edci 672 case analysis, lindsey jenkins

7/25/2019 EDCI 672 Case Analysis, Lindsey Jenkins

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Running head: CASE STUDY ANALYSIS 4 EDCI 672

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Case Study Analysis 4: Lindsey Jenkins

Danielle L. Moffat

Purdue University


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CASE STUDY 4 EDCI 672

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Case Study Analysis 3: Lindsey Jenkins

Key Stakeholders and Their Primary Concerns

The Linsey Jenkins case study revolves around a course redesign pilot project aimed to

amend the format of two courses to place an emphasis on enhancing critical thinking skills through

the use of case-based learning (CBL) with the aim of improving student performance and learning

experience satisfaction as well as institutional performance in terms of meeting external

accreditation standards to a high level. It is intended that the pilot project will pave the way for an

institution wide-curriculum redevelopment. The key stakeholders in relation to the course redesign

pilot project, namely those individuals and groups who have a direct interest in and/or may be

affected by the project outcomes, are set out in the following table:

Table 1

Stakeholder Groups, Individual Stakeholders and Stakeholder Interests

Stakeholder Group Individual Stakeholders Interests

Client

Project Sponsor/Instructional

Designers Direct Report:

Barbara Miller, Associate Deanof Academic Affairs forBrooks Health Science CenterSchool

Improving Brooks Health Science

CenterSchoolspercentile rank inNational Council Licensure

Examination (NCLEX),particularly in the content area ofphysiological adaptation which has

steadily dropped over the past 3

yearsimproving institutionalperformance and reputation.

Increasing students satisfactionwith the quality of their education.

Redesigning current school

curriculum in order to focus onenhancing students critical

thinking skills through the use of

CBL reflective of real-world

scenariosimproving studentperformance.

Concerned with producingevidence of improvement in order

to assist argument for institution-


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wide adoption of CBL

evaluation.

Ensuring that the project takes

place within the projectedtimeframe, planning from this

Spring to Fall and pilot in Springand Fall semesters.

Designer

Instructional Designer:

Lindsey Jenkins for BrooksHealth Science Center School

of Nursing (SON)

Given that she is new to theinstitution, establishing her

reputation and credibility through

success in the project.

Time managementensuring thatthe project plan is in keeping with

the timeline.

Overcoming the design challenges.

Persuading faculty members of the

efficacy and usefulness of case-based learninggaining support for

the project from those involved inimplementation.

Providing pedagogical support.

Ensuring that adequate

technological infrastructure andsupport is in place to achieve projectgoals.

SMEs

Professor Gina Smith

Professor David Cunningham

Teaches Acute and Chronic I, one ofthe pilot courses. She has an MS in

Nursing and a PhD in Higher

Education. She will be in theposition to assist Lindsay withcontent and pedagogical expertise inrespect of developing case studies

for the course in question.

Innovation-orientatedshe hasalready started to implement CBL inher existing course following

attendance at the CBL professionaldevelopment faculty workshop.

Teaches Acute and Chronic II, theother pilot course. She has an MS inNursing. He has also received

numerous teaching awards duringhis tenure at SON. He will be in the

position to assist Lindsay withcontent and pedagogical expertise in


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respect of developing case studiesfor the course in question.

Target Audience

(Learners)

Junior nursing studentsundertaking Acute and ChronicI at SON

Senior nursing studentsundertaking Acute and ChronicII at SON

Satisfaction with the quality of theireducation.

Increased support from and contact

with their professors.Increased interaction with their

peers during learning.

Passing the board exams.

Instructional content that is relevant

and will assist them to inunderstanding how to deal with real-world problems.

Other Stakeholders

Jason Huang, Instructional

Technology Specialist for

Brooks Health Science CenterSchool

Can assist Lindsey with assistance

in development and provision ofproject support on the technologicalside, although he is overwhelmedwith the current level of his

workload and therefore this may

only be limited.

ADDIE Model Phase

Lindsey has gained a clear understanding of a number of important analysis considerations

from her initial meetings with Barbara, the professors and educational technology specialist during

which she gained insight in to the specific problems and needs that the redesign pilot program

project aims to address, the remit of the project and its constraints, the target learners and the

instructional goals. Accordingly, it can be said that the [ADDIE Analysis] process of defining

what is to be learned is nowmore or less complete although it may need to be revisited during a

subsequent iterative cycle of or within the design process (MGriff, 2000, p. 1).

McGriff (2000) defines the ADDIE Design process as the process of specifying how [what

is to be learned] is to be learnedincluding the writing of objectives and test items, sequencing the

instruction and selecting a delivery mechanism (p. 1). The pilot project involves the re-

development of two extant courses with defined syllabi, content (including assessment

instruments) sequenced in to modules and course materials. The instruction is predominantly


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delivered online via Brooks Health Science Center Schools course management system although

there are also 6 face-to-face sessions during the course. It therefore appears that most of the Design

phase considerations have been addressed. However, while Gina has a clear plan of where to

embed the CBL scenarios within the course structure of Acute and Chronic I, David remains unsure

on this point. This represents a Design phase consideration because it related to the sequence of

the instruction.

McGriff (2000) explains that the Development phase is signaled by authoring and

producing of materialsincluding the instruction, all the media that will be used in the instruction,

and any supporting documentation(p. 1, p. 2). Lindsey is presently working with the SMEs to

develop the content and form of the CBL exercises that will be embedded in the existing courses.

Lindsey has also been tasked with developing assessments aimed at evaluating improvements in

the critical thinking skills of students participating in the pilot courses. Accordingly, it can be said

that the pilot project is presently predominantly in the ADDIE Development phase.

Key Instructional Design Challenges

Designing and developing an interactive CBL framework capable of institution-wide

application. In the first instance, Lindsey has been tasked with assisting Gina and David in

redesigning their current courses with a CBL approach in order to improve students critical

thinking skills in line NCLEX accreditation standards. In due course, it is intended that the CBL

format will be implemented institution-wide. Accordingly, it will be important for Lindsey to

develop a clear CBL framework capable of being utilized by all faculties. The concerns that David

has expressed regarding being unsure about where to incorporate the CBL case study elements in

to his existing course and finding the time to write the case studies highlight the need for such a


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framework to assist instructors in developing cases and embedding a CBL approach within their

existing courses.

It is clear from the student evaluation documents and Ginas comments regarding student

participation in online activities that a key design challenge for Lindsey will be in devising a CBL

framework incorporating exercises and activities that successfully enhance student-student and

student-professor interactions in a way that promotes critical thinking skills.

Developing assessment strategies aimed at demonstrating improvements to

participating students critical thinking skills that are appropriate to CBL. Lindsey has been

tasked with providing evidence of improvements achieved as a result of the redesign project,

particularly in relation to studentscritical thinking skills. At present assessments take the form of

a quiz administered at the end of each module which represents an inadequate format for evaluating

learning gains in respect of critical thinking skills. Developing assessments providing such

evidence that are appropriate to the CBL approach will be a critical challenge for Lindsey.

Case Specific Challenges

Large class sizes. Both Gina and Davids class comprise approximately 120 students

which creates an issue regarding the professors ability to engage in interactions with their

students. Particularly, Lindsey has noted that numerous students forum posts regarding course

assignment requirement deadlines and deadlines remained unanswered. Gina has also explained

that the large class sizes make it impossible for her to review all of her students work or provide

more than a participation grade. This in turn has resulted in student evaluations providing lower

than average satisfaction results in respect of course interactivity and instructor responsiveness. It

will be a challenge of Lindsey to develop CBL exercises that successfully enhance student-student

and student-professor interactions in this context.


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Technological constraints. Jason has made it clear that he is unable to provide IT support

to instructors going beyond the use of the course management system. In particular, he has

indicated that it will simply be impossible to support to use of free third party software. It also

appears from his comments regarding the volume of IT requests, some of which are trivial, as well

as the fact that David is uncertain about the use of Wikis, that instructors will require direction in

how to properly use online teaching instruments.

Prioritization of ID Challenges and Case Specific Constraints

Given that the assessments will be built in to the CBL framework it is suggested that both

of the design challenges should be dealt with together. The case specific challenges are integral

to the development of the CBL framework as they will both inform its overall structure as well

as the form of the learning activities, exercises and assessments it incorporates. As such they will

remain key considerations that Lindsey should keep in mind as she devises the CBL framework

and assessment strategy together.


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Reasonable Solutions

Table 2

Proposed Solutions, How They Address Challenges and Case Specific Constraints, Pros & ConsSolution

#

Possible Solution Design Challenge

and Case Specific

Constraints

How Does It Address

the Design Challenge

and Case Specific

Constraints

Pros Cons

1 Series of mini-case studies

developed by course

instructor on the basis of

their own experience. 1 full

case study for final

assessment. Lindsey to

assist.

Wiki function to be provided

for in course management

systeminstructors to be

provided training in how to

use wikis effectively.

Mini-case studies to address,

in order:

1. identification of patient

condition;

2. identification and

prioritization of health care

needs;

3. development of a care

plan; and

Interactive CBL

framework

CBL approach set out is

capable of being

exported to other

facultiesit provides a

modifiable framework.

Interaction enhanced

through use of

collaboration exercises

and student feedback on

each others

contributions. Instructors

interact in forum

discussions and through

providing group

feedback.

Classes are divided up in

to smaller groups which

will enable to instructor

to provide feedback and

engage in discussion

facilitation more easily.

Provision of clear

instructions will reduce

the number of

assignment details and

deadline queries posted

by students.

Large amount of

preparation time required

by instructors in

preparing 4 mini case

studies, 4 accompanying

round-up narrated

PowerPoints and

quizzes, 1 full case study

and accompanying final

assessment.

Students only deal with

whole case study

scenario in final

assessment. Mini-case

studies only deal with

one aspect of clinical

process and therefore

students have limited

experience of real-world

application from start to

finish.

Quizzes and final

assessment not exactly

Assessment strategies The format provides for

group assessment on 2

different occasions per

group. Individual

contributions can be

analyzed in both the wiki

exercises and feedback

forum discussions during

course evaluation.


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4. evaluation of care plan

effectiveness.

Mini-case studies to be

administered at appropriate

juncture within current

instructionfollowing

provision of preparatory

learning and pre-readings.

Class to be divided in to 12teams of 10 for each mini-

case study. Clear exercise

instructions to be provided.

Teams to be paired6 teams

work together in individual

team Wikis to answer

enquiry-based questions

related to mini-case study in

question. Final answers to be

posted in to group designated

discussion forums by

deadline. Group grade with

instructor feedback.

Other 6 team members thenconsider responses and

provide feedback by further

deadline. Individual

participation grade.

Instructors to facilitate forum

discussions, asking directed

questions, i.e.:

Individual grades from

online quizzes following

each mini-case study can

be compared to final

assessment grades to

show improvement.

comparable for

evaluation purposes.

Large class sizes Classes are divided into

groups of more

manageable size.

Students take

responsibility for

learning and assessment

by providing feedback to

each other. Instructors

more to give more

interaction on a group-

level.

Technological

constraints

Wiki functions are

provided for in the

course management

system, avoiding the use

of free third party

software and training is

provided to instructions

in their use to reduce IT

support requirements.


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Team 1wiki responses and

final posting

Team 2feedback on Team

1.

Team 3wiki responses and

final posting.

Team 4feedback on Team

3. Etc.

Final instructor feedback

provided in round-up

narrated PowerPoint.

Particularly drawing

attention to points relevant to

board exams. Online quiz

requiring individual

responses to critical thinking

questions related to mini-

case study issues to be

administered following

round-up session. Individual

grades.

Team roles to be swapped

for next mini-case study.

Final assessment case study

administered to individual

students at end of Fall

semestertime constrained

electronic assessment,

responding to questions

aimed at gauging critical

thinking. Individual grades.


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2 2 relevant real-world cases

identified through literature

review and adapted for

course use. Lindsey to assist.

Wiki function to be provided

for in course management

systeminstructors to be

provided training in how to

use wikis effectively.

One case to be addressed per

semester. Each case to

represent an unfolding

scenario relating to a

particular patient. Inquiry-

based exercises,

administered at appropriate

juncture within current

instruction following

preparatory learning, to

address, in turn:

Exercise 1: identification of

patient condition;

Exercise 2: identification andprioritization of health care

needs;

Exercise 3: development of a

care plan; and

Exercise 4: evaluation of

care plan effectiveness.

Further case study

information to be revealed

CBL framework CBL approach set out is

capable of being

exported to other

facultiesit provides a

modifiable framework.

Interaction enhanced

through use of

collaboration exercises

and student feedback on

each otherscontributions. Instructors

interact in forum

discussions and through

providing group

feedback.

High level of student

interaction in a variety of

different formsgroup

collaboration work in

wikis, individual

contributions in

responses to forum

discussion points and

feedback on the same.

Students have the

opportunity to work

through 2 whole case

study scenarios reflecting

real-worldfurther case

study details are revealed

to them as time goes on

as would occur in a

practice situation.

End of semester

assessment results are

directly comparable for

evaluation purposes as

they take the same form.

Time saved by using

only 2 case studies and

adapting rather than

writing from scratch.

Larger number of

students in each group.

May make facilitation of

discussions more

difficult for instructors as

each forum will have a

potentially large number

of responses.

May be less engaging

due to the fact that the

case studies are based on

literature rather than the

instructors own

experiences.

Feedback is in the form

of text rather than

narrated PowerPoint.

While this may be useful

material for exam

preparation, its likely to

be less engaging.

Assessment strategies The format provides for

group assessment on 8

different occasions per

group. Individual

contributions can be

analyzed in both the wiki

exercises and feedback

forum discussions during

course evaluation.Individual grades from

end of semester tests in

Spring and Fall can be

compared to show

improvements.

Large class sizes Classes are divided into

groups of more

manageable size.

Students take

responsibility for


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and pre-readings

administered in advance of

each exercisestory

building. Clear exercise

instructions to be provided.

Class to be divided in to 8

teams of 15 students. Teams

to work together to solve

each exercise in a team wiki

by specific deadline. Group

grade with instructor

feedback.

Teams then paired in to 4

discussion forums (30

student participants per

forum) where they will

provide individual responses

to further critical thinking

discussion points posed by

instructor, and feedback on

each others responses by

further deadline. Instructors

to facilitate forum

discussions. Individualparticipation grade.

Model exercise responses to

be posted by instructor in

text form with indications of

information important for

board exams.

End of semester time

constrained electronic

assessment, responding to

learning and assessment

by providing feedback to

each other. Instructors

more to give more

interaction on a group-

level.

Technological

constraints

Wiki functions are

provided for in the

course management

system, avoiding the use

of free third party

software and training is

provided to instructions

in their use to reduce IT

support requirements.


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questions aimed at gauging

critical thinking. Individual

grades.

Format to be repeated in Fall

Semester with final

assessment based on second

case study. Individual time

constrained electronic

assessment responding to

questions aimed at gauging

critical thinking and based on

board exams. Individual

grades.


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Recommendations

It is recommended that Lindsey employ the CBL framework and assessment strategy set

out in Solution 2 above.

The CBL framework is based on the format utilized by Swanson, Zeller, Keithley, Fung,

Johnson, Suhayda, Phillips & Downie (2012) in their study relating to the use of case-based online

modules to teach graduate-level nursing students which found that the use of case studies involving

an unfolding scenario relating to patient diagnosis and treatment resulted in improved retention of

target instructional information than traditional teaching techniques.

It has been this writers own experience in engaging in case -based learning in this EDCI

672 course that high levels of interaction between students in social learning activities works to

expand a learners conceptual understanding of the instructional material being covered through

engagement with multiple viewpoints which act to challenge beliefs and ideas. Accordingly,

Solution 2 aims to maximize student communication through the use of a number of different

activities aimed at promoting discussion and knowledge sharing. In particular, the use of wiki

group exercises is recommended as a means by which to encourage higher order thinking required

to develop critical thinking skills through collaborative communication (Gomes & Sousa, 2013).

Provision for wiki functions within SONs course management system as well as training in the

effective use of the same by instructors will help to overcome the technological constraints

identified above.

The division of large classes in to smaller groups is recommended in order to facilitate

more meaningful discussion between group members as well as to ensure higher levels of

instructor engagement with students, albeit generally on a group rather than individual basis. Gina

expressed issues with students failing to engage fully in forum discussions. It is accordingly


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recommended that students are provided with clear instructions regarding expected levels of

interaction in respect of the various interactive learning activities set out. Macdonald (2005) points

out that many lecturers claim that their students are unwilling to do any work unless it is being

assessed, by which they often mean that it is awarded a grade. It is accordingly suggested that

achievement of group and participation grades be made contingent on students adhering to those

expected levels of interaction.

It is recommended that the final instructor feedback on the case studies be provided in the

form of a model answer in printable text form in order to act as a revision resource for the board

exams. It is suggested that this format can be made more engaging by means of using hypertext

within the body of the document linking to relevant and useful further resources such as the

websites of medical authorities, definitions, instructional videos, etc.

Finally, with regards to assessment of improvement in students critical thinking skills as

a result of embedding CBL in the existing pilot courses, it is recommended that individual end of

semester electronic tests of identical format be administered following completion of each case

study analysis in order to discern the level of each students critical thinking abilities. In order to

assist the students with exam preparations the content of the tests should be based on that which

they could expect to encounter in the board exams. Comparison of Spring and Fall semester test

results will reveal the extent to which improvements have been achieved.


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References

Ge, X. & Huang, K. (2014). Lindsey Jenkins. Piloting case-based learning in a blended learning

nursing curriculum. In Ertmer, P. A., Quinn. J. & Glazewski, K. D. (Eds.), The IDCasebook: Case Studies in Instructional Design (136145). Boston: Pearson.

Gomes, R. & Sousa, L. (2013). Teaching and learning through wikis in higher education.

International Journal of Information and Education Technology, 3(6), 627-633.

Macdonald, R (2005). Assessment strategies for enquiry and problem-based learning. In Barrett,

T., Labhrainn, I. M. & Fallon, H (Eds.)Handbook of Enquiry and Problem-BasedLearning: Irish Case Studies and International Perspectives(8593). Galway, Ireland:

CELT.

McGriff, S. J. (2000).Instructional systems design (ISD): using the ADDIE model. Retrievedfromhttps://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf

Swanson, B, Zeller, J. M., Keithley, J. K., Fung, S. C., Johnson, A., Suhayda, R., Phillips, M. &Downie, P. (2012). Case-based online modules to teach graduate-level nursing students

about complementary and alternative medical therapies.Journal of Professional Nursing,

28(2), 125-129.
https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdfhttps://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdfhttps://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdfhttps://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf

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