Casemaker at OEB, Berlin, December 2 – 4, 2015

OEB 2015 will look at the challenge of modernity and consider how people, organisations, institutions and societies can use technology-enhanced education and training to accelerate the shift to a new age of opportunity.

The conference will be attended by over 2,300 participants from more than 100 countries, OEB’s cross-sector focus and global reach foster a unique international exchange about education, training and technology.

The team behind the Casemaker-project will of course also attend the conference and demonstrate the benefits of using the Casemaker software.

Wednesday December 2, the pre-conference day, will be open to the public and Casemaker will be present at stand C98. This stand will always be attended by at least two members of the Casemaker team during the day.

A poster at the stand will brief visitors about the Casemaker and a short presentation of the software will be played on a large monitor.

Apart from that three special demonstrations will be held to show how the Casemaker software have been utilised in different class settings, giving the visitors a deeper understanding of how the Casemaker software can help improve teaching

Vistitors will also be able to take a look at the book ”Case Based Teaching and Learning for the 21st Century” in hard cover.

Att the main conference, Thursday, Dec 3  14:30 – 16:00 (Room Köpenick I/II/III) Casemaker will show up under the theme Learning Analytics. Christian Paulsen is the speaker and the title of his speech is ”Casemaker: A Tool to Teach with Cases and Study Students’ Learning”.


Casemaker used in Information Management

The Casemaker has been used in a project management course of the Information Management programme at Copenhagen Business School.

The case was released to the students a week prior of the case discussion in class. The class was instructed in opening and annotating the case. The case consisted of a text, a photo, two architecture drawings and a video.

First result: Monday night before Tuesdays class we were shocked to see that less than 10% of the students had opened the case.

The statistics of the Analyser gave us the bad news, which was an unhappy surprise. It also gave us the possibility, however, of canceling the case discussion and plan for something else.

We postponed the case discussion to Tuesday a fortnight later.

And a fortnight later half of the students had opened the case and a third had made annotations. The annotations helped us to take cold calls on the students we knew had done a good job in their annotations. It was also easy to manage the students who had not opened the case.

The discussion proved fruitful and enlighted.