E-learning and legal education

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Presentation given to members of the School of Law in Northumbria U, explaining some of my work over the last decade. Accompanied by demonstrations of webcasts, podcasts largely. Simulation etc will be for another occasion.

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  • E-learning and legal education

    1. 1. e-learning paul maharg
    2. 2. SCOTLAND ENGLAND
    3. 3. Glasgow
    4. 4. preview • multimedia • web/podcasts • simulation (f2f + web) • ways forward...?
    5. 5. multimedia • used as exemplars of good/poor practice • support for high-stakes assessment • deep-linked to spiral curriculum !
    6. 6. web/podcasts • used to replace large group teaching -- well-liked by students • surgery model of large-group interaction developed by staff • dovetailed into conventional & innovative T&L+self-assessment • interactive module now piloted and in use: http://services.law.strath.ac.uk/webcasts/civil/OT/demo/
    7. 7. simulation, f2f or web • standardised client, supported by video annotation software + flexible cool e- portfolio that’s completely in student control • web-based sim, eg SIMPLE • ... and currently being extended into Open Educational Resources (OER)
    8. 8. ways forward...? • expensive, niche apps? • gotta be joking... • ... screen’s way too small... http://www.tuaw.com/2010/01/19/barmax-offers-bar-prep-on-the-iphone-for-1000/
    9. 9. ways forward...? • ... but doesn’t it depend on content design? • and curriculum design? • and how students want to learn? • and the market? http://www.tuaw.com/page/2/
    10. 10. ways forward...? • cool hardware, relatively cheap • full DRM + local content • better than a netbook? • entire courses downloadable
    11. 11. ways forward...? • dull, corporate VLEs? No! Look back to last great technology shift: manuscript > book. • m-learning: see http://mlearning.uow.edu.au/index.html • plus the above, well organised, flexible, small granules of learning re-usable by staff and students • networked learning for collaboration online. • OER • teacher-as-designer -- probably the most significant shift of all.
    12. 12. tensions... aware... plan... global teacher-as-researcher community of practice local stabilise... transform...
    13. 13. ways forward? How to stop learning... • closed circuit learning: do X in this order, don’t do Y, do it with ABC, etc • present barriers to student flexibility, choice, power. • baffle students • think of e-learning as different from text
    14. 14. ways forward? • Are we in this position? What scandalized the serious scholar Erasmus (as it fascinated Dürer) was the fact that, not much • Are we in control of the more than half a century after the technology we use with students? first appearance of the printed Or have we given control over book, demand had turned it into a (yet again) to major corporations...? product beyond the control of the scholars and specialists. The book had taken over as the transmitter • In this transitional phase we’re of European written culture, before living in, how are we ‘coming to scholars and educators had had terms’ with the power and time to come to terms with its influence of the internet? power and influence. Jardine, L. (1996) Worldly Goods: A New History of the Renaissance, London, Macmillan, p.228.
    15. 15. ways forward? • social networking sites as: • sites of learning between students, right from Induction (peer-mentoring) through to Graduation (alumni/a activities)
    16. 16. intermediate online learning... • Still focused on: Organisations, ie LMSs, silos of knowledge Products, ie handbooks, CDs, closely-guarded downloads Content, ie modules, lock-step instruction Snapshot assessment of taught substantive content
    17. 17. online learning 2010+ • Focus shifts: Organisation having weak boundaries, strong presence through resource based, integrated learning networks, with open access, eg MIT & OU open courseware No longer on static content but on web-based, aggregated content E-learning as understanding & conversation, just-in-time learning Assessment of situated learning
    18. 18. how do we achieve this? Surface Tacit structure structure • Observable, • Values and Sullivan, W.M., Colby, A., Wegner, J.W., behavioural dispositions that features the behaviour Bond, L., Shulman, L.S. (2007) Educating implicitly models Lawyers. Preparation for the Profession of Law, Jossey-Bass, p. 24 Deep Shadow structure structure • Underlying • The absent intentions, pedagogy that is, rationale or theory or is only weakly, that the behaviour engaged models
    19. 19. how do we achieve this? Experience Ethics • Law in the world • Ethical education in • Interdisciplinary action trading zones • Habitual action • Creative, purposeful • Reclamation of acts moral spaces in the curriculum Technology Collaboration • Our discipline, our • Between students technologies • Between institutions • Learner-driven • Between academic control & professional • Transactional learning learning • Open-access culture • Maharg, P. (2007) Transforming Legal Education: Learning and Teaching in the Twenty-first Century, Ashgate Publishing
    20. 20. what changes...? • staff roles: staff become designers, collaborators • less planning, more co-ordination • more student autonomy, flexibility, collaborative learning

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