The value of intellectual property in practice.  LAMS – an evaluative case study Rachel Cooper Zoe Ollerenshaw Ian Loasby ...
Introduction <ul><li>Background to the case study </li></ul><ul><li>Our specific aims when using LAMs </li></ul><ul><li>De...
Context and Background <ul><li>Legal Practice Course </li></ul><ul><li>Producing the practitioner </li></ul><ul><li>Inquir...
Case Study Context <ul><li>Commercial law elective </li></ul><ul><li>Overview of to intellectual property law in practice ...
Case Study Challenges <ul><li>Outside contact time </li></ul><ul><li>IBL – learning by doing </li></ul><ul><li>Variety of ...
Design Perspective <ul><li>Creativity and innovation </li></ul><ul><li>v </li></ul><ul><li>Constraints </li></ul><ul><li>S...
Design Changes <ul><li>Reworked the original design </li></ul><ul><li>Introduced new resources perceived by the students a...
Observations  <ul><li>Student perceptions and feedback </li></ul><ul><ul><li>Mix of materials </li></ul></ul><ul><ul><li>P...
Observations (continued) <ul><li>IBL/Pedagogic Issues </li></ul><ul><ul><li>Linear? </li></ul></ul><ul><ul><li>Tutor led? ...
Observations (continued) <ul><li>Practical issues </li></ul><ul><ul><li>Technical issues </li></ul></ul><ul><ul><li>Lack o...
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The value of intellectual property in practice.

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This paper will consider and evaluate the use of the e-learning tool, LAMS (Learning Activity Management System) in the teaching of Commercial Law on the Legal Practice Course at the University of Sheffield. The presenters will seek to share their experience of using LAMS and, using evaluation data, will reflect on the effectiveness of LAMS as a teaching and learning tool for inquiry-based learning.

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The value of intellectual property in practice.

  1. 1. The value of intellectual property in practice. LAMS – an evaluative case study Rachel Cooper Zoe Ollerenshaw Ian Loasby School of Law, University of Sheffield
  2. 2. Introduction <ul><li>Background to the case study </li></ul><ul><li>Our specific aims when using LAMs </li></ul><ul><li>Design perspective </li></ul><ul><li>Demonstrate the LAMS sequence and the tools used </li></ul><ul><li>Observations </li></ul>
  3. 3. Context and Background <ul><li>Legal Practice Course </li></ul><ul><li>Producing the practitioner </li></ul><ul><li>Inquiry based learning </li></ul><ul><li>Learning by doing </li></ul><ul><li>Problem solving </li></ul>
  4. 4. Case Study Context <ul><li>Commercial law elective </li></ul><ul><li>Overview of to intellectual property law in practice </li></ul><ul><li>Practical tasks a trainee solicitor might need to do </li></ul><ul><li>Understand the value of intellectual practice in a commercial context </li></ul>
  5. 5. Case Study Challenges <ul><li>Outside contact time </li></ul><ul><li>IBL – learning by doing </li></ul><ul><li>Variety of resources </li></ul><ul><li>Different mediums </li></ul><ul><li>Continuity </li></ul>
  6. 6. Design Perspective <ul><li>Creativity and innovation </li></ul><ul><li>v </li></ul><ul><li>Constraints </li></ul><ul><li>Solution = Inquiry technologies? </li></ul><ul><li>LAMS – Learning Activity Management System </li></ul>
  7. 7. Design Changes <ul><li>Reworked the original design </li></ul><ul><li>Introduced new resources perceived by the students as less mundane </li></ul><ul><li>More open ended and inquiry based </li></ul>
  8. 8. Observations <ul><li>Student perceptions and feedback </li></ul><ul><ul><li>Mix of materials </li></ul></ul><ul><ul><li>Practical tasks </li></ul></ul><ul><ul><li>Commercial points </li></ul></ul><ul><ul><li>Negative feedback </li></ul></ul><ul><ul><li>Managing expectations </li></ul></ul>
  9. 9. Observations (continued) <ul><li>IBL/Pedagogic Issues </li></ul><ul><ul><li>Linear? </li></ul></ul><ul><ul><li>Tutor led? </li></ul></ul><ul><ul><li>Structured? </li></ul></ul>
  10. 10. Observations (continued) <ul><li>Practical issues </li></ul><ul><ul><li>Technical issues </li></ul></ul><ul><ul><li>Lack of flexibility? </li></ul></ul><ul><ul><li>Clearance issues </li></ul></ul><ul><ul><li>Resource issues </li></ul></ul>
  11. 11. Any questions?

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