not everyone is sure how to get the best out of flipping. The slides make some sense of not just what flipped means but the implications for teaching and learning and the role and skills of academics who choose to use this approach.

Screen Shot 2016-01-25 at 10.04.46Presentation by Professor Damien Mansell, Exeter University. 

Presentation by Professor Simon, Lancaster University of East Anglia. 

 I think they’re very interesting and useful, even though they aren’t specifically about management education or the case method. Have a read and see what you think.

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Filed under Business education, Case method, Case teaching

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