Case Study: Three Sexual Harassment Scenarios | Law Offices of Matthew Johnston


case study scenario

Case Scenarios Scenario 1 P.W. is a year-old female with a history of upper GI bleed, indeterminate pulmonary nodules, and more recently decreasing functionality at home involving muscle weakness and hand swelling, who presents today for follow-up of her hand swelling and urinary incontinence. On a regular basis, I will try to highlight some cases, scenarios or other methods of demonstrating some topics of concern to small business owners and hopefully provide some case study based examples. This week, I have been talking about what is sexual harassment, so. Scenario. On the other hand, a scenario is normally shorter than a Case Study. It is a fictionalized account of a situation set in realistic settings. The context and environment is the real-world workplace, but the situation could be made up.

Case Study, Scenario, Story: What's the Difference? - Purnima Valiathan

Printable Version PDF. Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. Typically you would use case studies, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation see Writing Outcomes or Learning Objectives ; scroll down to the table.

The point is to increase student interest and involvement, and have them practice application by making choices and receive feedback on them, and refine their understanding of concepts and practice in your discipline.

There are benefits for instructors as well, such as keeping things fresh and interesting in courses they teach repeatedly; providing good feedback on what students are getting and not getting; and helping in standing and promotion in institutions that value teaching and learning. Students benefit from knowing the purpose of the exercise, case study scenario, learning outcomes it strives to achieve, and evaluation methods.

The example shown in the table below is for a case study, but the focus on demonstration of what students will know and can do, and the alignment with appropriate learning activities to achieve those abilities applies to other learning activities. Scenarios are typically short and used to illustrate or apply one main concept, case study scenario.

The point is to reinforce concepts and skills as they are taught by providing opportunity to apply them. Scenarios can also be more elaborate, case study scenario, with decision points and further scenario elaboration multiple storylinesdepending on responses. CETL has experience developing scenarios with multiple decision points and branching storylines with UNB faculty using PowerPoint and online educational software.

Case studies are typically used to apply several problem-solving concepts and skills to a detailed situation with lots of supporting documentation and data. A case study is usually more complex and detailed than a scenario. It generally includes dialogue, creates identification or empathy with the main characters, depending on the discipline, case study scenario. They are best if the situations are recent, case study scenario, relevant to students, have a problem or dilemma to solve, and involve principles that apply broadly.

Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it case study scenario be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same.

Typically, scenarios, case studies and role plays should focus on real problems, appropriate to the case study scenario and course level. Well-structured problems would be used to demonstrate understanding and application. Higher learning levels of analysis, synthesis and evaluation are better demonstrated by ill-structured problems. High vs. Simplified, well-structured scenarios or problems are most appropriate for beginners, case study scenario.

These are low-fidelity, lacking a lot of the detail that must be struggled with in actual practice. As students gain experience and deeper knowledge, the level of complexity and correspondence to real-world situations can be increased until they can solve high fidelity, ill-structured problems and scenarios. Scenarios can be case study scenario in a very wide range of learning and assessment activities.

Use in class exercises, seminars, as a content presentation method, exam e. Scenarios help instructors reflect on what they are trying to achieve, and modify teaching practice. Role plays generally have three types of participants: players, observers, and facilitator s.

They also have three phases, as indicated below:. Briefing phase: This case study scenario provides the warm-up, explanations, case study scenario, and asks participants for input on role play scenario.

The role play should be somewhat flexible and customizable to the audience. Good role descriptions are sufficiently detailed to let the average person assume the role but not so detailed that there are so many things to remember that it becomes cumbersome. After role assignments, case study scenario, let participants chat a bit about case study scenario scenarios and their roles and ask questions. Ensure everyone is comfortable in their role; encourage students to play it up and even overact their role in order to make the point.

Play phase: The facilitator makes seating arrangements for players and observerssets up props, arranges any tech support necessary, and does a short introduction. Players play roles, and the facilitator keeps things running smoothly by interjecting directions, descriptions, comments, and encouraging the participation of all roles until players keep things moving without intervention, then withdraws. The facilitator provides a conclusion if one does not arise naturally from the interaction.

Debriefing phase: Role players talk about their experience to case study scenario class, facilitated by the instructor or appointee who draws out the main points. All players should describe how they felt and receive feedback from students and the instructor. If the role play involved heated interaction, the debriefing must reconcile any harsh feelings that may otherwise persist due to the exercise. Control: Role plays often take on a life of their own that moves them in directions other than those intended.

Rehearse in your mind a few possible ways this could happen and prepare possible intervention strategies, case study scenario. Once the class has done a few role plays, getting off track becomes less likely. Be sensitive to the possibility that students from different cultures may respond in unforeseen ways to role plays. Perhaps ask students from diverse backgrounds privately in advance for advice on such matters. Perhaps some of these students can assist you as co-moderators or observers.

Controversy: Explain to students that they need to prepare for situations that may provoke them or upset them, and they need to keep their cool and think. Reiterate the learning goals and explain that using this method is worth using because it draws in students more deeply and helps them to feel, not just think, which makes the learning more memorable and more likely to be accessible later.

Command of details: Students who are more deeply involved may have many more detailed and persistent questions which will require that you have a lot of additional detail about the situation and characters. They may also question the value of role plays as a teaching method, so be prepared with pithy explanations. Can you help? Students may be concerned about how their acting will affect their grade, and want assistance in determining how to play their assigned character and need time to get into their role.

Tell them they will not be marked on their acting. Say there is no single correct way to case study scenario a character. Prepare for slow case study scenario, gaps in the action, and awkward moments. Considered reflection: Reflection and discussion are the main ways of learning from role plays. Players should reflect on what they felt, perceived, case study scenario, and learned from the session, case study scenario.

Review the key events of the role play and consider what people would do differently and why. Include reflections of observers.

Be prepared to start with some of your own feedback if discussion is slow to start. Boundary objects e. In one instance, role play was used in a collaborative design workshop as a way of making computer scientist or engineering students play project roles they are not accustomed to thinking about, such as project manager, designer, user design specialist, etc.

Diaz case study scenario Diaz, L. Norton, L. Liverpool Hope University College. Shaw, C. Smith, A. Smith,


Case Studies and Scenarios: Why and How to Use Them in an Elearning Course?


case study scenario


Case studies depict real-life situations in which problems need to be solved. Scenario-based teaching may be similar to case studies, or may be oriented toward developing communication or teamwork skills. Both case studies and scenarios are commonly used methods of problem-based learning. However conducting a Case Study impacts your stress quotient. It is in this context, we are providing the readymade examples of fastening the method. Let’s jump into the details. Business Case Study Example. A Business Case Study confronts with current scenario and best engages your analytical abilities to solve the business challenges. On a regular basis, I will try to highlight some cases, scenarios or other methods of demonstrating some topics of concern to small business owners and hopefully provide some case study based examples. This week, I have been talking about what is sexual harassment, so.