Page 778 - The Case Lab Book

such as video interviewing and editing, software development such as Dreamweaver,
Flash, Flipping Book, Dragon Naturally, Fireworks, ClaroRead, Articulate, Mindjet etc., as
well as architectural constructs embedded in software packages such as Articulate.

A practical example of the e-resource case study is provided by Gallagher & Fordyce
(2014) where they attempt to create a learning resource based on the marriage of both
the passive and active elements of Diagram 2.

CONCLUSIONS

The process of case study analysis is simply a means of making sense of large, complex,
unstructured, problems. It provides insight into the building blocks and the relationships
which bind and influence them and which in turn, are used by the individual in conjunction
with his or her own intellectual and intuitive abilities to form these rational solutions.
However, for many students fear manifests when faced for the first time with this unknown
methodology. Consequently, the first introduction to the case method is extremely
important and should therefore be given due consideration by the lecturer as a means of
settling the student into a deeper and more productive method of analysis. To this end,
doing the ice breaker case study Gallagher & Fordyce (2014) and drawing out the analysis
and showing relationships and possible interpretations is fundamental. This initial case
study may effectively be enhanced by developing an interactive platform that takes the
student from passive recipient towards a more active learner with a deal of control over
the learning process. Moreover, this process attempts by example, to encourage students
to construct their own solutions to future cases by applying the same questioning and
relationship building steps (or diagnostic adaptations) encountered in the interactive case
study. Diagnostic tools should and must be adapted to circumstances existent in the case
study under examination - one size does not fit all.

The provision of the e-resource case study is based on the Ice Breaker Case Study ,
Gallagher & Fordyce (2014) which provides support for the student by presenting access
to the worked ‘solution’, appropriate theory base and tests and quizzes delivered to multiple
platforms and accessible when the student wants them.

REFERENCES

Bauman, J. (2005), Management Theory and the Church, Accessed: March 2006
http://www.theooze.com/articles/article.cfm?id=87 8

Boehrer J. & Linsky M. (1990), Teaching with cases: Learning to question. The Changing
Face of College Teaching (ed. M.D. Svinicki), 42,
Bonk, C. (2004): The Perfect E-Storm: emerging technology, enormous learner demand,
enhanced pedagogy, and erased budgets The Observatory on borderless Higher
Education, 2004. Accessed, Jan. 2006: http://php.indiana.edu/~cjbonk/part1.pdf