Lilac 2008, Wiki Based Collaborative Research And Writing In Legal Education

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Lilac 2008, Wiki Based Collaborative Research And Writing In Legal Education

  1. 1. ‘ The machine is us’: wiki-based collaborative research and writing in legal education Professor Paul Maharg Glasgow Graduate School of Law
  2. 2. overview <ul><li>Summary of chapters & themes of Transforming Legal Education </li></ul><ul><li>Wiki writing </li></ul><ul><li>Wiki writing and the Transforming Initiative </li></ul>
  3. 3. book outline <ul><li>Part 1: In(ter)disciplines </li></ul><ul><ul><li>Trading Zones </li></ul></ul><ul><ul><li>The Empty Quarter: Interdisciplinary Research and Practice </li></ul></ul><ul><ul><li>Part 1 Conclusion: Elasticity and Obstacle </li></ul></ul>
  4. 4. book outline <ul><li>Part 2: Laminations </li></ul><ul><ul><li>The Road not Taken: Realists and the Curriculum </li></ul></ul><ul><ul><li>‘ By the End of This Module …’: The Intimate Dimensions of Ethical Education </li></ul></ul><ul><ul><li>Codex to Codecs: The Medieval Web Redivivus </li></ul></ul><ul><ul><li>Part 2 Conclusion: Adjacencies </li></ul></ul>
  5. 5. book outline <ul><li>Part 3: Metaverse </li></ul><ul><ul><li>Simulations and the Metaverse </li></ul></ul><ul><ul><li>Transactional Learning in Action </li></ul></ul><ul><ul><li>Relational Objects: Transactions, Professionalism, E-mergence </li></ul></ul><ul><ul><li>Multimedia and the Docuverse of Law: Learning and the Representation of Knowledge </li></ul></ul><ul><ul><li>Part 3 Conclusion: Simulation and Transformation </li></ul></ul><ul><ul><li>Afterword: Elective Affinities: Experience, Ethics, Technology, Collaboration </li></ul></ul>
  6. 6. some of the book’s themes <ul><li>Transformation </li></ul><ul><li>Transactional learning: Dewey, Stenhouse, Garrison, constructivists, situated learning, etc </li></ul><ul><li>Rhetoric and communications theory </li></ul><ul><li>Legal educational history: meditations on failure, difference and the survival & migration of forms of education </li></ul><ul><li>Technology as saturated learning environment </li></ul><ul><li>Technology and control </li></ul><ul><li>Imagining the future </li></ul>
  7. 7. four key themes
  8. 8. <ul><li>John Dewey </li></ul>E.L. Thorndike
  9. 9. John Dewey E.L. Thorndike 1. Philosopher & educationalist Educational psychologist 2. Theoretician and practical implementer Theoretician & experimentalist 3. Interested in the arc between experience & the world Explored the dyadic relationship between mind & the world 4. Pragmatist approach to learning: prior experience, ways of contextual knowing Adopted as precursor of a behaviourist approach to learning: assessment-led; laws of effect, recency, repetition 5. Emphasised learning ecologies Emphasised teaching strategies 6. Followed by: Bruner, Kilpatrick, standards movement, Constructivist tradition Followed by: Watson, Skinner, Gagné, outcomes movement,
  10. 10. Practical implementations? See Part 3... SIMPLE: 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>
  11. 11. <ul><li>We need: </li></ul><ul><li>Clear research evidence sim environments will enable successful alternative approaches to knowledge, collaboration, professionalism, ethics... at reasonable cost. </li></ul><ul><li>Career-long assessment environments </li></ul><ul><li>To address our successes and concerns directly those to those with financial & decision-making powers, eg: </li></ul><ul><ul><li>institutional management </li></ul></ul><ul><ul><li>regulatory bodies </li></ul></ul><ul><ul><li>policy-makers </li></ul></ul>SIMPLE: evidence-based alternative
  12. 12. SIMPLE: community of practice <ul><li>Aims – </li></ul><ul><li>Be collaborative: staff, students, different institutions, different professions </li></ul><ul><li>Be international – in our increasingly globalized jurisdictions we need to enable our students to work with others </li></ul><ul><li>Liaise with institutions & students in developing countries </li></ul><ul><li>Integrate with other forms of simulation, eg standardized clients </li></ul><ul><li>Form of a Foundation </li></ul>
  13. 13. <ul><li> Will all this work to transform legal (or any other) education...? </li></ul><ul><li>No. Not on its own... </li></ul><ul><li>We need to change the signature pedagogies of legal education... </li></ul>
  14. 14. signature pedagogies Sullivan, W.M., Colby, A., Wegner, J.W., Bond, L., Shulman, L.S. (2007) Educating Lawyers. Preparation for the Profession of Law, Jossey-Bass, p. 24
  15. 15. four key themes of Transforming …
  16. 16. transforming the signature pedagogy...
  17. 17. what part can technology play in this? <ul><li>Take the example of social software, which emphasises: </li></ul><ul><li>networks of meaning </li></ul><ul><li>Distributed learning across the internet and other forms of knowledge representation </li></ul><ul><li>Collaborative learning at all levels </li></ul>
  18. 18. intermediate online education, 2006 <ul><li>Still focused on: </li></ul><ul><li>Organisations , ie LMSs, silos of knowledge </li></ul><ul><li>Products , ie handbooks, CDs, closely-guarded downloads </li></ul><ul><li>Content , ie modules, lock-step instruction </li></ul><ul><li>Snapshot assessment of taught content </li></ul>
  19. 19. social learning > 2010+ <ul><li>Focus shifts to: </li></ul><ul><li>Organisation has weak boundaries, strong presence through resource-based, integrated learning networks, with open access, eg MIT & OU open courseware </li></ul><ul><li>Focus not on static content but on web-based, aggregated content </li></ul><ul><li>E-learning as understanding & conversation, just-in-time learning </li></ul><ul><li>Assessment of situated learning </li></ul>
  20. 20. Web 2.0 Michael Wesch, The Web is Us/ing Us
  21. 21. wikis…? <ul><li>Think of an online, dynamic encyclopaedia – Wikipedia, eg, or a developing set of definitions & documents </li></ul><ul><li>Useful for developing projects, developing knowledge, sharing knowledge </li></ul><ul><li>Can be edited, shared among a community of readers / clients -- private or public </li></ul>
  22. 22. Wikipedia
  23. 23. Jurispedia
  24. 25. practical examples of wiki texts... <ul><li>Planning a conference: </li></ul><ul><li>http://careo.elearning.ubc.ca/wiki?Technoculture </li></ul><ul><li>Taking collaborative notes: </li></ul><ul><li>http://careo.elearning.ubc.ca/wiki?CS430 </li></ul><ul><li>Staff collaborative writing: </li></ul><ul><li>http://careo.elearning.ubc.ca/wiki?CS430/Chapt12 </li></ul><ul><li>Collaborate on an entire book : </li></ul><ul><li>http://www.eu.socialtext.net/codev2/index.cgi </li></ul>
  25. 26. how to edit a wiki? Lee Lefever, Wikis in Plain English
  26. 27. 0ther uses... e-portfolios + wikis <ul><li>Personal digital collection of information, reflection on learning and future plans </li></ul><ul><li>Records and demonstrates a person's learning, career, experience and achievements. </li></ul><ul><li>Belong to the learner - not the organisation </li></ul><ul><li>Populated by learner </li></ul><ul><li>Primarily concerned with supporting learning </li></ul><ul><li>Lifelong and lifewide learning </li></ul><ul><li>Wiki can enable collaborative writing on the e-portfolio </li></ul>
  27. 28. other uses... Wiki + blogs + RSS…? <ul><li>Where... </li></ul><ul><ul><li>Wiki is central text, blog comments on & advertises wiki-text, RSS pulls in information to blog or wiki </li></ul></ul><ul><ul><li>Blog is central text, wiki drafts are tangential, RSS feeds into wiki </li></ul></ul>
  28. 29. Other uses... video in a wiki
  29. 30. ALIAS... ALIAS – Ardcalloch Legal Information & Advice Service
  30. 31. ... and collaborative writing <ul><li>Professional skills: legal writing </li></ul><ul><li>Simulation of professional writing contexts </li></ul><ul><li>Creation of wikis within ALIAS – Ardcalloch Legal Information and Advice Service </li></ul><ul><li>Students will: </li></ul><ul><ul><li>See each other’s drafts </li></ul></ul><ul><ul><li>Amend drafts </li></ul></ul><ul><li>Staff will: </li></ul><ul><ul><li>See student drafts </li></ul></ul><ul><ul><li>Comment on drafts </li></ul></ul><ul><li>Staff will include professional legal writers as well as GGSL staff </li></ul>
  31. 32. Transforming wiki
  32. 33. Syndicated blog postings...
  33. 35. Transforming wiki
  34. 36. Transforming wiki
  35. 38. the transforming initiative What are your ideas about how law should be learned, taught, assessed in the future?  What are your practical suggestions, techniques, case-studies, examples of good practice, successful implementations, that might help to transform legal education?  It might be a big initiative, it might be the merest change to classroom technique – it doesn’t matter.  All ideas are welcome. www.transforming.org.uk  
  36. 39. contact details <ul><li>Email: [email_address] </li></ul><ul><li>Blog: http://zeugma.typepad.com </li></ul><ul><li>Book: www.transforming.org.uk </li></ul><ul><li>These slides at: www.slideshare.net/paulmaharg </li></ul><ul><li>Address: Glasgow Graduate School of Law </li></ul><ul><li>Lord Hope Building </li></ul><ul><li>University of Strathclyde </li></ul><ul><li>141 St James’ Road </li></ul><ul><li>Glasgow G4 0LU </li></ul>

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