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Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
Technology and Legal Education: Learning substantive law and simulating legal practice
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Technology and Legal Education: Learning substantive law and simulating legal practice

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Presentation given to the Commonwealth Law Conference 2009 in Hong Kong

Presentation given to the Commonwealth Law Conference 2009 in Hong Kong

Published in: Education, Business
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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
  • Also included some BA Legal Studies students and open to a wide range of students potentially
  • Transcript

    • 1. <ul><li>Technology and Legal Education: </li></ul><ul><li>Learning substantive law and </li></ul><ul><li>simulating legal practice </li></ul>Michael Bromby - Research Fellow School of Law and Social Sciences Glasgow Caledonian University Scotland, UK
    • 2. Overview <ul><li>Learning substantive law </li></ul><ul><ul><li>Civil (medical law) </li></ul></ul><ul><ul><li>Criminal (eyewitness evidence) </li></ul></ul><ul><li>Simulating clinical or practical skills </li></ul><ul><ul><li>Evaluating eyewitnesses </li></ul></ul><ul><ul><li>Hiring an expert witness </li></ul></ul><ul><li>Running themes </li></ul><ul><ul><li>International / commonwealth </li></ul></ul><ul><ul><li>Interdisciplinary aspects </li></ul></ul><ul><li>Conclusions </li></ul>
    • 3. Healthcare Law and Ethics <ul><li>Level 3 optional module for LLB </li></ul><ul><li>New in 2004/05 </li></ul><ul><li>Wide range of topics: </li></ul><ul><ul><li>Consent </li></ul></ul><ul><ul><li>Medical negligence </li></ul></ul><ul><ul><li>Infertility and childlessness </li></ul></ul><ul><ul><li>Genetics </li></ul></ul><ul><ul><li>End of life issues, inc abortion, euthanasia </li></ul></ul>
    • 4. Classroom Limitations <ul><li>Time constraints (1 hour) </li></ul><ul><li>Varying levels of preparation </li></ul><ul><li>Dialogue slow to get going </li></ul><ul><li>Feedback </li></ul><ul><ul><li>Individual </li></ul></ul><ul><ul><li>Within group </li></ul></ul><ul><ul><li>Between groups </li></ul></ul>
    • 5. Discussion Boards <ul><li>Replicate traditional seminar </li></ul><ul><li>Asynchronous timings </li></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><li>Encourage reflective thinking and learning </li></ul></ul><ul><ul><li>Greater care over written submissions </li></ul></ul><ul><ul><li>Confidence and courtesy </li></ul></ul><ul><li>Start with face-to-face seminars </li></ul><ul><ul><li>Establish cohort identity </li></ul></ul><ul><li>Give clear expectations and instructions </li></ul><ul><ul><li>Rule book </li></ul></ul><ul><ul><li>Assess student input </li></ul></ul>
    • 6. Internationalisation <ul><li>Partnership projects: </li></ul><ul><ul><li>Glasgow Caledonian University (Scotland) </li></ul></ul><ul><ul><li>Gloucestershire university (England) </li></ul></ul><ul><ul><li>Adelaide University (Australia) </li></ul></ul><ul><ul><li>Marquette University (USA) </li></ul></ul><ul><li>Similar taught modules </li></ul><ul><li>Different jurisdictions </li></ul>
    • 7. Internationalisation <ul><li>Issues and solutions </li></ul><ul><ul><li>Access to Institution’s VLE (i.e. all materials) </li></ul></ul><ul><ul><li>Freely available software (phpbb hosted board) </li></ul></ul><ul><ul><li>Establishing an identifiable cohort/group </li></ul></ul><ul><ul><li>Pre-task (discuss the rules) </li></ul></ul><ul><ul><li>Grouping students </li></ul></ul><ul><ul><li>Colour-code students by jurisdiction </li></ul></ul>
    • 8. Internationalisation <ul><li>Issues and solutions </li></ul><ul><ul><li>Students not fully aware of jurisdiction! </li></ul></ul><ul><ul><li>Tutor input to encourage ‘stating the obvious’ </li></ul></ul><ul><ul><li>Encouraging voluntary participation </li></ul></ul><ul><ul><li>May need to ask partners to assess ... </li></ul></ul><ul><ul><li>Bias for time difference </li></ul></ul><ul><ul><li>9am GMT is okay for UK & AU ... </li></ul></ul>
    • 9. http://www.solicitr.com/2009/04/01/law-students-demonstrate-for-more-lectures/
    • 10. 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>
    • 11. ADVOKATE
    • 12. 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>
    • 13. ADVOKATE
    • 14. ADVOKATE
    • 15. 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>Could be a research/educational tool </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>
    • 16. Simulating 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>
    • 17. 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>
    • 18. SIMPLE
    • 19. Second Life
    • 20. Second Life <ul><li>Virtual worlds </li></ul><ul><ul><li>Meeting place (and features legal offices) </li></ul></ul><ul><ul><li>Create objects (fixed or moveable) </li></ul></ul><ul><ul><li>Communication (written and verbal) </li></ul></ul><ul><ul><li>Simulation (but not reality) </li></ul></ul><ul><li>Legal services </li></ul><ul><ul><li>Access to information and advice </li></ul></ul>
    • 21. Students Exploring Legal Services <ul><li>The Rules of the game </li></ul><ul><li>Exploration and Orientation </li></ul><ul><li>Legal Services & Dispute Resolution </li></ul><ul><li>Property ownership </li></ul><ul><li>Trademarks and copyright </li></ul><ul><li>Contractual Disputes </li></ul><ul><li>Defamatory/Offensive Material </li></ul><ul><li>‘ Virtual’  offences (against the person) </li></ul><ul><li>Age issues and child protection </li></ul><ul><li>Financial Services / Money Laundering / Gambling </li></ul>
    • 22. Conclusions <ul><li>Technology </li></ul><ul><ul><li>It is developing: so must students & profession </li></ul></ul><ul><ul><li>New forms of communication: new problems? </li></ul></ul><ul><li>Education </li></ul><ul><ul><li>Problem-based learning: instigates debate </li></ul></ul><ul><ul><li>Simulating scenarios: develops skills </li></ul></ul><ul><ul><li>Formative (automated) feedback </li></ul></ul>
    • 23. Contacts <ul><li>Michael Bromby, Division of Law, </li></ul><ul><li>Glasgow Caledonian University, </li></ul><ul><li>Scotland, UK </li></ul><ul><li>Homepage: www.bromby.vze.com </li></ul><ul><li>Email: [email_address] </li></ul>

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