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Case-Based Learning
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Why to learn and teach with cases ?
What is the interest of cases for training ?

"with the collaboration of D. Leclercq"


From litterature research, from theories of learning and from our own experience of using cases, we identify good reasons supporting the use of cases in training. Each of those reasons is then explained and references are made to the authors who allow for these affirmations.

Learning Reasons

CBLMs favour Case-Based Reasoning
CBLMs provide nutriments to the learner's conceptual network
CBLMs promote schemata construction
CBLMs offer support to the narrative form of thinking
CBLMs help cope with complexity by chunking
CBLMs are sources for vicarious experience
CBLMs offer opportunities for Meaningful Verbal Learning
CBLMs allow for personal involvement via emotion
CBLMs reinsure learners, make them feel confident
CBLMs favour transfer to practice, by isomorphism
CBLMs incite to reflexion and discussion that favour transfer
CBLMs permit "simulation"
CBLMs develop higher order skills


Training reasons

CBLMs help make the learner active
CBLMs help experts explicate their mental processes
CBLMs help vary / learning paradigms, respect mathetical ambivalence
CBLMs help vary teaching paradigms, asking for didactical polyvalence
CBLMs favor peer confrontation
CBLMs enable respect learning style, in kolb's terms

 

 

Ulg - HP - LabSET
Why and how using case-based learning ?

Poumay, M. (Ed) (2001), Why and How using Case Based Learning Methods (CBLMs), a LabSET report for Hewlett Packard in San-Francisco, University of Liège.