• Weather emergencies
• Student illness
• Set up the day before (give students a heads up / warning)
• Set up in minutes
• Lessons Learned
• Ask questions – force engagement
• Pause every few slides to ask a question or inquire if they have
• Relying on the chat window for cues
• Ask students to type questions/answers in the chat window (or ‘raise a
Similar but different – Establishing
Increasing Engagement – the chat
What’s an essential skill your students
need to possess that’s difficult to teach
Choose a skill that cannot be easily
assessed with a traditional assessment of
• Can students get traction on a novel
• Can they make evidence-based
• Do they recognize what they don’t
Learning is Multi-Dimensional
We are hard-wired to learn
• Acquiring and using new knowledge is easier when it’s
contextualized (Dewey, 1938)
– Authentic problems or cases
– Offers information that requires manipulation, representation
• Repeated immersion in authentic tasks builds thinking ‘muscle’ (How
People Learn, Nat’l Academies Press)
– Noticing and ignoring
– Pattern recognition
problem Backdrop Center stage
questioning Decider, defender
Tools Lecture Discovery, Reflection
Feedback Little to none Frequent, essential
Advantages Efficient coverage
Asynchronous Case-Based Inquiry
Activate and elicit
Incite the cognitive
‘heat’ or confusion and
emotional arousal that
drives deep learning
How can I tell if my students are learning?
How do I grade their work?
• Quality and quantity of student participation during the case
• Ability to use information in future assignments or discussion
– Summative: Application of case to exams, essays
• Team or group
– Assign the same or different cases to teams
– Students then pose the case to peers
Differences between original and revised responses = learning.
• “After reading the information provided by the
experts, I would revise my plan and do a number of key
• “Before I did this exercise, I thought I had good prior
knowledge but I definitely learned a lot more and what
kinds of questions to ask.”
• “I thought that my general idea was pretty solid….
Seeing these different approaches really helped me.”
1. Select learning target(s):
– What do you want students to know/be able to do? Why?
– When done well, what does this look, sound and feel like?
2. Develop or identify a case / scenario that requires the targeted skill(s).
3. Create Generate Ideas prompts:
– How would you approach this situation?
– What questions do you have about the situation?
4. Curate Multiple Perspectives resources
– Controversy, disagreement, pros/cons
5. Prompt Reflection & Revision
– Look back at your original approach, what would you change / retain?
– What questions do you have now?
Cases as Scholarship
• Boyer’s (1990) model
• Scholarship of Teaching and
• Teaching journals directory
1. Can case users apply what they know
to similar, subsequent cases?
1. Does learning to think like a
professional → acting like a
• Harvard Business School
• National Center for Case Study Teaching in
What are the properties of a good case?
• Purpose: Learning objective, curricular ‘home’
• Decision-making: Open-ended, allows for active reasoning
• Provocative: Can people disagree about it?
• Generality: Is it a prevalent problem? Generalizable?
• Information: Is there data to weigh and analyze?
• Brevity: Focus on Big Ideas not too many specifics
• Sensitive: inclusive of students from varied backgrounds