Structured problem cases built on Kim et al.'s four conceptual elements (content, structure, attributes, process)¶

Element · All elements
Evidence · no claims cited

Description¶

The instructional tool of the model is the well-constructed problem case, built using the conceptual structure of Kim, Phillips, Pinsky, Brock, Phillips and Keary (2006). The article states "The cases use the following conceptual elements to structure the information", listing content (learner level, goals, case narrative setting, distractors, authenticity, multiple perspectives, rich case content, difficulty), structure (gradual disclosure, branching, multiple cases), attributes (relevant, realistic, engaging, challenging) and process (instructional, assessments, feedback). Cases span mental health, child and family services, disability, family violence and aged care.

Design Implications¶

Context¶

Requirements¶

• Cases must be open ended and require learners to work through the stages of Kolb's cycle

Constraints¶

• Case construction follows one published conceptual structure (Kim et al., 2006) rather than alternative case-organisation approaches the article notes exist

Target Learners¶

• undergraduate community and human services students

Target Learning Goals¶

• analysing, evaluating and developing solutions for complex real-world practice situations

Claims¶

Related Elements¶

• Federation University Case Based Experiential Model
• Case-Based Learning

Examples¶

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Key Sources¶

• Patil, T., Hunt, M., Cooper, K., & Townsend, R. (2020). Developing a case-based experiential learning model at a program level in a regional university: Reflections on the developmental process. Australian Journal of Adult Learning, 60(2). https://eric.ed.gov/?id=EJ1267932