A guide to creating simulations for legal education

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A guide to creating your own educational simulations; it was presented by Karen Barton at the UKCLE's April 2010 OER workshop in York.

A guide to creating your own educational simulations; it was presented by Karen Barton at the UKCLE's April 2010 OER workshop in York.

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Transcript

  • 1. OER Workshop:
    Simulation Walkthrough
  • 2. Narrative (scenario, flow chart) on paper
    Timeline
    Roles
    Interactions
    Resources & Documents
    Variables
    Styles
    Scope: open/bound
    Fit with curriculum
    What 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 hearing
    Civil Court Action
  • 4.
  • 5. Client interview or statement
    Instructed to raise action for payment
    Fact find
    Draft writ
    Seek warrant
    Serve writ
    Further fact finding
    Adjust pleadings
    etc….
    Raising an action…
  • 6. Client interview or statement
    Instructed to raise action for payment
    Fact 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. Narrative
    Client interview or statement
    Instructed to raise action for payment
    Fact 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 & Styles
    Video, statement?
    Memo from Senior Partner
    Standard responses
    Style writ
    Standard responses
    Standard responses
  • 8. Roles and interactions
    Court
    Defender Firm
    Pursuer Firm
    Client
    Client
    Witnesses
  • 9. Roles and interactions
    Non-player Character
    Player Character
    Player Character
    Non-player character
    Non-player character
    Non-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. workload
    resources and variables
    variables
    multiple
    resource
    single
    event
    single
  • 19.
  • 20.
  • 21. Fit with curriculum
    Assessment
    Additional learning resources (e.g. FAQs, Forum, flow charts, lectures, surgeries etc.)
    Staffing
    Curriculum integration
  • 22. Webcasts
    Tutorials
    Simulation
    Civil Court Practice Curriculum Design
  • 23. Implementation of the civil court practice curriculum
    Discussion Forum
    & FAQs
    Practice Management Tutor
    Practice Management
    Page
    Civil Court Action
    Simulation (SIMPLE)
    Tutor/Mentors
    Civil Procedure Tutorials
    Civil 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. tasks
    • Set 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 skill
    Holistic assessment of document chain
    Bodies of evidence generally, but can embed critical points of assessment, eg report to client, speech plan, etc
    Preparation for performative skill, including overlap with other skills – eg relation of legal research to professional negotiation.
  • 40. 3. tasks + whole file
    Specific 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 neither
    How many attempts at each task?
  • 41. 4. tasks + whole file + performative skill
    Most complex, most authentic and most demanding
    Potentially 1-3 plus more – eg performative skill can be assessed in role.
  • 42.
  • 43. use of interleaved learning support
    & assessment
    • Eg 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…