EDU202 Assignment 1: Case Study Report on Education Practices

This report presents a case study conducted at the University of Brisbane-Australia, focusing on the practical training of five students from Deakin University's EDU202 course, 'Educators and Learners.' The study investigates case study approaches to learning, examining the context, purpose, and methods of teaching. It includes evidence of preparation, such as interview questions and participant letters, and a short report detailing the study's conduct. The report analyzes curriculum details, pedagogical approaches, potential challenges, and successful learning methods. It also addresses systemic, social, and individual challenges faced by educators. The research emphasizes the importance of real-world application and the constructive paradigm, providing insights into effective teaching and learning strategies within a higher education setting. The assignment evaluates learners' ability to plan and their instructional techniques.

Template for Assignment 1: EDU202
Due 23rd August 2019 2000 words
1. Start with a short introduction to identify (10/50 marks):
 Where the educating/learning is taking place (the context where educator(s) and
learner(s) teach and learn).
Introduction
A case study can be viewed as an integration of problems contextualised within the
parameters of in-depth analysis, explanation, and dissemination of information to yield
recommendations for possible solution to problems. According Yazan (2015), Proponents
of qualitative case study advocate for its adoption in modern-day learning for its
possibility to allow for simple conversion of complex processes to manageable tasks.
Covered in this paper is a critical analysis of a case study in the university of Brisbane-
Australia.
This project attempts to answer the question, “why case study approaches to learning?”
Following hypothetical criteria to pass information to learners can be a good way of imparting
knowledge, but adoption of historical approach and data based strategy of learning is a better
method to build on mental pictures in the minds of learners. In other words, case studies add
value to knowledge already learnt in class through exposing individuals to real-life situations.
The exercise took place in the economics department.
This paper presents a group case study where five students from Deakin
University in the faculty of Education, that is, EDU202, Educators and Learners. The
learners were to participate in the actual teaching at the university of Brisbane-Australia
high School for a period of one month.
Three instructors were involved in the training. They were;
1. Your name (name of the student)- Head of Economics department
2. Stephen Bobo- lecturer of economics
3. Tony Cruz- associate professor.
The session was designed for five learners, namely;
I. Grace Mikey
II. Michu Grece
III. Sir Edward Jnr.
IV. Stanley Rodriguez
V. Edith Aturo
 Why the teaching is done (for what purpose – what is being taught) (provide at least
three readings or videos in your reference list at the end of this document – this will be
included in these 10 marks)
Case studies often give learners an opportunity to learn from others who are
experienced in their fields. This approach was adopted due to its significant role in propelling
organizational performance (Metaragakusuma, Osozawa, & Bai, 2017). Through

observation, the trainers can identify points of deviation in performance of the trainees. As
proposed by Duff (2018), Mohasseb, Ghazanfari, Hajian, Elahi and Karimi (2018), case
studies are used when the focus of the research is to answer the question, “how” and “why,”
or in case you are dealing with participants whose behaviour you cannot alter. In our case,
the study adopted this approach to investigate contextual conditions where participants were
involved in activities at a learning institution.
The learners were training to be university and college trainers in the future. Case study
was chosen to ascertain the learners’ levels of competency but the assessment could not be possible
without a learning institution with its settings for training. In other words, a practical approach to
assessment and evaluation of trainees gives a true picture of the situation on the ground.
2. Show evidence your preparations, for conducting your case - such as:
- interview list
Observational data to capture how trainee-teachers handle their clients (student for this study)
Kindly respond to the questions below for the facilitators to assess how you are being served so
that reasonable adjustments can be done to improve service delivery in your school.
1. Did the trainer arrive in the training centre in time
Yes √
No
2. Does the learning sequence used by the trainer provide effective and manageable
blocks of learning?
Yes √
No
3. How well does the Learning Plan meet the intended purpose and goals?
Well
Very well √
Somehow
Not at all
4. Is the focus and purpose of the Learning Plan clear and appropriate?
Clear and appropriate
Very Clear and appropriate √
Somehow Clear and appropriate
Not at all
5. Are the learning activities interesting, relevant and appropriate to outcomes and learner

characteristics?
Agree √
Strongly agree
Somehow agree
Not at all
6. Are assessment points, methods and tools appropriate and effective?
Agree
Strongly agree
Somehow agree √
Not at all
7. Is there any adjustment that you may suggest for the training session to be more
effective based on your assessment of the presentation?
The trainer should develop a strategy that is more engaging for learning to be more student-
cantered.
- letters to participants
From,
The Head of Department,
Deakin University,
Contact: [e-mail].
Date: 8/22/2019
To,
Grace Mikey
Cc
 Michu Grece
 Sir Edward Jnr.
 Stanley Rodriguez
 Edith Aturo
RE: NOMINATION TO PARTICIPATE IN A CASE STUDY IN THE UNIVERSITY OF
BRISBANE-AUSTRALIA:
You have been selected to participate in a case study outside the school for a period of two weeks.
During the event, you will be expected to take up lessons in the institution as teachers in the
respective courses that you have been trained. You will be accompanied by your supervisors who
will evaluate you and write a report back to the institution as part of your learning process. The aim
of this study is to emphasise on the content covered in class by giving it a more practical approach.
For instance, it integrates social and cultural aspects of education with the aspect of

professionalism in management. Besides, this process will help in assessment of the learners’
ability to plan and their instructional techniques.
The learners will be required to keep records about their progress and procedures to assist in
evaluating the assessment strategies and reporting. Moreover, this is a sure tool for making
decisions on what phases to modify or redesign. Check on the table below to ascertain the details
about the event.
Commencement date: 2/6/2019
Time: 1 month
Venue: University of Brisbane-Australia high School.
The following resources are necessary to make the process a success;
Observation checklist – for the trainers
1. Overhead and PowerPoint slides for trainees, which have the following modifications:
 Large print size of font 26
 Few words per line
 Manageable lines per slide
 Few colours per slide
 Special features in a given slide
2. Posters for trainers
 Each paper to carry a specific message
 Minimal colours used per poster.
 Use durable materials for the message to last longer
3. Hand-outs for both trainers and trainees
 Points to be separated with bullets
 Only relevant information.
 Pictorial messages to be incorporated.
4. Equipment for data collection:
a. Supervisors to have cameras-for taking photos of trainees while they are actually
carrying out their duties.
b. Notebooks for taking records of daily events
The success of the activities will be measured using Tian, Nagappan, Lo, and Hassan (2015,
September) principles, which states that, effective measurement of a learning process is based
on the relevance of the content domain being examined to real world scenario.
Caution
The course must be taken in concurrence with classwork, that is, a report must accompany the
study to signify completion of the assignment. The study must be conducted with a focus on
validity, reliability and fairness to pass the statistical tests.
- background reading (as references)
- their teaching resources that you have gathered (brochures, advertisements for the
course/meetings etc., weblinks. (10/50 marks)
3. Show evidence you conducted your case with a short report (approx. 200 words) of how

you conducted the case including how you approached the participants and how you
gathered the information (you may include: interview responses, photographs, personal
narrative accounts etc.) (10/50 marks)
CASE STUDY REPORT
Summary
This is a report of the qualitative case study conducted to investigate the effectiveness of the
learning process involving six individuals. The approach was chosen for its ability to help
instructors to study complex phenomena without altering the normal functioning of the learning
institution. The activity was carried out with a focus on validity and variability. It is therefore an
invaluable criterion for conducting research for theory and model development.
Introduction
As suggested by Jouhki, Lauk, Penttinen, Rohila, Sormanen and Uskali (2015), instructors
develop interventions based case study reports. Another reason why scholars recommend the
use of case studies is its ease of comprehension, that is, even a novice can use it. The purpose
of this study is to build upon the concepts learnt in class for developing and implementing
policies. In this study, the researcher used clear research questions, which were responded to
by the learners as shown below;
Findings
1. Learners were able to arrange the training environment in accordance with the
specifications in the syllabus.
2. Learners were able to complete the task within the stipulated time. The trainers had
allocated time for the topics that were pre-discussed with their facilitators and in liaison
with the university economics department heads.
3. The resources needed for case study training were availed in a timely manner. The trainers
organized for the resources to be used, for instance laptops, projectors and screens to aid in
explaining the concepts they were to cover in their lessons.
4. Curriculum details: (at least 300 words)
What is being taught in this particular lesson, how this lesson fits into a larger educational
program or curriculum, pedagogical approaches, theories, potential challenges/approaches to
learning and teaching. (10/50 marks)
According to Hancock and Algozzine (2016), Box, Skoog and Dabbs (2015), case study
approach to learning based on constructive paradigm is a crucial tool for assessing the
effectiveness of training outcomes. There is a universal acceptance of reality based on social
dynamics in human perception of the reality. This approach builds upon constructivism and
ensures a positive relationship between researchers and the participants. This research helps
learners to think introspectively about mechanisms for handling the misconceptions between
trainers and their facilitators by cementing the validity and reliability of the project through
open and clear selection process. To achieve this mission, the approach tests and conducts
critical analysis of the underlying theories and expected outcomes.

In this lesson, learners are being taught how to organize the training venues and plan for the
actual teaching practice. As postulated by Elliston, Riesz and MacGill (2016), Shah (2018), a
case study is adopted by researchers to examine phenomenon, events and places to ascertain
or predict future occurrences or to illuminate unclear components of a subject for practical
application. In the same vain, the approach fits into the larger educational program or
curriculum by putting more emphasis on conducting thorough literature review to ensure
that the points of divergence from the long-held theories are valid and evidence-based.
The approach is exposed to several challenges that call for proper planning to reap maximum
results as far as learning is concerned. Some of the challenges include:
a. Case studies are often designed to investigate or provide solutions to specific problems.
It may be difficult to transfer the findings of one case study to handle existing or
emerging problems in the course of the study.
b. As opposed to pure scientists’ study, case studies neither try to vindicate nor disapprove
hypotheses but often introduce new and spontaneous outcomes.
5 . Learning and Teaching: (at least 300 words
Write about how the teaching is done (what re1sources used, pedagogical approaches,
theories drawn on etc.). What are some of the systemic, social and/or individual challenges
faced by educators who are working with the chosen group of learners?. What approaches to
learning and teaching that are successful/not successful – why? (10/50 marks)
Approaches to learning which are successful include;
According to Đurkin, Perić and Šebrek (2017), case study is one of the best approaches for
developing hypotheses, that is, they can be used to develop the foundation upon which
research is built. Jouhki, Lauk, Penttinen, Rohila, Sormanen and Uskali (2015), also
advocate for the use of case study approach to education because it emphasise on policy
verification process. Simply stated, case studies can be used to formulate models for
confirming the researchers’ preconceived knowledge.
Systemic, social and/or individual challenges of adopting case studies in learning evaluation
As put forward by Dasgupta (2015), Punia, Goel, Singh and Chaudhary (2018), social case
studies are often discouraged by scholars because they are not stochastic random variables
hence their findings cannot be used to make general assumptions about the entire population.
In other words, it is not practical for one to give a general conclusion based on an individual
case study making it impossible to for such studies to contribute to scientific development.
Other scholars such as Antonelli (2016), also frown upon case studies, citing that general and
theoretical knowledge that is non-context-based provide more accurate information than
context-bound and practical oriented knowledge. This means that, it is a practical
impossibility to develop and summarize speculations on the basis of individual or group case
studies.

Conclusion
The case represents a typical example of research problem and a critical analysis of the findings
can help in improving the approach used in training specialists. It proposes effective strategies and
new insights that can be utilised by policy makers to formulate proper curriculum development.
Secondly, this good platform can be used to cast light upon issues that were previously hidden and
directly impact on leaners’ ability to perform. This means that, case studies can be designed with
on the basis of predetermined hypothesis to reveal trends that have never been thought of in prior
research.
References
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