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--- patterns:case_study:topic_of_the_case_study [2020/09/30 16:30]
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+++ patterns:case_study:topic_of_the_case_study [2022/09/19 10:08] (current)
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+==== Topic of the case study ====
 ^**Problem** |The topic of the case study restricts to a certain degree to learning processes of the participants and thus influences the solution finding activities and later assessment.|
 ^**Framework** |task based on a solving a case study|
-^**Solution** | \\ When choosing and preparing the topic of the case study, following criteria should be taken into account: \\  \\ **The role of the case-study topic in the entire learning arrangement** \\ The relevance of the case study can differ depending on the aims of the case study itself as well as of the whole VCL project. If the main focus is the generation on factual knowledge or the gain of understanding or skills in a particular area (e.g., decision making in controlling), then the topic has to be closely related to this area and be founded on a deep knowledge of the area. If the focus of the project is to facilitate group learning and interaction in virtual environment, then the actual topic of the case study may be of lesser importance. In this case the case study is mainly a learning trigger. \\  \\ **Context influencing the complexity** \\ The complexity of the case-study topic should take into account following points: \\  \\ //-Time allotted to the case-study solution:// Complex case studies require more solution time. If the VCL project takes place in a short period of time (3-5 weeks), the case-study topic should be less complex. \\   \\ //-Number of members per group:// Bigger groups are capable of solving more complex problems, as they have more expertise and time on their hands. However, the group’s ability to solve complex problem is not linear to the number of its members; bigger groups will require more effort in coordination and alignment. \\   \\ //-Background knowledge and experience of the participants:// Participants that already possess background knowledge in the case-study area can solve more complex problems. Also, participants with previous experience in group work, virtual work, and problem solving will be more efficient and can thus tackle more complex case studies. \\   \\ //-Case-study area:// Not all areas/topics have a comparable complexity; for example strategic decision-making is more complex than operative decisions. Some topics may even be too simple, making it unnecessary to cooperate in team. \\   \\ //-Aim of the VCL Project:// If the topic of the case-study is of lesser importance for the project (e.g., because the group-work experience is in focus), then the complexity of the case study (beyond a basic complexity requiring group work) is also secondary. \\   \\ //-Documentation of results:// The time and effort necessary for the documentation of the results will directly impart the complexity of the case study, as the participants will be able to invest less time into the case-study solution. \\  |
+^**Solution** | \\ When choosing and preparing the topic of the case study, following criteria should be taken into account: \\  \\ **The role of the case-study topic in the entire learning arrangement** \\ The relevance of the case study can differ depending on the aims of the case study itself as well as of the whole VCL project. If the main focus is the generation on factual knowledge or the gain of understanding or skills in a particular area (e.g., decision making in controlling), then the topic has to be closely related to this area and be founded on a deep knowledge of the area. If the focus of the project is to facilitate group learning and interaction in virtual environment, then the actual topic of the case study may be of lesser importance. In this case the case study is mainly a learning trigger. \\  \\ **Context influencing the complexity** \\ The complexity of the case-study topic should take into account following points: \\  \\ //-Time allotted to the case-study solution:// Complex case studies require more solution time. If the VCL project takes place in a short period of time (3-5 weeks), the case-study topic should be less complex. \\  \\ //-Number of members per group:// Bigger groups are capable of solving more complex problems, as they have more expertise and time on their hands. However, the group’s ability to solve complex problem is not linear to the number of its members; bigger groups will require more effort in coordination and alignment. \\  \\ //-Background knowledge and experience of the participants:// Participants that already possess background knowledge in the case-study area can solve more complex problems. Also, participants with previous experience in group work, virtual work, and problem solving will be more efficient and can thus tackle more complex case studies. \\  \\ //-Case-study area:// Not all areas/topics have a comparable complexity; for example strategic decision-making is more complex than operative decisions. Some topics may even be too simple, making it unnecessary to cooperate in team. \\  \\ //-Aim of the VCL Project:// If the topic of the case-study is of lesser importance for the project (e.g., because the group-work experience is in focus), then the complexity of the case study (beyond a basic complexity requiring group work) is also secondary. \\  \\ //-Documentation of results:// The time and effort necessary for the documentation of the results will directly impart the complexity of the case study, as the participants will be able to invest less time into the case-study solution.|
-^**References** | \\ [[https://bildungsportal.sachsen.de/opal/auth/RepositoryEntry/1096122369/CourseNode/86428220671838/wiki/Aims_of_the_case_study|Aims of the case study]] \\  [[https://bildungsportal.sachsen.de/opal/auth/RepositoryEntry/1096122369/CourseNode/86428220671838/wiki/Learning_aims_of_a_VCL_project|Learning aims of a VCL project]] \\ |
+^**References** |[[:patterns:case_study:aims_of_the_case_study|]] \\  [[patterns:alignment_and_time_cycle_of_the_vcl:learning_objectives_of_a_vcl_project]]|

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