SIMPLE update, LILAC 2008


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Slides for update of the SIMPLE project, presented at the Learning in Law Annual Conference, Warwick 2008.

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  • SIMPLE update, LILAC 2008

    1. 1. SIMulated Professional Learning Environment – an update Patricia McKellar Paul Maharg
    2. 2. simulations in legal learning… <ul><li>Are close to the world of practice , but safe from the (possible) realities of malpractice and negligent representation. </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>Encourage collaborative learning . The guilds and groups of hunters in multi-player online games can be replicated for very different purposes in legal education. </li></ul><ul><li>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 . </li></ul>
    3. 5. authenticity as transactional learning <ul><li>Characteristics in our practice define transactional learning for us as: </li></ul><ul><li>active learning, </li></ul><ul><li>based on doing legal transactions, </li></ul><ul><li>involving reflection on learning, </li></ul><ul><li>deep collaborative learning, </li></ul><ul><li>requiring holistic or process learning, </li></ul><ul><li>ethical and professional learning. </li></ul><ul><li>Immersion in professional role play </li></ul><ul><li>Task authenticity </li></ul>
    4. 6. <ul><li>What is SIMPLE? </li></ul>
    5. 7. general aim of the SIMPLE platform <ul><li>Enable staff and students to manage the educational and organizational issues that arise from the implementation of this environment, in particular those of: </li></ul><ul><ul><li>personalized learning in a professional environment </li></ul></ul><ul><ul><li>social presence and collaborative learning </li></ul></ul><ul><ul><li>use of simulation spaces in programmes of study, and the relation between simulation spaces and other learning spaces on a programme, including paper-based and online resources, face-to-face classes, and administration </li></ul></ul><ul><ul><li>use of rich media in online simulations – video, graphics, text, comms., etc. </li></ul></ul><ul><ul><li>authenticity in the design of simulation tasks, and effective assessment of professional learning </li></ul></ul>
    6. 8. What will the SIMPLE project do? <ul><li>Provide academic staff in UK Universities with software tools to design and build simulations and collate all of the resources required. </li></ul><ul><li>Develop teaching, learning and assessment templates, including curriculum guidelines </li></ul><ul><li>Provide tools to create a map and directory for a virtual town </li></ul><ul><li>Enable communication between students and simulated characters/staff. </li></ul><ul><li>Offer monitoring and mentoring functions </li></ul><ul><li>Evaluate student and staff experiences in using the simulation environment </li></ul>
    7. 9. large-scale implementation in disciplines Discipline Degree programme Institution Architecture BSc (Hons) / March, year 3 Strathclyde Social Work MA (Hons), year 2/3 Strathclyde Law LLB Glamorgan Law LLB Glasgow & Stirling Law LLB Warwick Law LLB West of England Law Diploma in Legal Practice, p/g Strathclyde
    8. 10. Client scenarios Discipline Institution Story Architecture Strathclyde Running a Company Board Social Work Strathclyde Elder care / CPO Law Glamorgan Tort – PI Law Glasgow CJS – Victim / Offender Law Warwick University disciplinary hearing Law Stirling Fox hunting Law West of England Divorce/Criminal Prosecution Law Strathclyde PI, Civil action, Private Client, Conveyancing, Practice Man.
    9. 11. Tools: <ul><li>Development - Partners exploring transformation process </li></ul><ul><li>Idea -> initial scenario -> computer simulation </li></ul><ul><li>Refined complex and powerful process for modeling </li></ul><ul><li>Implemented process as software tool </li></ul><ul><li>Enables academic member to build simulation blueprint and collate all of the resources required </li></ul><ul><li>Process and tool allow for highly structured, closed boundary simulations as well as loosely-structured, open-field simulations </li></ul><ul><li>Provides potential for simulation import / export </li></ul><ul><li>Tool itself has development potential </li></ul>Key tool – narrative event diagram
    10. 19. Warwick project <ul><li>http:// / </li></ul>
    11. 20. Stirling project: student engagement <ul><li>One student in particular felt that this sort of ‘real life’ task would help those students who were not currently engaging with the material in traditional tutorials and lectures and indeed the enthusiasm created might be motivating enough to mean the difference between a student continuing with the course beyond Christmas and giving up entirely. </li></ul><ul><li>  </li></ul><ul><li>Students felt such a task would be good for year 2 of the course as well. </li></ul><ul><li>  </li></ul><ul><li>One student in particular thought that SIMPLE type simulations should be used for every university subject as they act as a ‘reality check’ for students i.e. they remind students what they are aiming towards and why they are at university at all. </li></ul>
    12. 21. Stirling project: collaboration <ul><li>One student reported that she liked the chance to working a group, to share workload and to have a support network for carrying out the work. She liked also the interactive aspect of the task and learning from other group members. </li></ul><ul><li>  </li></ul><ul><li>One student felt that working in groups was a good chance to bridge age gaps between members of the class. </li></ul>
    13. 22. Stirling project: effectiveness... <ul><li>Relative to the other tutorials they had experienced thus far this one require far more work and made them aware that they should probably be working harder than they had done so far in future tutorials. </li></ul><ul><li>  </li></ul><ul><li>One student felt that he was more comfortable with this task than he had been with other tutorial questions. The simulation had to some extent removed the fear factor for him as finally he could relate what he was learning to his real life experiences. </li></ul>
    14. 23. Stirling project: ICT awareness <ul><li>None of the students felt that using SIMPLE required anything beyond their existing IT skills and they felt they required no training before being let loose on it, and ‘being thrown in at the deep end’… They felt it had not caused any problems for them. </li></ul><ul><li>  </li></ul><ul><li>One student considered herself to be fairly computer averse, preferring books, but using SIMPLE had changed her mind a bit about this and felt it had encouraged her to use other VLEs eg WebCT more than she had before. </li></ul>
    15. 24. Warwick Project: Background <ul><li>Law in Practice </li></ul><ul><li>Existing simulations </li></ul><ul><li>Preservation of existing values </li></ul><ul><li>Linkage with IT </li></ul><ul><li>Linkage with Strathclyde </li></ul>
    16. 25. Warwick Project: Student engagement <ul><li>… a strong addition to the course. Sometimes the course was a little difficult to perceive and understanding the way things fitted together was also problematic ... SIMPLE will help to solve some of these problems by really embedding the case studies in something concrete </li></ul><ul><li>We haven’t ‘pretended’ as much as we should have. Once we started kidding around in an interview- we started asking questions about a relationship which we would not have done in the ‘real world’. I felt bad about that. We should have stayed in roles more. </li></ul><ul><li>I had a sense of satisfaction after completing a document. This helped to place me in the role. </li></ul>
    17. 26. Warwick Project: Effectiveness <ul><li>the software will make students feel some professionalism about their work </li></ul><ul><li>students will be more prepared for real life situation following the completion of the module </li></ul><ul><li>It will make students feel that they are really working in a firm of solicitors </li></ul><ul><li>the software will generally make the module more lively. The availability of a map and a directory creates a true environment for students to work within </li></ul>
    18. 27. Warwick Project: Effectiveness <ul><li>We all work off campus but this way we can sit down on any pc here and all the info is there for us. </li></ul><ul><li>A neat way of collating everything to do with my law firm and witness roles in one place. It ensures nothing gets lost, easy to look back at things. </li></ul><ul><li>It forces you to keep everything tidy and up to date from the word go! </li></ul>
    19. 28. Warwick Project: Collaboration <ul><li>Especially good for the law firm role because you can keep tabs on what other members have done. For example, discover whether a member of your law firm has actually sent the letter they said they would send and at what time. </li></ul><ul><li>Sometimes working in the groups has been difficult. There are tensions. We try to work evenly but sometimes tasks haven’t got done. </li></ul>
    20. 29. Warwick Project: ICT Awareness <ul><li>What IT experience do you need? </li></ul><ul><li>Basic computer experience, like knowing how to use Word and saving password to computer so quicker to enter SIMPLE. </li></ul><ul><li>It was straightforward; anyone who has used email should be fine? </li></ul><ul><li>But: What version of Word? </li></ul><ul><li>It’s easier to give a document by hand that have the complaints that people can’t read it. </li></ul>
    21. 30. Community of practice <ul><li>Collaborative, between staff and students at different institutions, in different professions </li></ul><ul><li>International – in our increasingly globalized jurisdictions we need to enable our students to work with others </li></ul><ul><li>Liaison with institutions & students in developing countries </li></ul><ul><li>Collaboration with other forms of simulation, eg standardized clients </li></ul><ul><li>On-line repository of blueprints </li></ul><ul><li>Second wave partners </li></ul>
    22. 31. <ul><li>Comments / Questions </li></ul>