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- W4313402574 abstract "This chapter presentsTechnology-Mediated Case-Based Learning design elementsDesign elements for technology-mediatedTechnology-mediated case-based learningCase-based learning as well as methods to monitor their impact. It is argued that course designs need to include (static) enabling elements and (dynamic) adaptations to be responsive to changing and emerging learning conditions. The process of continuously monitoring and adapting design elementsDesign elements will be referred to as orchestrationOrchestration, a process that aims to align the design of the learning environment with learners and instructors. Orchestration becomes necessary when previously successful course designs lead to largely different outcomes when repeated. Case-based instructionCase-based instruction is a prime example for generating complex learning processes, as critical thinkingCritical thinking is required to create an instructional case debate, while authenticity and empathy is needed to make virtual teams work. In view of the multiple layers of case-based learningCase-based learning, designing adequate learning environments needs to include cognitive and affective competencies. Data for this chapter were derived from the author's work with an undergraduate course, using the case-based learning method to teach current concepts and challenges of implementing online businesses." @default.
- W4313402574 created "2023-01-06" @default.
- W4313402574 creator A5002921994 @default.
- W4313402574 date "2022-01-01" @default.
- W4313402574 modified "2023-09-30" @default.
- W4313402574 title "Designing Technology-Mediated Case-Based Learning and the Orchestration of Cognitive, Technological and Affective Skills" @default.
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- W4313402574 doi "https://doi.org/10.1007/978-981-19-5135-0_11" @default.
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