2. Case owners’ involvement
To enable the implementation of real-life learning in your course, as the course coordinator, it is essential to identify suitable case owners and real-life cases that align with your learning outcomes. Various approaches can be taken, and the table below presents some possibilities:
| Who | How | Advantages | Disadvantages | Key Consideration |
|---|---|---|---|---|
| Students | Students independently search and contact case-owners and real-life cases | Enables students to engage with the real world; Enhances their involvement |
The identified case-owners and real-life cases may not align well with the course requirements | Requires significant time investment for students. Is there sufficient time available within the course? And is it aligned with the learning outcomes? |
| Course Coordinator | Course Coordinator actively seeks case-owners and real-life cases | Ensures a good fit between case-owners, real-life cases, and the course requirements | Requires substantial effort and time to identify and inform suitable case-owners and cases | Contact (potential) case-owners in a timely manner and maintain communication throughout the year |
| Course coordinator makes use of the network of SBE and selects suitable case-owner(s) and real-life case(s) | Does not necessitate building and maintaining a personal network for the course. | Availability of recruited case-owners and real-life cases relies on the network of SBE | Availability of recruited case-owners and real-life cases relies on the network of SBE | |
| Society Based Education (SBE) | SBE recruits case-owners, translates their inquiries into suitable student projects, and informs the case-owners based on your requirements and needs | At the beginning of the course, you have case-owners and real-life cases that align with the course and learning goals | Recruited case-owners and real-life cases solely depend on the SBE network | Having an initial meeting with the recruited case owners before the course commences is advisable |
It is crucial that case-owners demonstrate commitment and openness towards the academic contributions of the students. To ensure alignment and mutual understanding, the following aspects should be discussed and agreed upon:
- Desired project specifications (scope, topic, type of result)
- Costs and time commitment expected from the case owner
- Role of the case-owner in the learning process (i.e., being case-owner only or also assessing the learning process of the students)
- Confidentiality and ownership considerations
- Expectations of the case-owner regarding student learning process and outcomes
- Openness to different outcomes
Possibility that the selected case may change or not be chosen by you or the students.
Want to continue with The Design Process?
Next, go to:
- STEP 3: Matching & Composing groups
- STEP 4: Learning Activities
- STEP 5: Assessment & Reflection
- STEP 6: Evaluation
Or, go back to:
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