How to write a teaching case?
To write a teaching case, it is necessary to start from a problem situation and a learning objective. Linking these two aspects we will have an interesting document to support creative, collaborative and applied learning.
We must remember that a teaching case is always focused on the problem, not necessarily on the answer. A teaching case goes beyond the record of the situation, it needs to have an attractive narrative, aligned with the objective of inserting the reader in the situation and bringing him the possibility of participating in the decision, becoming a participant in the dilemma presented. For this, it is necessary to offer enough information for the questions that guide the debate and lead to an analysis that supports decision-making.
The case, in order to promote applied and collaborative learning, needs to contextualize the reader well. Bringing a rich context, both temporal and organizational, is fundamental. For the writing of a non-fictitious case, it is necessary to collect a good base of information, which can be primary (interviews, original documents) or secondary (media, interviews). A mixture between the two also contributes to the richness of the case. The more quality information, the more it will stimulate the reader to put himself in the role of decision-maker.
A teaching case cannot be naïve in its narrative either. He needs to deal with several facets of the situation, even if he privileges the vision of a character. It needs to portray the complexity of reality, which is always multi-scalar and faceted. Here it is also worth adopting techniques of storytelling , enriching the narrator's or protagonist's point of view, their vision, their emotions in the face of the problem situation. When the case is real, it is necessary to make sure of the right to use the data and if there are confidentiality clauses (especially if they were found in scientific research or consulting projects).
The information presented should be rich, but it should not be exhaustive. It can contain noise and gaps, simulating reality. The student, among other proposals, can be invited to fill these gaps. It is quite interesting when we present a case that needs to be consulted and that allows an active reading by the student. He reads participating, taking notes, seeking what information is essential for his decision-making.
Finally, the questions need to be clear and thought-provoking for the debate. They must be presented in an increasing order of complexity. From the accumulated classroom experience, a set of 5 questions is interesting and enough for a good debate.
Some suggestions for paths to questions are: if there is agreement/disagreement with the path adopted in the case, propose an analysis of risks or pros and cons about the decision, put the reader in the role of decision-maker to choose a path following what was presented, ask for a suggestion on how to implement something or the group's analysis of a certain situation that appears in the case, to raise which strategies could be adopted to make any objective presented in the case viable.