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Designing multidiscipline cases

Asplund, Carl-Johan LU and Jordan, Paula F. (2006) In International Journal of Case Method Research & Application XVIII(3). p.288-294
Abstract
By developing one overall multidiscipline case for one or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal. To achieve a learning goal, a generic case could be designed to bridge different disciplines in a systematic way. The important challenge is to design the case, which in its content as well as format, addresses the goals of the course and eventually also the objectives of the program as a whole. This paper addresses how to design such an overall multidiscipline case. Six design dimensions are identified to use when designing, producing, testing, and using a case of any type. The design is seen as an overall learning experience,... (More)
By developing one overall multidiscipline case for one or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal. To achieve a learning goal, a generic case could be designed to bridge different disciplines in a systematic way. The important challenge is to design the case, which in its content as well as format, addresses the goals of the course and eventually also the objectives of the program as a whole. This paper addresses how to design such an overall multidiscipline case. Six design dimensions are identified to use when designing, producing, testing, and using a case of any type. The design is seen as an overall learning experience, which simultaneously encompasses three aspects. First, the learning experience must start with an understanding of student knowledge levels in the different disciplines. Second, the faculty of the disciplines must articulate what kind of learning goals they would like to achieve with the different courses. Third, the case should address the objective(s) of the course both in its content and working (i.e. pedagogical) formats. Only when the three areas of student learning, faculty learning, and subject are intertwined, will the best learning arena be created. A generic case could be a valuable tool in supporting more holistic and reflective learning. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Multiple discipline learning, design of overall cases, case construction process, bridging disciplines, bridging academy and industry, holistic learning
in
International Journal of Case Method Research & Application
volume
XVIII
issue
3
pages
288 - 294
publisher
WACRA
ISSN
1554-7752
language
English
LU publication?
yes
id
7caa295e-d4c5-4c18-9d50-c7b50a2068c5 (old id 1040861)
date added to LUP
2008-03-04 08:33:03
date last changed
2016-04-16 07:06:23
@misc{7caa295e-d4c5-4c18-9d50-c7b50a2068c5,
  abstract     = {By developing one overall multidiscipline case for one or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal. To achieve a learning goal, a generic case could be designed to bridge different disciplines in a systematic way. The important challenge is to design the case, which in its content as well as format, addresses the goals of the course and eventually also the objectives of the program as a whole. This paper addresses how to design such an overall multidiscipline case. Six design dimensions are identified to use when designing, producing, testing, and using a case of any type. The design is seen as an overall learning experience, which simultaneously encompasses three aspects. First, the learning experience must start with an understanding of student knowledge levels in the different disciplines. Second, the faculty of the disciplines must articulate what kind of learning goals they would like to achieve with the different courses. Third, the case should address the objective(s) of the course both in its content and working (i.e. pedagogical) formats. Only when the three areas of student learning, faculty learning, and subject are intertwined, will the best learning arena be created. A generic case could be a valuable tool in supporting more holistic and reflective learning.},
  author       = {Asplund, Carl-Johan and Jordan, Paula F.},
  issn         = {1554-7752},
  keyword      = {Multiple discipline learning,design of overall cases,case construction process,bridging disciplines,bridging academy and industry,holistic learning},
  language     = {eng},
  number       = {3},
  pages        = {288--294},
  publisher    = {ARRAY(0xb6b5368)},
  series       = {International Journal of Case Method Research & Application},
  title        = {Designing multidiscipline cases},
  volume       = {XVIII},
  year         = {2006},
}