(Un)Locating Learning: Agents of Change in Case-Based Learning

The Case Located

The literature on case-based educational practices offers accounts in which cases have multiple roles and characteristics, and are tightly intertwined with specific pedagogies, in dependence of the domain, institutional aims, learning goals, and other elements. There is, though, a relatively small number of common characteristics and uses of cases. This paper does not require an exhaustive overview of the Case-based learning landscape, but two examples the Business Case Method, and the use of cases to learn/abstract stable knowledge structures – give a sense of the terrain.