Simulated Learning Michael Bromby Glasgow Caledonian University
 
Learning by Doing
Doing?! What?! Case outlines Flashcards Processes Highlighter pen! Recording lectures Watching videos Group work Oral exam...
Technology Driven
Second Life
Eyewitness Identifications <ul><li>Modelled decision making by experts </li></ul><ul><ul><li>Legal rules and directions (R...
ADVOKATE
ADVOKATE <ul><li>Series of questions using html browser </li></ul><ul><li>Not case or scenario specific </li></ul><ul><ul>...
ADVOKATE
ADVOKATE
Summary of ADVOKATE <ul><li>Designed as an investigative aid </li></ul><ul><ul><li>Police officers </li></ul></ul><ul><ul>...
Simulating Professional Practice <ul><li>SIMPLE – Strathclyde University platform </li></ul><ul><ul><li>Player roles </li>...
Hiring an Expert <ul><li>Collaboration with University of Dundee </li></ul><ul><ul><li>Forensic Anthropology students </li...
SIMPLE
Low-tech
Exercise <ul><li>What  have  you done? </li></ul><ul><li>Why do you think  you  did this? </li></ul><ul><li>What did (n’t)...
Why Do it!?
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Simulated learning

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Presentation for the 2011 National Law Student Forum in Birmingham

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  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Simulated learning

    1. 1. Simulated Learning Michael Bromby Glasgow Caledonian University
    2. 3. Learning by Doing
    3. 4. Doing?! What?! Case outlines Flashcards Processes Highlighter pen! Recording lectures Watching videos Group work Oral exams Talk! Short blocks Role play Field Trips Cant sit still!
    4. 5. Technology Driven
    5. 6. Second Life
    6. 7. Eyewitness Identifications <ul><li>Modelled decision making by experts </li></ul><ul><ul><li>Legal rules and directions (R v Turnbull) </li></ul></ul><ul><ul><li>Published research in psychology </li></ul></ul><ul><li>Introduced discretionary ‘fuzzy rules’ </li></ul><ul><ul><li>Common practice </li></ul></ul><ul><ul><li>‘ If’s and ‘but’s </li></ul></ul><ul><ul><li>Attempt to reduce shades of ‘grey’ </li></ul></ul>
    7. 8. ADVOKATE
    8. 9. ADVOKATE <ul><li>Series of questions using html browser </li></ul><ul><li>Not case or scenario specific </li></ul><ul><ul><li>Generic tool for most jurisdictions </li></ul></ul><ul><ul><ul><li>England & Wales (R v Turnbull) </li></ul></ul></ul><ul><ul><ul><li>Scotland (HMA v McAvoy) </li></ul></ul></ul><ul><ul><ul><li>Ireland (People v Casey) </li></ul></ul></ul><ul><ul><ul><li>Canada (CRIMJI model instruction) </li></ul></ul></ul><ul><ul><ul><li>Australia (uniform Evidence Acts) </li></ul></ul></ul><ul><ul><ul><li>New Zealand (Evidence Act) </li></ul></ul></ul><ul><ul><ul><li>South Africa (S v Webber) </li></ul></ul></ul>
    9. 10. ADVOKATE
    10. 11. ADVOKATE
    11. 12. Summary of ADVOKATE <ul><li>Designed as an investigative aid </li></ul><ul><ul><li>Police officers </li></ul></ul><ul><ul><li>Public prosecutors </li></ul></ul><ul><ul><li>Defence agents </li></ul></ul><ul><li>Can be a research/educational tool (simulator) </li></ul><ul><ul><li>Law students </li></ul></ul><ul><ul><li>Law profession </li></ul></ul><ul><ul><ul><li>Pre-trial (lawyers) </li></ul></ul></ul><ul><ul><ul><li>Mid-trial (judiciary) </li></ul></ul></ul>
    12. 13. Simulating Professional Practice <ul><li>SIMPLE – Strathclyde University platform </li></ul><ul><ul><li>Player roles </li></ul></ul><ul><ul><ul><li>Student groups </li></ul></ul></ul><ul><ul><li>Non-player roles </li></ul></ul><ul><ul><ul><li>Experts </li></ul></ul></ul><ul><ul><ul><li>Court staff </li></ul></ul></ul><ul><ul><li>Blueprint for interactions </li></ul></ul><ul><ul><ul><li>Standard responses </li></ul></ul></ul><ul><ul><ul><li>Templates for ease of use </li></ul></ul></ul>
    13. 14. Hiring an Expert <ul><li>Collaboration with University of Dundee </li></ul><ul><ul><li>Forensic Anthropology students </li></ul></ul><ul><ul><ul><li>Require experience of ‘being hired’ and registering with an ‘expert body’ </li></ul></ul></ul><ul><ul><li>Law students </li></ul></ul><ul><ul><ul><li>Require experience of hiring and instructing </li></ul></ul></ul><ul><ul><li>Staff </li></ul></ul><ul><ul><ul><li>Can automate responses or assume ‘roles’ </li></ul></ul></ul>
    14. 15. SIMPLE
    15. 16. Low-tech
    16. 17. Exercise <ul><li>What have you done? </li></ul><ul><li>Why do you think you did this? </li></ul><ul><li>What did (n’t) you learn ? </li></ul><ul><li>Why was that? </li></ul><ul><li>What could you do? </li></ul><ul><li>Why do that ? </li></ul><ul><li>What might you learn? </li></ul><ul><li>Why would that work? </li></ul>
    17. 18. Why Do it!?

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