Hosting LiveCase Simulations in Your Curriculum: A Comprehensive Guide

Hosting a LiveCase is designed to be straightforward: choose or create an experience, configure how learners will participate, run the session, and use the resulting evidence for discussion and debrief.

Choose the Right Experience

You can start with a ready-to-run experience from the LiveCase catalogue or author your own.

When creating your own, LiveCase's no-code authoring workflow can start from pasted text, PDF, DOCX, TXT, Markdown, HTML, or CSV source material, or a URL. You can add guidance about learning goals, scenarios, roles, and constraints.

The resulting experience can be linear or can use branching when branching serves the learning objective.

Understand the Building Blocks

LiveCase experiences are assembled from different chat and interaction types. Authors can use character messages, context, meetings, voice memos, images, video, GIFs, files, browser content, slides, and questions.

Questions include multiple choice, popup multiple choice, checkboxes, dropdowns, text, range, ranking, matrix, and allocated balance formats.

AI chat is one additional interaction type. It provides a live conversation with an AI-powered character and is currently limited to one AI chat per episode.

Branching Is Optional

LiveCase branching uses badges. A learner's response can award a badge, and later content can be configured to appear for learners who have that badge.

This can create alternative story paths, remediation, roles, challenge levels, or outcomes. Not every decision needs a branch, and many effective experiences can remain linear.

Use Scoring and Feedback

Multiple-choice questions can contribute to characteristics, allowing authors to measure dimensions such as leadership, communication, teamwork, profit, sales, or cost.

Open-ended text questions can use AI-powered dynamic feedback against an author's ideal answer or criteria.

This gives instructors evidence to use during assessment and debrief rather than relying only on completion data.

Running a Session

Once your experience is ready, use the current LiveCase hosting and visibility controls to configure how it will be delivered. Depending on the experience and setup, learners can participate individually, as teams, in class, or asynchronously.

The exact delivery workflow depends on your account and the experience configuration, so use the current Host and Visibility settings rather than relying on older instructions that may describe previous versions of the interface.

Using the Results for Debrief

The simulation should lead somewhere. Use learner decisions, responses, scores, characteristics, and other available performance information to shape the discussion.

A useful debrief asks:

• What decision did you make?
• What information influenced you?
• What tradeoff did you accept?
• What changed after your decision?
• What would you do differently now?

The objective is to connect the simulated experience back to the concept or skill you are teaching.

A Simple Curriculum Pattern

LiveCase can work as:

• Pre-class preparation: learners complete a short Episode before class.
• In-class activity: learners make decisions individually or in teams, followed by discussion.
• Post-class reflection: learners review feedback and reflect on their choices.
• Multi-episode learning: several Episodes can form a larger journey, with Seasons and Series available for larger structures.

For individual Episodes, LiveCase authoring guidance generally recommends a focused experience of around 10–15 minutes.

A Practical Starting Point

For your first LiveCase, keep the design small. Start with one learning objective, one situation, and a few meaningful decisions.

Then add complexity only where it improves the learning experience: multimedia for evidence, badges for branching, characteristics for tradeoffs, AI chat for purposeful conversation, and additional Episodes for a larger journey.

LiveCase is most useful when the technology disappears into the learning design. Learners should be thinking about the problem, not about which feature the author used to build it.

Related reading on simulation-based learning: Stop Grading Essays. Start Grading Decisions..

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