• used as exemplars of good/poor
• support for high-stakes
• deep-linked to spiral curriculum
• used to replace large group teaching -- well-liked by students
• surgery model of large-group interaction developed by staff
• dovetailed into conventional &
• interactive module now piloted
and in use:
simulation, f2f or web
• standardised client, supported by video annotation software + ﬂexible cool e-
portfolio that’s completely in student control
• web-based sim, eg SIMPLE
• ... and currently being extended
into Open Educational Resources
• expensive, niche apps?
• gotta be joking...
• ... screen’s
way too small...
• ... but doesn’t it depend
on content design?
• and curriculum design?
• and how students want
• and the market?
• cool hardware,
• full DRM + local content
• better than a netbook?
• entire courses
• dull, corporate VLEs? No! Look back to last great technology shift:
manuscript > book.
• m-learning: see http://mlearning.uow.edu.au/index.html
• plus the above, well organised, ﬂexible, small granules of learning re-usable
by staff and students
• networked learning for collaboration online.
• teacher-as-designer -- probably the most signiﬁcant shift of all.
teacher-as-researcher community of practice
How to stop learning...
• closed circuit learning: do X in this
order, don’t do Y, do it with ABC, etc
• present barriers to student
ﬂexibility, choice, power.
• bafﬂe students
• think of e-learning as different from text
• Are we in this position? What scandalized the serious
scholar Erasmus (as it fascinated
Dürer) was the fact that, not much
• Are we in control of the more than half a century after the
technology we use with students? first appearance of the printed
Or have we given control over book, demand had turned it into a
(yet again) to major corporations...? product beyond the control of the
scholars and specialists. The book
had taken over as the transmitter
• In this transitional phase we’re of European written culture, before
living in, how are we ‘coming to scholars and educators had had
terms’ with the power and time to come to terms with its
inﬂuence of the internet? power and influence.
Jardine, L. (1996) Worldly Goods: A New History of the Renaissance,
London, Macmillan, p.228.
• social networking sites as:
• sites of learning between students,
right from Induction (peer-mentoring)
through to Graduation (alumni/a activities)
intermediate online learning...
• Still focused on:
Organisations, ie LMSs, silos of knowledge
Products, ie handbooks, CDs, closely-guarded downloads
Content, ie modules, lock-step instruction
Snapshot assessment of taught substantive content
online learning 2010+
• Focus shifts:
Organisation having weak boundaries, strong presence through resource
based, integrated learning networks, with open access, eg MIT & OU open
No longer on static content but on web-based, aggregated content
E-learning as understanding & conversation, just-in-time learning
Assessment of situated learning
how do we achieve this?
• Observable, • Values and
Sullivan, W.M., Colby, A., Wegner, J.W., behavioural dispositions that
features the behaviour
Bond, L., Shulman, L.S. (2007) Educating
Lawyers. Preparation for the Profession of
Law, Jossey-Bass, p. 24
• Underlying • The absent
intentions, pedagogy that is,
rationale or theory or is only weakly,
that the behaviour engaged
how do we achieve this?
• Law in the world • Ethical education in
• Interdisciplinary action
trading zones • Habitual action
• Creative, purposeful • Reclamation of
acts moral spaces in the
• Our discipline, our • Between students
technologies • Between institutions
• Learner-driven • Between academic
control & professional
• Transactional learning
learning • Open-access culture
• Maharg, P. (2007) Transforming Legal Education: Learning and Teaching in the Twenty-ﬁrst Century, Ashgate Publishing
• staff roles: staff become designers, collaborators
• less planning, more co-ordination
• more student autonomy, ﬂexibility, collaborative learning