Are close to the world of practice , but safe from the (possible) realities of malpractice and negligent representation.
Enable students to practise legal transactions , discuss the transactions with other tutors, students, and use a variety of instruments or tools, online or textual, to help them understand the nature and consequences of their actions
Facilitate a wide variety of assessment , from high-stakes assignments with automatic fail points, to coursework that can double as a learning zone and an assessment assignment
Encourage collaborative learning . The guilds and groups of hunters/players in multi-player online games can be replicated for very different purposes in FE & HE.
Students begin to see the potential for the C in ICT ; and that technology is not merely a matter of word-processed essays & quizzes, but a form of learning that changes quite fundamentally what and how they learn .
PI project: what students would have done differently…
‘ At the beginning we thought we perhaps lost sight of the fact that we had a client whom we had a duty to advise and inform. On reflection we should have issued terms of engagement and advised the client better in monetary terms what the likely outcome was going to be.’
‘ […] unlike other group projects I was involved in at undergraduate level I feel that I derived genuine benefit from this exercise in several ways:
1. reinforcing letter-writing, negotiation, time-management and IT skills
2. conducting legal research into issues of quantum
working effectively in a group as a group - not delegating tasks at the first meeting and then putting together pieces of work at the second meeting.’
See Peter Galison’s groundbreaking study of the material culture of modern experimental micro-physics –
Galison, P. (1997) Image and Logic: A Material Culture of Microphysics (Chicago, University of Chicago Press).
A place where theorists, writers, experimenters, instrument designers, policy-makers, politicians and others meet, share knowledge and do collaborative research
Parties traded content and method; they imposed constraints on each other; disciplines & practices coordinated but without homogenising; they communicated in pidgins and creoles to express and absorb each other’s essential concepts.
low trust and low learning “ not my place to act as social worker to my team members.” “ Teamwork jarring is insoluble – some people are just destined not to work together.” “ Basically I would say that our firm was a success although we would have been better as a group of three.” “… this was done for selfish reasons as at the time I had no desire to work with L as tensions between us from the outset were high” “… childlike tantrums…turned into a nightmare” Trust Learning Barton & Westwood, 2006
‘ Personal conflict or basic incompatibilities over interpersonal styles can poison a group.’ (Leonard and Swap 1999 p42)
‘ Without trust it may literally be true that it is not safe to talk about particular issues. Over time the relationships will not survive if it is not possible to talk through issues before they do damage.’ (Ward & Smith 2003 p14)
high trust and high learning “ the great thing about the firm was that I felt that we all picked up on these weaknesses early on without any conflicts arising” “ that doesn’t mean our differences have to separate us…that is precisely what makes us work much better together as a team” “ Greater than the sum of the parts springs to mind.” “ People were flexible about the work they took on and were willing to try new things.” “… responsibility was shared and that support would be given if someone had a problem.” “ The other 2 members of the firm turned up on the negotiation day to lend moral support and share in the outcome” Learning Trust