The value of intellectual property in practice. LAMS – an evaluative case study Rachel Cooper Zoe Ollerenshaw Ian Loasby School of Law, University of Sheffield

Introduction Background to the case study Our specific aims when using LAMs Design perspective Demonstrate the LAMS sequence and the tools used Observations

Background to the case study

Our specific aims when using LAMs

Design perspective

Demonstrate the LAMS sequence and the tools used

Observations

Context and Background Legal Practice Course Producing the practitioner Inquiry based learning Learning by doing Problem solving

Legal Practice Course

Producing the practitioner

Inquiry based learning

Learning by doing

Problem solving

Case Study Context Commercial law elective Overview of to intellectual property law in practice Practical tasks a trainee solicitor might need to do Understand the value of intellectual practice in a commercial context

Commercial law elective

Overview of to intellectual property law in practice

Practical tasks a trainee solicitor might need to do

Understand the value of intellectual practice in a commercial context

Case Study Challenges Outside contact time IBL – learning by doing Variety of resources Different mediums Continuity

Outside contact time

IBL – learning by doing

Variety of resources

Different mediums

Continuity

Design Perspective Creativity and innovation v Constraints Solution = Inquiry technologies? LAMS – Learning Activity Management System

Creativity and innovation

v

Constraints

Solution = Inquiry technologies?

LAMS – Learning Activity Management System

Design Changes Reworked the original design Introduced new resources perceived by the students as less mundane More open ended and inquiry based

Reworked the original design

Introduced new resources perceived by the students as less mundane

More open ended and inquiry based

Observations Student perceptions and feedback Mix of materials Practical tasks Commercial points Negative feedback Managing expectations

Student perceptions and feedback

Mix of materials

Practical tasks

Commercial points

Negative feedback

Managing expectations

Observations (continued) IBL/Pedagogic Issues Linear? Tutor led? Structured?

IBL/Pedagogic Issues

Linear?

Tutor led?

Structured?

Observations (continued) Practical issues Technical issues Lack of flexibility? Clearance issues Resource issues

Practical issues

Technical issues

Lack of flexibility?

Clearance issues

Resource issues

Any questions?