Institute of Education

Projects concering case-based learning


An Online Case-Laboratory to Enhance the Competency Development of Adult Education Teachers

Development & Evaluation: 03/2010 - 09/2013; Funded by: Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung (BMBF))

Launch: Februar 2012

Link: www.videofallarbeit.de

Conceptual Leadership: Prof. Dr. Josef Schrader

Main Contact Person: Dipl.-Päd. Sabine Schöb (neé Digel)

Description: In recent years organizational development and quality management have been at the center of the academic discussion in adult education. Meanwhile, there has been a return to one of pedagogy’s core issues: that is, the quality of instruction and, by extension, the competency of the teachers in adult education. Convincing concepts for education and training are sought that take into account, on one hand, the teachers’ limited time and, on the other, their existing competencies. “Computer-supported Case-based Learning” is one such concept that was tested and evaluated for its acceptance and impact by the Department of Adult Education/Further Education at the University of Tübingen and the Federal Catholic Agency for Adult Education (Katholischen Bundesarbeitsgemeinschaft für Erwachsenenbildung) in the course of a three year project (2007-2010).

The current findings show that computer-supported case based learning enjoys fundamental resonance with adult education teachers, as it can be adjusted to fit both their training interests and the restrictions of time and place they face. In general, the basic assumption of the training concept regarding the success of computer-supported case based learning can be confirmed.

On the basis of the project experience up to this point, the following three goals can be set for the follow-up project: the development of an online-accessible case laboratory in collaboration with the German Institute for Adult Education (Deutsches Institut für Erwachsenenbildung, DIE); the implementation of the lab usage in diverse contexts and formats in adult education, school education and university instruction; and, finally, research of the connection between the competency to diagnose pedagogical situations (“to think like a teacher”) and the professional competency to act like a teacher – examined with a quasi-experimental intervention study.

Since February 2012 the online case laboratory is available for interested practioners to use the cases and learning environment within educational settings as well as for research concerning the competency development of Techers, trainers and consultants.