gives automated responses to queries, e-comm, out of role: support not assessed Webcasts: give overview of topic, out of role: viewing not assessed but may be assessed on application So interleaving of support and assessment, in role and out of role, synchronous and asynchronous.

1. OER Workshop:Simulation Walkthrough

2. Narrative (scenario, flow chart) on paperTimelineRolesInteractionsResources & DocumentsVariablesStylesScope: open/boundFit with curriculumWhat you need to think about first

3. Project idea:Simulation of an ordinary civil action from the initial contact from a client until the first mandatory court hearingCivil Court Action

5. Client interview or statementInstructed to raise action for paymentFact find Draft writ Seek warrant Serve writ Further fact finding Adjust pleadings etc….Raising an action…

6. Client interview or statementInstructed to raise action for paymentFact find (1 week)Draft writ (by end of week 2)Seek warrant (by end of week 2)Serve writ (by end of week 3)Further fact finding (from week 3-week 7)Adjust pleadings (by end of week 7)etc….Raising an action…

7. NarrativeClient interview or statementInstructed to raise action for paymentFact find (1 week)Draft writ (by end of week 2)Seek warrant (by end of week 2)Serve writ (by end of week 3)Further fact finding (from week 3-week 7)Adjust pleadings (by end of week 7)etc….Raising an action…Resources & StylesVideo, statement?Memo from Senior PartnerStandard responsesStyle writStandard responsesStandard responses

8. Roles and interactionsCourtDefender Firm Pursuer Firm ClientClientWitnesses

9. Roles and interactionsNon-player CharacterPlayer Character Player Character Non-player characterNon-player characterNon-player characters

10. Draft a single document set

11. In general, all nouns, figures, dates can be made variable

12. More complex variation can be introduced too

13. Single blueprint = multiple variations

14. Addresses issues of:

15. plagiarism

16. re-usability

17. collaboration

18. workloadresources and variablesvariablesmultipleresourcesingleeventsingle

21. Fit with curriculumAssessmentAdditional learning resources (e.g. FAQs, Forum, flow charts, lectures, surgeries etc.)StaffingCurriculum integration

22. WebcastsTutorialsSimulationCivil Court Practice Curriculum Design

23. Implementation of the civil court practice curriculum Discussion Forum & FAQsPractice Management TutorPractice ManagementPageCivil Court ActionSimulation (SIMPLE)Tutor/MentorsCivil Procedure TutorialsCivil Procedure webcasts

24. Assessment : what are we assessing?Professionalism

25. Skilled performance to benchmarked levels

26. Substantive knowledge of law

27. Procedural knowledge

28. Many other categories of assessable experience

29. Purpose of assessment:

30. Formative (feedback and feedforward)

31. Summative

32. Think of a concept where both the workspace and a space of learning co-exist, eg, between master & apprentice.how are we assessing?Discrete tasks, eg drafting, letter-writing, research (Private Client)Whole file + performative skill (PI Negotiation)Tasks + whole file (Conveyancing)Tasks + file + performative skill (Civil Court Practice)

33. 1. tasksSet context (or not: let student figure that out – the clearing in the forest…)

34. Set task (but in how much detail? Supported with templates? Guidelines? Commented examples?)

35. Design feedforward (but don’t do the task for students)

36. Deadline a task (bearing all contextual factors in mind)

37. Task completed (and sent to staff in role)

38. Feedback on task (by staff in role)

39. Debrief (either in role or out of role)2. whole file + performative skillHolistic assessment of document chainBodies of evidence generally, but can embed critical points of assessment, eg report to client, speech plan, etcPreparation for performative skill, including overlap with other skills – eg relation of legal research to professional negotiation.

40. 3. tasks + whole fileSpecific tasks are the foreground, eg draft the completion certificate…… but must complete entire file process. No completion, no competence. Tasks may shadow tutorial work or precede tutorial work or neitherHow many attempts at each task?

41. 4. tasks + whole file + performative skillMost complex, most authentic and most demandingPotentially 1-3 plus more – eg performative skill can be assessed in role.

43. use of interleaved learning support& assessmentEg Civil Court Action:

44. Sim mentor: passes information in real time; takes all fictional roles including client, court and senior partner (instructs, praises, warns, & cd be ethically treacherous), e-comm only: student responses are assessed

45. Surgery/tutorial mentor: gives detailed feedforward on task, f2f, out of role: responses not assessed

46. Discussion forum: gives detailed feedforward on task, e-comm, out of role: responses not assessed

47. Practice Manager: gives coaching on firm experiences, in role: support & coaching not assessed, but the result is…