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Flipping the Legal Education Classroom presentation
 

Flipping the Legal Education Classroom presentation

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Presentation on how to flip the classroom given at CaliBUG on October 11, 2013

Presentation on how to flip the classroom given at CaliBUG on October 11, 2013

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    Flipping the Legal Education Classroom presentation Flipping the Legal Education Classroom presentation Presentation Transcript

    • Program/Course Design and Development William Byrnes: profbyrnes@gmail.com Jason Fiske: fiskeja@tjsl.edu
    • Agenda • Why flip the classroom? – TJSL online Graduate Programs moved online program from live lecture based to flipped model • Challenges? • Implementing the Flip • Assessing outcome
    • Program Design 5 Concentrations: 1) Financial Services and Wealth Management 2) International Taxation 3) United States Taxation 4) Compliance and Risk Management 5) Bankruptcy and Restructuring
    • Agenda •Why flip the classroom? • Challenges? • Implementing the Flip • Assessing outcome
    • Why is Comparative Law, and International Law, necessary ? –Example outcome expanding the universe of perspectives for the lawyer’s toolkit through exposure to foreign legal concepts and foreign legal solutions allows an expanded frame for creative problem solving of local issues Identify Program or Course Outcomes
    • Identify the Program, Course, Unit “Occupational Standards” 1. Performance Criteria • Employee must be able to … 2. Knowledge & Understanding • Develop and monitor • Core knowledge specification • Role of stakeholders 3. Behaviors • Communication, Influencing, Problem Solving, Decision Making, Professionalism
    • Establish the Outcome Performance criteriaPerformance criteria
    • Agenda • Why flip the classroom? • Challenges? • Implementing the Flip • Assessing outcome
    • Identify Challenges 1) IT Support 2) Differentiation
    • IT Support 1) Early intervention 2) Make all steps as clear as is possible
    • Differentiation 1) Bolster entry-level learners –Study Guides –Guided Practice (Flipped/Oxford Style) –Asynchronous lectures, Synchronous guided practice 2) Engage student in active learning –Benchmarks for early intervention
    • Group Diversity “Diverse groups of problems solvers – groups of people with diverse tools – consistently outperform groups of the best & the brightest”
    • Technical v. Professional • Learn to Identically Repeat a Set of Tasks to Create a Result • Obtain a Body of Knowledge & Able to Apply to Changing Facts
    • Agenda • Why flip the classroom? • Challenges? • Implementing the Flip • Assessing outcome
    • Leveraging Distance Education – Communications Technology: Oral Tradition, to Codex, to Internet – Best Practices See Distance Education Work Group Blue Paper) http://www.law.harvard.edu/programs/plp/pdf/ Distance_Learning_in_Legal_Ed.pdf
    • Supporting the Flip • Study guides • Clear organization of dates/expectations • Robust Discussion Forums
    • Building Study Guides Learning Frameworks • Schema • Matrices • Mind-mapping
    • Underlying Pedagogical Factors – Law & Linguistics (linguistics in the context of language, as well as in the context of semiotics) – Contextualization: historical, sociological, economic
    • Flipping the CLassroom • Part 1: Recorded Sessions • Part 2: Live Sessions • Part 3: Dynamic Learning Environment
    • Flipping the Classroom • Part 1: Recorded Sessions • Part 2: Live Sessions • Part 3: Dynamic Learning Environment
    • Weekly Live Session
    • Differentiation: Live Sessions Engage and challenge advanced-entry learners •Advanced planning strategies and scenarios •Publication Opportunities
    • New Generation of Information Accumulation –Instructor as Mediator of Resources –Access of (Legal) Information expands or contracts the universe of perspectives and potential solutions –Crowd Sourcing, Concept Mapping, Algorithms, & Artificial Intelligence
    • How Information is researched and analyzed –New Legal Research Platforms are emulating Google which is “Crowd Sourcing” –Algorithms that track meaningful interactions with documents by all users of platform with results Example: WestNext and LexisAdvance search 40,000 databases, over 1 billion documents
    • How Information is researched and analyzed –Structure of law and legal analysis –Working knowledge of reliable resources available –Identify appropriate sources of law –Efficient leveraging of resources
    • Flipping the Classroom • Part 1: Recorded Sessions • Part 2: Live Sessions • Part 3: Dynamic Learning Environment
    • Agenda • Why flip the classroom? • Challenges? • Implementing the Flip • Assessing outcome
    • Assessments Early/Active Intervention Benchmarks - Formative Assessments - Summative Assessments
    • Formative Assessments - Prompt, formative feedback - CALI Lessons - Feedback on assignments within 72 hours of submission (course manager)
    • New Skills – New Learning* • knowledge management (superior information gathering and discernment) • techno-social skills (group work skill set) *Berkman Center (Harvard) Study (Koo)
    • Blogs • William Byrnes: profbyrnes@gmail.com http://profwilliambyrnes.com/ • Jason Fiske: fiskeja@tjsl.edu http://onlinetaxprof.wordpress.com/