Using teaching cases for achieving bloom’s high-order cognitive levels: An application in technically-oriented information systems course
Case-teaching has been an attractive pedagogy method for bringing in real-world examples into the classroom. However, it is challenging to introduce cases to address high-order cognitive skills such as analyzing and creating new IT solutions in technically-oriented computing course. In this research...
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| Format: | text |
| Language: | English |
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Institutional Knowledge at Singapore Management University
2017
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| Online Access: | https://ink.library.smu.edu.sg/sis_research/3909 https://ink.library.smu.edu.sg/context/sis_research/article/4911/viewcontent/10_SIGED_2017_9.pdf |
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| Institution: | Singapore Management University |
| Language: | English |
| Summary: | Case-teaching has been an attractive pedagogy method for bringing in real-world examples into the classroom. However, it is challenging to introduce cases to address high-order cognitive skills such as analyzing and creating new IT solutions in technically-oriented computing course. In this research, we present our experience in introducing three types of case studies -- Story-Telling case, Design-and-Problem-Solving case, and Create-Design-Implement case to a course in an undergraduate Information Systems programme. For each case study, we plan and map the learning objectives to address various cognitive levels in the revised Bloom’s Taxonomy. Using surveys conducted over two academic years, we show with empirical data, that the case studies are effective in helping students achieve the higher order cognitive levels such as “evaluating” and “creating” (includes design and implement) complex enterprise web solutions. |
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