Part 8: Fall 2018 Labs

128 Case-based Learning – 09.20.2018

Case-based learning helps bring life to what students often perceive as otherwise abstract information, rendering the content relevant and memorable. At the September 20, 2018 Active Teaching Lab, participants explored how to streamline case content delivery and guide students’ thought processes. Contributors demonstrated tools that integrate well in Canvas, and the group discussed how to adapt the strategies presented to their individual classes. For more ideas on case-based learning, check out the session’s activity sheet


  • Start simple, both technologically and pedagogically speaking, and add layers of complexity as the semester progresses. This scaffolding technique will familiarize students with the tools, strategies, and expectations so that they feel confident and successful as they expand their thinking.
  • Choose one case creation tool (there are many) and stick with it to create consistency for students. Consider longevity, storage, cost, and ease of updating when making a decision.
  • Use cases that are authentic and relevant to students.
  • Weigh the importance of arriving at the correct outcome vs. following a particular reasoning process and align assessments accordingly.


The Active Teaching Lab is a Faculty Engagement program with sessions held on Thursdays from 1:00-2:00pm (room 302) and Fridays from 8:30-9:45am (room 120) in the Middleton Building (1305 Linden Dr.) during fall 2018. Check out upcoming Labs or read the recaps from past Labs. We build interdisciplinary conversations that are more emergent than a presenter and more dynamic than a panel — a conversation with colleagues sharing challenges, solutions, and experiments on topics selected by a variety of stakeholders.

Sign up for regular Lab announcements by sending an email to


Active Teaching Lab eJournal Copyright © 2016 by DoIT Academic Technology and the UW-Madison Teaching Academy; Jennifer Hornbaker; John Martin; Julie Johnson; Karin Spader; Margaret Merrill; Margaret Murphy; and Jeffrey Thomas. All Rights Reserved.

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