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--- patterns:case_study:range_of_requirements_for_processing [2020/10/02 19:24]
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+++ patterns:case_study:range_of_requirements_for_processing [2022/09/19 10:08] (current)
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 ^**Problem** |The processing specifications strongly influence the possible solutions and later also the evaluation. In return, they are influenced by the design itself.|
 ^**Framework** |Solving a case study, constructivist understanding of learning, limited time and little previous knowledge of the learners with regard to the content of the case study and the use of modern information and communication technologies|
-^**Solution** | \\ The VCL project is a teaching-learning arrangement that aims at the independent processing of complex tasks in the form of case studies in small groups in the virtual classroom. In doing so, the participants should explore the way to solve the case as far as possible on their own. \\  \\ The teachers have the task of advising the learners as well as to intervene in case of questions or problems. \\  \\ If the time available for case study work is limited or the participants' prior knowledge of the case contents and the use of information and communication technologies is low, they should be given concrete structuring aids as guidelines. The previous knowledge can be collected by means of a questionnaire before the VCL project is carried out in the context of [[:patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners|adapting the requirements]]. In order not to limit the learners' self-control in the development of solutions too much, these guidelines should only refer to the general conditions, less to the content component of the case solution. \\  \\ Possible specifications can refer to the following aspects: \\  \\ **Dividing the complex task into subtasks** \\ To be able to process a complex task, it must be broken down into subtasks. This can be particularly overwhelming for the learners if there is little prior knowledge of the subject area of the case study. In order to learn how to solve the task systematically, the case to be worked on should contain already formulated subtasks. \\  \\ **The time allocation for the task solution** \\ By planning and communicating concrete dates for the submission of intermediate results, the several weeks' processing period becomes manageable for the learners. \\  \\ **Role concept** \\ The allocation of [[:patterns:management_of_roles:start|roles]] within the small teams regulates the basic responsibilities of the role owners. What this means in concrete terms for the fulfillment of the individual subtasks or what input the individual has to provide for their fulfillment must be worked out in the group. \\  \\ **First notes on the procedure within the task definition** \\ In order to make it easier for the learners to work through the task, first hints for the procedure can be given. Methodical hints for the completion of the task should not be given. \\  \\ //Example: Correct: Develop three possible approaches to solving the problem of the case enterprise. Choose one of them and create a detailed concept for it.// \\   \\ //Too detailed: Use a brainstorming// \\   \\ In addition to the effects already mentioned, all four aspects can lead to reduced planning effort within the group and thus reduce the time required. However, it is important to note that the group's project manager must still have sufficient opportunities to fulfill his role as planner. \\  \\ **Further requirements** \\ Furthermore, it is recommended that participants be informed about the expected scope of the solution (e.g. number of words, number of pages). This not only creates security on the part of the learners, but also facilitates the final [[:patterns:rating:start|assessment]]. \\  \\ The type of result should also be specified and given. It makes sense to provide information on whether the learner should create and submit a document, a business report or a presentation as a solution. \\ |
+^**Solution** | \\ The VCL project is a teaching-learning arrangement that aims at the independent processing of complex tasks in the form of case studies in small groups in the virtual classroom. In doing so, the participants should explore the way to solve the case as far as possible on their own. \\  \\ The teachers have the task of advising the learners as well as to intervene in case of questions or problems. \\  \\ If the time available for case study work is limited or the participants' prior knowledge of the case contents and the use of information and communication technologies is low, they should be given concrete structuring aids as guidelines. The previous knowledge can be collected by means of a questionnaire before the VCL project is carried out in the context of [[:patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners|adapting the requirements]]. In order not to limit the learners' self-control in the development of solutions too much, these guidelines should only refer to the general conditions, less to the content component of the case solution. \\   \\  Possible specifications can refer to the following aspects: \\   \\  **Dividing the complex task into subtasks** \\ To be able to process a complex task, it must be broken down into subtasks. This can be particularly overwhelming for the learners if there is little prior knowledge of the subject area of the case study. In order to learn how to solve the task systematically, the case to be worked on should contain already formulated subtasks. \\  \\ **The time allocation for the task solution** \\ By planning and communicating concrete dates for the submission of intermediate results, the several weeks' processing period becomes manageable for the learners. \\  \\ **Role concept** \\ The allocation of [[:patterns:management_of_roles:start|roles]] within the small teams regulates the basic responsibilities of the role owners. What this means in concrete terms for the fulfillment of the individual subtasks or what input the individual has to provide for their fulfillment must be worked out in the group. \\   \\  **First notes on the procedure within the task definition** \\ In order to make it easier for the learners to work through the task, first hints for the procedure can be given. Methodical hints for the completion of the task should not be given. \\  \\ //Example: Correct: Develop three possible approaches to solving the problem of the case enterprise. Choose one of them and create a detailed concept for it.// \\  \\ //Too detailed: Use a brainstorming// \\  \\ In addition to the effects already mentioned, all four aspects can lead to reduced planning effort within the group and thus reduce the time required. However, it is important to note that the group's project manager must still have sufficient opportunities to fulfill his role as planner. \\  \\ **Further requirements** \\ Furthermore, it is recommended that participants be informed about the expected scope of the solution (e.g. number of words, number of pages). This not only creates security on the part of the learners, but also facilitates the final [[:patterns:rating:start|assessment]]. \\   \\  The type of result should also be specified and given. It makes sense to provide information on whether the learner should create and submit a document, a business report or a presentation as a solution.|
-^**References** | \\ [[:patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners|]] \\  \\ [[:patterns:management_of_roles:start|]] \\  \\ [[:patterns:rating:start|]] \\ |
+^**References** |[[:patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners|]] \\  [[:patterns:management_of_roles:start|]] \\  [[:patterns:rating:start|]]|

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