Abstract
This article recounts its author’s experiences with and insights on the creation and use of video cases, finding both significant promise and potential perils. Their creation, the author asserts, is not for the faint of heart or for the short of time and capital. They are not the universal solution for classroom ennui, nor can they be taught in the same way as traditional cases. On the other hand, they can be powerful and memorable in a way that no traditional case can and can enliven discussions with the richness and complexity of real people. They are also well suited for encouraging the development of critical skills that we have often ignored in our case method classrooms.
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