Your SlideShare is downloading. ×
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
PEAT 1 Community of Practice, Meeting 2
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

PEAT 1 Community of Practice, Meeting 2

469

Published on

Introductory slides for the workshop on a PEAT 1 community of practice, comprising all providers in Scotland of PEAT 1 (Professional Education and Training) programmes, convened by Paul Maharg.

Introductory slides for the workshop on a PEAT 1 community of practice, comprising all providers in Scotland of PEAT 1 (Professional Education and Training) programmes, convened by Paul Maharg.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
469
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. PEAT 1 Community of Practice Paul Maharg Glasgow Graduate School of Law
  • 2. workshop agenda
    • Introduction
    • Terms of community of practice
    • PEAT 1: core curriculum and elective syllabi
    • Sharing best practice: what we all bring to the table
    • Places, dates, times of next meeting
  • 3.
    • L ittle effective consideration of:
      • what professional education is
      • what other professions are doing
      • what other jurisdictions were doing
    • there are no learning outcomes for DLP
    • DLP c urriculum has become a puzzling amalgam of topics
    • there is no clear concept of linkage between LLB, DLP, traineeship, CPD
    • N o linkage of professional standards on DLP to Society’s professional standards, except where developed locally
    • R egulatory relationship is still fuzzy. Which model will be adopted? Top-down, detailed monitoring, as per SRA in England & Wales? An alternative? If so, what?
    t he past deficits: Society
  • 4.
    • L ittle effective consideration of:
      • what professional education is
      • what other professions are doing
      • what other jurisdictions were doing
    • u nacceptable variation in teaching, learning, assessment standards between DLP providers
    • DLP curriculum was made sense of locally by providers, who were, historically, given wide latitude by the Society; but there was almost no educational planning across providers
    • little sharing of resources, no sense of effective practice across centres, no agreed performance standards
    • little linkage with LLB or traineeship
    • Relationship with Society unclear
    t he past deficits: DLP providers
  • 5.
    • New curriculum structure, with a fresh approach to teaching, learning, assessment that:
      • has professionalism as its core
      • is much more flexible
      • c onstantly learns from other professions & jurisdictions
      • B uilds local strength on jurisdictional knowledge,
      • C onstructs a national community and community standards:
        • based around transactional learning,
        • with the concept of professionalism at the core,
        • f ounded on the values of ethical practice as defined by the profession, & as a nalysed by profession and schools,
        • a nd aligned with legal practice in the field
    w hat’s being proposed by the Society re PEAT 1?
  • 6.
    • Re Society …
      • Hosting annual workshop / conference on legal education (Foundation, PEAT 1, 2, CPD)
      • Donating small funds for development of innovation
    • Re PEAT 1 community of practice…
      • Peer review through enhanced external examiner scheme (no new level of bureaucracy)
      • Web dissemination of good practice
      • Partnering in funding bids for innovative practice
      • Disseminating internationally the work of PEAT 1 providers
    four initiatives for a community of practice…
  • 7.
    • Re PEAT 1 materials creation:
      • W e create materials for the community
      • W e plan processes, content, common structures, common deadlines, licence structures
      • We share electives or swap them
    • Re sharing PEAT 1 resources:
      • We share unilaterally where we can
      • W e charge maintenance fees where we must
      • We maintain common standards of outcomes via shared experiences in materials production, Exam Boards & workshops.
    four initiatives for a community of practice…
  • 8. Open Educational Resources (OER) – MIT
    • 2000: OpenCourseWare initiated
    • Goal: make all primary course resources accessible on the web
    • 2002: launched 50-course pilot
    • 2009:1,900 courses available free online
  • 9. Open University
  • 10. Cape Town Open Education Declaration
  • 11. Other Open initiatives…
    • UNESCO Forum on the Impact of Open Courseware for Higher Education in Developing Countries (2002)
    • SSRN – Social Science Research Networks
    • Digital Access to Scholarship at Harvard (DASH)
    • Wikipedia
    • SourceForge
    • Open-source software, eg OpenOffice
    • Mozilla Foundation (Firefox, etc)
    • Open primary resources in law, eg AUSTLII, BAILII
  • 12. what are the issues involved?
    • Sharing of costs
    • (Re-)usability, modification, accessability, effectiveness
    • Funding models
    • Quality thro’ strict peer review? Probably not: best to rethink ‘producing’, where use constitutes the production of a new resource
    • We need to rethink how institutions and PEAT 1 centres will work together as a community, not as individual silos
    Thanx to Stephen Downes, http://tinyurl.com/634beo
  • 13.
    • Content is only the start
    • Process of community governance is critical, for production, use, distribution
    • Our existing institutional and regulatory structures are actually barriers to OERs, eg
      • Who gets funded (individuals? Institutions?)
      • Overheads calculations? (eg licensing)
      • What is ‘sustainable’ beyond paper resources?
      • Access / control?
      • Structures for localizing materials?
    Thanx to Stephen Downes, http://tinyurl.com/634beo

×