Tag Archives: Case study

Simulations, Case Studies and Games – Strictly Take 2

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Last month’s blog looked at the difficult balancing act that has to be struck between knowledge and skills. It concluded that skills learned in one domain are not always transferable to another, making it important to have as realistic an environment in which to learn as possible.

The UK government believe, as set out in their skills for jobs white paper that by giving employers a central role in the design of technical courses it will ensure the education and training is directly linked to the skills needed in the world of work. Although this should result in a curriculum valued by employers, these skills won’t be learned unless they can be applied in a real-world environment. This is the reason the government promote apprenticeships and have built work experience into the new T levels.

But perhaps there is more that could be done, what if the transition between what is learned in the “classroom” and the real world was somehow smoother, almost as if it was the obvious next step.

Simulations, a type of rehearsal
One answer might be to use a simulation, an instructional scenario where the learner is placed in a world similar in some aspects to the real one. It is a representation of reality within which the student has to engage and interact. It’s controlled by the teacher who uses it to achieve a desired learning outcome.

Simulations are most effective when there is a need to explore relatively complex topics with many dimensions and factors. And because the student is placed in a situation of uncertainty, they are forced to navigate confusion, consider different possibilities, problem solve, think critically and in so doing develop those all-important higher-level skills so valued in the workplace. Despite there being good evidence, (Bogo et al, 2014, Cooper et al, 2012) as to the efficacy of simulations, in practice PowerPoints and chalk and talk are still all too common.

In terms of timing, simulations work best at the later stages of learning, after students have been taught theoretical concepts and the fundamental underpinning knowledge, effectively prior knowledge matters. The reason for this is our old friend “cognitive load” and the need not to overwhelm learners with too much information at any one time. (Kirschner et al., 2006).

Technology of course has a role to play, in particular Virtual Reality (VR) which although expensive has much to offer in areas where mistakes can be costly. This is perhaps most evident in the medical profession where VR can place students in realistic life and death situations but in an environment that is safe, controlled and allows for mistakes.

Case studies and games
Both case studies and games provide opportunities for a similar learning experience to simulations.

Case studies – are effectively real-world stories in which the student applies what they have been taught with the objective of solving a problem or offering alternative solutions. In the business world these are not new, for example Harvard Business School are celebrating their 100 years of teaching using the case study method this year.

Although it’s possible to study on your own using case studies, because of the absence of a single right answer it is beneficial to engage with other students, exchanging ideas, discussing different theoretical topics and listening to alternative answers.  After which if you require a group consensus there is a need to prioritise and persuade others within the group, all of which are valuable skills.

Games – Wikipedia defines a game as a structured form of play, usually undertaken for entertainment or fun, and sometimes used as an educational tool. Most games have the same components, rules, an objective, challenge and competition. As with case studies if used for teaching they can allow the student to explore and test themselves with different problems, many of which have alternative courses of action. Having a competitor adds another dimension, perhaps sometime they are rational which might make them predictable but on other occasions they are irrational and illogical.

“We do not stop playing because we grow old, we grow old because we stop playing!”

Benjamin Franklin

Just to give some idea as to the scale of gaming and its popularity, in 2020 the video gaming Industry was estimated to be worth $160 Billion and by 2025 this figure is set to increase to $270 Billion. Now of course these aren’t educational games but it does show how valuable they could become if educators could somehow tap into their magic. And if you’re not familiar with how these games might be used, take a look at this short video that showcases the new and upcoming management games of 2021.

Realistic environments are not enough
Simulations, case studies and games all provide the opportunity to place the learner in a realistic environment to help them develop valuable work-based skills, but there is a caveat. Research has shown that simply putting the learner into a realistic environment is not enough (Clark, 2019), unless the very same evidence-based learning theories that are used in the classroom are also applied, that is deliberate practice, spaced practice, interleaving etc.

Like any form of teaching, these training environments need to be carefully constructed with the desired learning outcomes clearly identified and placed up front when designing the simulation or game. Yes, they can be fun, yes, they can be engaging but they won’t help you develop the required skills unless the evidence-based practices are used.

Strictly take 2 – How are contestants on strictly prepared for their real-world task, they have a rehearsal (simulation) on the Friday and two dress rehearsals (simulations) on the Saturday morning just before the show goes out live on the evening.

A few skills you can learn from a simulation

Putting the context into case study

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Context

I am still reading Sensemaking by Christian Madsbjerg and as I always tend to do I have been trying to reduce the 216 pages down to something that is both meaningful and memorable. The rational for this is that if I can summarise the essence of what is being said into a single statement, then my level of understanding is reasonably good, and it makes it easier for me to use what I have learned in other situations.

So here goes, if I was to summarise what Sensemaking is all about, in one word it would be..….Context. In essence, in a world of complexity and abundance of information we are in danger of thinking that the “fact” we see on our computer screen, offered up by a search engine, driven by an algorithm is the truth, when in reality it’s only one version of it. Without the context from which this information came we are fooling ourselves as to its true meaning.

As a result of this discovery, I wondered into an area I  have wanted to write about before, the importance context plays in changing what something means, especially in examinations. Getting the meaning wrong could be the reason you fail the exam rather than pass it.  Even objective tests will have some form of context setting just before the actual question. But the type of exam where you are most likely to have a problem with context, is a case study.

Jokes play with context

A hamburger and a french fry walk into a bar.

The bartender says, “I’m sorry we don’t serve food here

The importance of context in case study

I have written about case studies before, “passing case study by thinking in words,” but focussed more on the process of how you think and write rather than how you interpret the information presented.  Case studies are becoming an increasingly popular way of assessing a student’s ability to apply knowledge from several different subjects (synoptic) in the context of a real-life situation.  This shift towards case studies is understandable given the need for improved employability skills. Here is a great story to illustrate how context changes the decision you would make or as often in a case study, the advise you would give.

A battleship had been at sea on its routine manoeuvres under heavy weathers for days. The captain, who was worried about the deteriorating weather conditions, stayed on the bridge to keep an eye on all activities.

One night, the lookout on the bridge suddenly shouted, “Captain! A light, bearing on the starboard bow.”

“Is it stationary or moving astern?” the captain asked.

The lookout replied that it was stationary. This meant a collision would result unless something changed. The captain immediately ordered a signal to be sent to the other ship: “We are on a collision course. I advise you to change course 20 degrees east.”

Back came a response from the other ship: “advise you change your course 20 degrees west.”

Agitated by the arrogance of the response, the captain asked his signalman to shoot out another message: “I am the captain of one of the most powerful battleships in the British navy, you change course 20 degrees east now.”

Back came the second response: “I am a second-class seaman, you had still better change course 20 degrees west.”

The captain was furious this time! He shouted to the signalman to send back a final message: Change course 20 degrees east right now or you will leave me no choice!

Back came the flashing response: “I am a lighthouse – your move.”

How to deal with context

It is easy even in the example above to think you know what is going to happen or what you would do. But when the context is revealed, your advice fundamentally changes. Case studies are created to see how well you respond in certain situations, so it’s important not to jump to conclusions.

And this is where sensemaking plays its part, use your senses, don’t just look at what is there, think in opposites, what is not there, what’s missing? Use visualisation, see yourself in that situation, look around, free up your thoughts, what do you see now? But most of all, be curious, ask questions of the scenario, how big is the ship, how long has the captain been in charge, what is the weather like, are there others close by?

Another excellent tool to use in these situations is called perceptual positions. Think of the event from different positions, firstly yours, what does the event look like through your eyes, secondly, the other person(s), what would you do if you were them, and thirdly what would the event look like if someone was looking in, observing both parties.

Case studies in the future will become even more sophisticated. Virtual reality offers up so many opportunities to create real world environments in which to tests students. And when that happens, you will definitely need to use all of your senses to get you through – take a look at this 360 VR surgical training, amazing.

And one last joke

Thomas Edison walks into a bar and orders a beer.

The bartender says, “Okay, I’ll serve you a beer, just don’t get any ideas.”

 

 

 

 

 

 

Passing case studies by thinking in words

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thinkingA case study is a relatively high level form of assessment used to test a student’s ability to apply knowledge from a whole range of different subjects set against the backdrop of a real-world situation, a case study is a simulation.

Thinking process

On the face of it the challenges set by a case study seem daunting, how can you remember everything you have learned in the past and be able to solve a problem in an environment you have potentially never seen before. The good news is that our brains are better suited to solving these types of problems than you might think. In fact, in some ways learning individual subjects can be more difficult due to their apparent theoretical nature and little use outside the classroom.

However, the process you have to go through in order to produce a good case study style answer is worth exploring in more detail, especially if you’re not getting the mark you want or in fact need. Here are six stages that set out what you have to do from the point when you open the exam paper to finally putting pen to paper or fingers to the keyboard.

  1. Read and absorb the narrative given in the context of the case
  2. Make the case real, visualise yourself in that context, play your role
  3. Search for knowledge that might help, thinking across a whole range of subjects
  4. Begin to formulate an answer in your head or at least a direction of travel by manipulating information
  5. Organise your thoughts in such a way that when communicating to others it will appear both logical and persuasive
  6. Write out your thoughts using clear heading’s and plain English

Individually nothing is difficult but if you don’t perform particularly well at any one of these stages, the chain will be broken and as a result the quality of the answer suffer.

Using words to think – start with general and go to specific

From my experience students begin to struggle at around stage 5 and certainly 6. The cognitive energy required to not simply know what to do but be able to turn those thoughts into something that can be understood by others is possibly the most difficult part. One technique that can help with this is to use key words and linguistic structuring.

Imagine the question asks you to offer advice to company A as to how it might improve its profitability. One solution that might come to mind is, increase sales. What you need to do next is drill deeper, ask how do we increase sales? Maybe, you think, selling more of product X is a good idea. Next ask, how do we sell more of product X, answer, by approaching company Z and asking them to advertise it along with their best selling product.

Okay, get the idea, firstly there is a degree of analysis and questioning, this is stage 4. You now need to organise your thoughts and put them on the page so that others will understand the point you are making, stage 5 and 6.

This is where the words come in, start with general and go to specific. General words or statement sit high up, by definition they apply to many situations and are vague but act as an umbrella under which the answer can be honed and defined, for example, you might make the following statement.

One way of improving profitability is to increase sales.

This is a very general statement and could apply to many companies. Next be more specific.

One possible solution to increasing sales for company A is to sell more of its product by approaching company Z to see if we could come to an arrangement where they would be willing to promote their bestselling product and ours at the same time.

This in some ways is the reverse of the thinking process, but by creating a general statement first it gives a real structure to the answer. Like any technique it will require practice, so don’t be surprised if it takes time to become really good at it. When answering case study style questions, you will be thinking and reorganising thoughts a lot, and this initially at least is just another aspect of the case you need to take into account. But with repetition comes the shifting of knowledge into behaviour, and the ability to do it without thinking at all.

In summary, e.g.

  • What I hope you have found from reading this blog is that you can improve your chances of passing any exam with some simple techniques. (very general)
  • On the face of it a case study may seem different, and exam techniques less applicable. (Case study specific but still general)
  • However, if the process of thinking can be set out into a series of stages, this can help identify an area that needs to be improved. (Getting more specific)
  • The most common point where students fall down is towards the end of the six stages, specifically stage 5 and 6. (Nearly there, but talking about any student)
  • But by drilling into the problem and continually asking questions you can drive out a solution, then if you write out that solution using the general to specific technique, the words and so your answer should appear on the page in a logical and easy to understand format. (Finally we get to the point, talking specifically to you the student)