See One, Do One, Teach One Using Student-Produced Cases to Learn About Decision-Making.
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Transcript of See One, Do One, Teach One Using Student-Produced Cases to Learn About Decision-Making.
![Page 1: See One, Do One, Teach One Using Student-Produced Cases to Learn About Decision-Making.](https://reader030.fdocuments.in/reader030/viewer/2022032516/56649c6f5503460f94921fcc/html5/thumbnails/1.jpg)
See One, Do One, Teach OneUsing Student-Produced Cases to Learn About Decision-Making
![Page 2: See One, Do One, Teach One Using Student-Produced Cases to Learn About Decision-Making.](https://reader030.fdocuments.in/reader030/viewer/2022032516/56649c6f5503460f94921fcc/html5/thumbnails/2.jpg)
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What is a Case?
A description of an actual situation involving a challenge, opportunity, decision or problem faced by a decision maker
Meant to achieve educational objectives
Field based
Normally written
Comprised of information and data available to the decision maker at the time the case was written
Released to: assure academic honesty validate company information grant permission to use maintain practitioner/academic relationship
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Why Use Cases?
Utilize theory, concepts, tools and techniques
Develop data interpretation and analysis skills
Apply decision making skills
Practice interpersonal and communication skills
Create a positive learning environment
Simulate reality
Learn by doing and by teaching others
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The Three Stage Learning Process
Learning
IndividualPreparation
Time
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See One: Harrison-Lockington
Individual Preparation Short Cycle Process & Long Cycle Process
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Case Preparation ChartCase Title: Case Assignment:
I. Short Cycle Process II. Long Cycle Process (continued)
Name Position C. Alternative Generation
Who: 1.
Issue(s) 2.
What: 3.
Why: D. Decision Criteria
When: 1.
Case Difficulty Cube 2.
How: 3.
II. Long Cycle Process E. Alternative Assessment
A. Issue(s)
Immediate Basic
1. 1. F. Preferred Alternative
2. 2. Predicted Outcome
3. 3. G. Action & Implementation Plan
Missing Information
B. Case Data Analysis Assumptions
(_________, __________, _________) Analytical, Conceptual, Presentation
UrgencyImportance
Low
High
Low High
I II
III IV
(Apply course framework(s) and analytical tool(s)
Quantitative + N -
Qualitative + N - + N - + N -Decision go go ? ? no no ? no no
Who?What?When?Where?How?
Timing (Milestones)
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See One: Harrison-Lockington
Individual Preparation Short Cycle Process & Long Cycle Process
Small Group Preparation
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The Three Stage Learning Process
LearningSmall GroupDiscussion
IndividualPreparation
Time
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See One: Harrison-Lockington
Individual Preparation Short Cycle Process & Long Cycle Process
Small Group Preparation
Large Class Discussion
![Page 10: See One, Do One, Teach One Using Student-Produced Cases to Learn About Decision-Making.](https://reader030.fdocuments.in/reader030/viewer/2022032516/56649c6f5503460f94921fcc/html5/thumbnails/10.jpg)
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The Three Stage Learning Process
Learning
Large GroupDiscussion
Small GroupDiscussion
IndividualPreparation
Time
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Do One … Actually, Do Several
Six additional cases throughout the semester Each requires individual preparation (case reactions
due through ReggieNet by noon the day of class) Group preparation is suggested but not required Large group discussion Close the loop with individual feedback on case
reactions
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Write One
Groups are assigned to one local non-profit organization
Groups interview an organizational contact to explore current and recent decisions and write their own case and teaching note
Over a 4-6 week period, student groups provide a variety of deliverables and receive formative assessment
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Teach One
During the final weeks of classes, each group facilitates a 30-minute discussion of their case
Groups receive additional formative feedback and then submit the final versions of their cases and teaching notes
Each student also writes a reflection paper