This document summarizes key concepts from a document about space, absence, and silence in legal education. It discusses how (1) space and absence are integral to regulating education, (2) regulation can erode learning by over-technifying the process, and (3) using shared learning spaces can improve regulation and education quality by treating students as responsible and imaginative. The document also analyzes different modalities of regulatory control and recommends a participative model where the regulator enhances quality through shared research and debate.
Slides used at the Society of Legal Scholars conference, Cambridge, 2011 to introduce our upcoming book on Affect, co-edited by Caroline Maughan and published by Ashgate.
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Slides used at the Society of Legal Scholars conference, Cambridge, 2011 to introduce our upcoming book on Affect, co-edited by Caroline Maughan and published by Ashgate.
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Presentation to Legal Education section, Society of Legal Scholars conference, 2016, St Catherine's College, Oxford, September 2016. Authors: Paul Maharg, Dirk Rodenburg
Disintermediation is a concept well-understood in almost all industries. At its simplest, it refers to the process by which intermediaries in a supply chain are eliminated, most often by digital re-engineering of process and workflow. It can often result in streamlined processes that appear more customer-focused. It can also result in the destruction of almost entire industries and occupations, and the re-design of almost every aspect of customer and client-facing activity. To date, HE and legal education in particular has not given much attention to the process. In this article I explore some of the theory that has been constructed around the concept in other industries. I then examine some of the consequences that disintermediation is having upon our teaching and learning, and on our research on legal education, as part of the general landscape of digital media churn; evaluate its effects (particularly with regard to regulation) and show how we might use aspects of it in one version of the future of legal education.
Presentation to Legal Education section, Society of Legal Scholars conference, 2016, St Catherine's College, Oxford, September 2016. Authors: Paul Maharg, Dirk Rodenburg
Disintermediation is a concept well-understood in almost all industries. At its simplest, it refers to the process by which intermediaries in a supply chain are eliminated, most often by digital re-engineering of process and workflow. It can often result in streamlined processes that appear more customer-focused. It can also result in the destruction of almost entire industries and occupations, and the re-design of almost every aspect of customer and client-facing activity. To date, HE and legal education in particular has not given much attention to the process. In this article I explore some of the theory that has been constructed around the concept in other industries. I then examine some of the consequences that disintermediation is having upon our teaching and learning, and on our research on legal education, as part of the general landscape of digital media churn; evaluate its effects (particularly with regard to regulation) and show how we might use aspects of it in one version of the future of legal education.
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Slides used in a session on the SCI during the Legal Ethics Teaching Workshop, City University, October 2011, hosted by Clark Cunningham and Nigel Duncan.
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
Seminar for LERN, Legal Education Research Network, UK, @ IALS, 28 Jan 2015, on the use of new media tools and the need for digital research literacies in legal education research.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Inventing the University E ducation may well be, as of rig.docxvrickens
Inventing the University
E ducation may well be, as of right, the instrument whereby
every individual, in a society like our own, can gain access to any
kind of discourse. But we well know that in its distribution, in what
it permits and in what it prevents, it follows the well-trodden
battle-lines of social conflict. Every educational system is a political
means of maintaining or of modifying the appropriation of dis-
course, with the knowledge and the powers i t carries with it.
- FOUCAULT, T H E D I S C O U R S E ON LANGUAGL
. . . the text is the form of the social relationshps made visible, pal-
pable, material.
- BERNSTEIN, COULS, MODALITIES A N D T H E PROCESS
or. CUI.TUKAL REPRODUCTION: A MODEL
Every time a student sits down to write for us, he has to invent the university
for the occasion - invent the university, that is, or a branch of it, like history
or anthropology or economics or English. The student has to learn to speak
our language, to speak as we do, to try on the peculiar ways of knowing,
selecting, evaluating, reporting, concluding, and arguing that define the dis-
course of our community. Or perhaps I should say the various discourses of
our conununity, since it is in the nature of a liberal arts education that a stu-
dent, after the first year or two, must learn to try on a variety of voices and
interpretive schemes - to write, for example, as a literary critic one day and
as an experimental psychologist the next; to work within fields where the
rules governing the presentation of examples or the development of an argu-
ment are both distinct and, even to a professional mysterious.
- - -- ~ ~~ . -
~ ~
From W h e n a W r i t e r Can't W r i t e : Studies i t ~ Writer's Block arrd Ot/rer Conrposing-Process
Problems, ed. Mike Rose (New York: Guilford P, 1985) 134-66. I
--- Invcnttng the U n ~ v m i t y - -- -
The student has to appropriate (or be appropriated by) a specialized dis-
course, and he has to do this as though he were easily and comfortably one
with his audience, as though he were amember of the academy or an historian
or an anthropologist or an economist; he has to invent the university by
assembling and mimicking its language while finding some compromise
between idiosyncracy, a personal history, on the one hand, and the require-
ments of convention, the history of a discipline, on the other. He must learn
to speak our language. Or he must dare to speak it or to carry off the bluff,
since speaking and writing will most certainly be required long before the
skill is "learned." And this, understandably, causes problems.
Let me look quickly at an example. Here is an essay written by a college
freshman. --
In the past time I thought that an incident was creative was when 1 had
to make a clay model of the earth, but not of the classical or your every-
day model of the earth which consists of the two cores, the mantle and
the crust. I thought of these t ...
what they’re saying about “they say / i say”
“Many students say that it is the first book they’ve found that
actually helps them with writing in all disciplines.”
—Laura Sonderman, Marshall University
“A brilliant book. . . . It’s like a membership card in the aca-
demic club.” —Eileen Seifert, DePaul University
“This book demystifies rhetorical moves, tricks of the trade that
many students are unsure about. It’s reasonable, helpful, nicely
written . . . and hey, it’s true. I would have found it immensely
helpful myself in high school and college.”
—Mike Rose, University of California, Los Angeles
“The argument of this book is important—that there are
‘moves’ to academic writing . . . and that knowledge of them
can be generative. The template format is a good way to teach
and demystify the moves that matter. I like this book a lot.”
—David Bartholomae, University of Pittsburgh
“Students need to walk a fine line between their work and that
of others, and this book helps them walk that line, providing
specific methods and techniques for introducing, explaining,
and integrating other voices with their own ideas.”
—Libby Miles, University of Vermont
“A beautifully lucid way to approach argument—different from
any rhetoric I’ve ever seen.”
—Anne-Marie Thomas, Austin Community College, Riverside
“It offers students the formulas we, as academic writers, all carry
in our heads.” —Karen Gardiner, University of Alabama
“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a
student: ‘This is one book I’m not selling back to the bookstore.’
Nods all around the room. The students love this book.”
—Christine Ross, Quinnipiac University
“What effect has ‘They Say’ had on my students’ writing? They
are finally entering the Burkian Parlor of the university. This
book uncovers the rhetorical conventions that transcend dis-
ciplinary boundaries, so that even freshmen, newcomers to the
academy, are immediately able to join in the conversation.”
—Margaret Weaver, Missouri State University
“It’s the anti-composition text: Fun, creative, humorous, bril-
liant, effective.”
—Perry Cumbie, Durham Technical Community College
“This book explains in clear detail what skilled writers take for
granted.” —John Hyman, American University
“The ability to engage with the thoughts of others is one of the
most important skills taught in any college-level writing course,
and this book does as good a job teaching that skill as any text I
have ever encountered.” —William Smith, Weatherford College
“Students find this book tremendously helpful—they report
that it has ‘demystified’ academic writing for them.”
—Karen Gocsik, University of California at San Diego
“I love ‘They Say / I Say,’ and more importantly, so do my students.”
—Catherine Hayter, Saddleback College
“ ‘They Say / I Say’ reveals the language of academic writing in a
way that students seem to understand and incorporate more easily
than they do with other .
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
Glesne, C. (2016). Becoming qualitative researchers An introductiMerrileeDelvalle969
Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Pearson.
CH 8
Chapter 8 Crafting Your Story: Writing Up Qualitative Data
One hopes that one’s case will touch others. But how to connect? Not by calculation, I think, not by the assumption that in the pain of my toothache, or my father’s, or Harry Crosby’s, I have discovered a “universal condition of consciousness.” One may merely know that no one is alone and hope that a singular story, as every true story is singular, will in the magic way of some things apply, connect, resonate, touch a major chord.
(Pachter, 1981, p. 72)
Why do we write? The report is, of course, an expected part of what is in store when you sign on as a researcher. Some of you may write because you have to do so, but I suspect that most of you have larger intentions. Writing is not easy. Hours turn into days and days turn into months and months, sometimes into years, and you are still working on the same manuscript. Why would you invest so much time reading, researching, writing, and rewriting? At a basic level, you have observations, insights, and experiences you want to share. But why do you want to share them? What about those nagging voices of self-doubt that mutter, “It’s all been said before; nothing you say is really new. Who are you to think you have anything to say?” But when you quiet those voices and get down to writing, you know that underneath it all you want to connect with others, get them to think about something in a different way and, perhaps, act in a different way. In short, as Mary Pipher (2007) titles her book, you may be Writing to Change the World. If that be the case, then your writing needs to be read. For it to be read, it needs to engage. Fortunately, different people are engaged by different styles of writing, but no matter the style, writing that is read is writing in which the author is careful and deliberate in the use of words. Good writing gives shape to ideas and kindles imagination and visions of the possible.
In qualitative inquiry, writing ultimately gives form to the researcher’s clumps of carefully organized and analyzed data. It links together thoughts that developed throughout the research process and were jotted in journals. The act of writing inspires new thoughts and connections. Writing constructs the housing for the meaning that you and others make of the research endeavor. As writer, you engage in a sustained act of construction, which includes selecting a particular “story” to tell from the data you have analyzed, and creating the literary form that you believe best conveys your account. It perhaps matters to some—but needs no resolution—whether the researcher’s construction is more like that of an architect, proceeding from a vision embodied in a plan, or like that of a painter, whose vision emerges over time from intuition, sense, and feeling. For many, constructing a text is possibly some combination of both plan and intuition. This cha ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
7. ‘The recordings are records of an absence, the absence of
sound, but an absence which is also a highly political
presence.’
Adrian Gregory, quoted in Maev Kennedy, ‘CD art and the sound of silence’, The Guardian, Friday 9
November 2001, http://www.theguardian.com/uk/2001/nov/09/maevkennedy.
7
8. Louise Rosenblatt: reader-response
theory
meaning derives from the relationship between reader
and text and cultural context
much as in music performance, the gaps or spaces in the
narrative or form are as important to reader
understanding and engagement as the information on the
page.
Meaning is thus shaped not by information alone, but by
the deliberate absence of information and what readers
feel and understand when faced with such a gap.
8
9. 9
Copyright granted: Art Gallery NSW
[Image of Nora Heysen, Self-portrait, with permission of
copyright holder and the Art Gallery of New South Wales]
12. Marton: eroding the learning space
‘The Experimental group’s decidedly weaker result could be
explained as a kind of technification of the learning process;
the subjects possibly develop a strategy for picking up
information that is necessary for answering the (inserted)
questions that they know they are going to be asked. A
fixation on the specific questions […] may result in their no
longer proceeding via the text but rather around it.’ (45)
12
13. Ramsden: relational perspective
It is not that in-text questions are no good (there are
certainly examples of the successful use of in-text question
in the literature), or that there is no point in trying to help
students to study more effectively. […] It may be unwise to
try to improve the quality of learning by observing and
charting what good learners do and teaching the poor
learners to do the same things. The focus seems misplaced;
it is on students and interventions separately, rather than on
the interaction created through the learners’ perceptions of
the world around them.’
Ramsden, P. (1987). Improving teaching and learning in higher education: the case for a
relational perspective. Studies in Higher Education, 12, 3, 275-86, at 278 (my italics).
13
14. Entwistle & Marton: knowledge objects
1. the student’s awareness of a closely-integrated body of
knowledge;
2. the quasi-sensory representation (often visual) of this
corpus;
3. a movement from unfocused and episodic remembering
to much more detailed and coherent knowing;
4. structure of the knowledge object itself.
‘the nature of the knowledge object formed will depend
crucially on the range of material incorporated, the effort put
into thinking about that material, and the frameworks within
which the knowledge object is developed.’
Entwistle, N. and Marton, F. (1994) Knowledge objects: understandings constituted through
intensive academic study, British Journal of Educational Psychology, 64, 1, 161–78, at 174-5.
14
17. case study 1: affective sociolinguistics and student
writing
Three-part experiment: essay 1 :: feedback in conference :: essay 2:
Conference focused initially on writing structure
Based upon the work of Scardamalia and Bereiter (1986, 797–8)
Procedural facilitation, not substantive facilitation, was
emphasised in the conference
The argumentational models students structured and the writing
heuristics they experimented with in one unassessed essay were then
used in a subsequent assessed essay in the module
It became clear after the first few conferences, and on studying the
transcripts, that it was difficult for students to discuss the structure of
their writing without discussing the social and performative aspects of
it, within the context of their own experience of text production.
17
18. extract: the writing conference
Ian:
I don’t think - not too much. I suppose there is maybe a
possibility that I just don’t want to be cornered - I don’t want when I’m
writing the essay to put it as if - I don’t want to be cornered to look as if
I haven’t got a clue what I’m talking about. So you try and cover as
much ground as you can, if you know what I mean, so that you don’t,
you aren’t totally wrong rather than following one chain of thought and
then ‘Oh that’s completely wrong’. If you try and make it a little bit
more broad then you’ve got a better chance of not being wrong. But it’s
maybe just a habit I’ve got into trying to do that because I think in a lot
of the exams I did in the Higher there wasn’t maths or anything like
theory, it was like Modern Studies, Geography, Economics, English. A lot
of essays I had to write in the exam. I think that’s what’s got me into
the habit of it, writing like that, so that when the marker comes to mark
it, it’s not - they can’t say ‘Oh that’s right or wrong’. I’ve tried to cover
myself.
18
Quoted with permission
Interviewer:… do you think … you’re unsure about your writing?
19. effect of conference…?
Ian expresses anxiety:
shift between first & second person.
„Covering‟& shame: the knowledge engenders
processes and strategies that block and inhibit writing
critically – not uncommon in student writing (Gee
1996).
Ian‟s writing is insular, produced only for adjudication, not
in any sense a practice. It was based on fear and
anxiety, and became silent, inarticulate. It was an
absence, a space of dread and frustration for him.
The affirmation that emotion mattered in writing was key.
The conference helped Ian (to put it in Derridean terms)
to substitute for the space of anxiety his own centre of
significance as part of the process of writing and legal
19
interpretation
20. approaches to writing that would help Ian
Redesign writing & research spaces
Foster collaborative writing & critique
‘fans of a popular television series
may sample dialogue,
summarize episodes,
debate subtexts,
create original fan fiction,
record their own soundtracks,
make their own movies –
and distribute all of this worldwide
via the Internet.’ (16)
20
22. what we can learn from Potter fan fic sites
Good coaching practices for
development of writing
Potter fan fic sites
Eg www.fictionalley.org (Jenkins, 179)
3
Create a specific site for
writing
Provide mentors for new
writers
Set up peer-review
4
Provide critique
5
Introduce writers to multiple
drafting
1
2
‘forty mentors … welcome each new
participant individually’. (Jenkins, 179)
‘At The Sugar Quill, www.sugarquill.net,
every posted story undergoes beta
reading’. (Jenkins, 179)
‘constructive criticism and technical
editing’ is provided. (Jenkins, 179)
‘New writers often go through multiple
drafts and multiple beta readers before
their stories are ready for posting’.
22
(Jenkins, 180)
23. only the beginning…
‘For adults as well as children, affirmation, holding and
inclusion, especially for those on the margins, provides a
basis for existential legitimacy, core cohesion and
authentic engagement in the world. The problem has been
that education and educators have lacked a compelling
language to interpret and theorize the intimate dimensions
of learning and self-development within a connected and
historical frame of reference: or, to state it differently, to
interpret what it takes, emotionally, socially as well as
intellectually, to keep on keeping on even in the most
oppressive and fragmented of times.’
West, L. (1996). Beyond Fragments. Adults, Motivation and Higher Education: A
Biographical Analysis. London, Taylor & Francis, 208, my emphasis
23
28. problems and approaches in case study 2
1. Information management
Better, more powerful and social, platforms
2. Managing voice, register and genre on digital platforms
Focus on a post-digital Ciceronian rhetoric
3. Socialising processes in relational spaces
Create a zone, where students can discuss and reflect on their
work, try out identities that are at once professional & maybe
cool, make mistakes or learn from others‟ mistakes, and learn
how to communicate consistently & accurately with colleagues, in
any register.
28
30. ‘Wisdom is not the only virtue that is having a poor time of
it in the modern university. Patience, humility, generosity,
perseverance, thoroughness, carefulness, quietness: these
might once have been felt to be signs of a strength of
character. No longer. In an age of self-promotion, selfpresentation, visibility, efficiency, work-rate, personal
performance indicators and sheer competitiveness, character
traits such as these come to be seen as signs of personal
weakness.’
Barnett, R. (1994). The Limits of Competence. Knowledge, Higher Education and Society,
Buckingham: Open University Press, 151–2
30
31. ‘Now is your time to begin Practices and lay the Foundation
of habits that may be of use to you in every Condition and in
every Profession at least that is founded on a literary or a
Liberal Education. Sapere and Fari quae sentiat are the great
Objects of Literary Education and of Study. ... mere
knowledge however important is far from being the only or
most important attainment of study.
The habits of Justice, Candour, Benevolence, and a
Courageous Spirit are the first objects of Philosophy, the
constituents of happiness and of personal honour, and the
first Qualifications for human Society and for Active Life.’
Adam Ferguson, Lectures, 1775-6, MSS, University of Edinburgh
31
33. regulation of legal education
1. Space & absence is integral to the regulation of education
2. Regulation easily erodes into technification of regulation
3. Shared space is an approach that can improve regulation
and the quality of legal education
33
35. remit
Address the following issues:
1.
2.
3.
4.
5.
6.
7.
What are the skills/knowledge/experience currently required by the
legal services sector?
What skills/knowledge/experience will be required by the legal
services sector in 2020?
What kind of legal education and training (LET) system(s) will deliver
the regulatory objectives of the Legal Services Act 2007?
What kind of LET system(s) will promote flexibility, social mobility
and diversity?
What will be required to ensure the responsiveness of the LET system
to emerging needs?
What scope is there to move towards sector-wide outcomes/activitybased regulation?
What need is there (if any) for extension of regulation to currently
non-regulated groups?
35
36. remit
1.
2.
3.
4.
5.
6.
7.
What are the skills/knowledge/experience currently required by the
legal services sector?
What skills/knowledge/experience will be required by the legal
services sector in 2020?
What kind of legal education and training (LET) system(s) will deliver
the regulatory objectives of the Legal Services Act 2007?
What kind of LET system(s) will promote flexibility, social mobility
and diversity?
What will be required to ensure the responsiveness of the LET
system to emerging needs?
What scope is there to move towards sector-wide outcomes/activitybased regulation?
What need is there (if any) for extension of regulation to currently
non-regulated groups?
See esp Lit Rev, chapter 3, ‘Legal education and conduct of business
requirements’, http://letr.org.uk/wp-content/uploads/LR-chapter-3.pdf
36
37. modalities of control
Colin Scott’s approach:
‘a more fruitful approach would be to seek to understand
where the capacities lie within the existing regimes, and
perhaps to strengthen those which appear to pull in the
right direction and seek to inhibit those that pull in the
wrong way’
‘meta-review’: ‘all social and economic spheres in which
governments or others might have an interest in
controlling already have within mechanisms of steering –
whether through hierarchy, competition, community,
design or some combination thereof’ (2008, 27).
37
39. regulatory alternatives?
Shared spaces concept in traffic zones:
Redistributes risk among road users
Treats road users as responsible, imaginative, human
Holds that environment is a stronger influence on
behaviour than formal rules & legislation.
„All those signs are saying to cars, “this is your space, and we have
organized your behaviour so that as long as you behave this way,
nothing can happen to you”. That is the wrong story‟. Hans Monderman,
http://www.pps.org/reference/hans-monderman/
Makkinga, Friesland. (Hamilton-Baillie (2008), 168, fig.5.
Photo Andrew Burmann)
39
40. participative regulation
Portrait of the regulator as:
Not QA but QE – Quality Enhancer, to focus on culture
shifts towards innovation, imagination, change for a
democratic society
A hub of creativity, shared research, shared practices &
guardian of debate around that hub
Initiating cycles of funding, research, feedback,
feedforward
Archive of ed tech memory in the discipline
Founder of interdisciplinary, inter-professional trading
zones
Regulator as democratic designer
40
41. LETR recommendation
Recommendation 25 A body, the ‘Legal Education Council’, should be
established to provide a forum for the coordination of the continuing
review of LSET and to advise the approved regulators on LSET regulation
and effective practice. The Council should also oversee a collaborative
hub of legal information resources and activities able to perform the
following functions:
Data archive (including diversity monitoring and evaluation of
diversity initiatives);
Advice shop (careers information);
Legal Education Laboratory (supporting collaborative research and
development);
Clearing house (advertising work experience; advising on transfer
regulations and reviewing disputed transfer decisions).
41
42. references
Barnett, R. (1994). The Limits of Competence. Knowledge, Higher Education and Society, Buckingham: Open University Press.
Belenky, M.F., Clinchy, B.M., Goldberger, H. and Tarule, J.M. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New
York, Basic Books.
Entwistle, N. and Marton, F. (1994). Knowledge objects: understandings constituted through intensive academic study, British Journal of
Educational Psychology, 64, 1, 161–78
Hamilton-Baillie, B. (2008). Shared space: reconciling people, places and traffic. Build Environment, 34, 2, 161-81.
Kennedy, M. (2001). CD art and the sound of silence. The Guardian, Friday 9 November.
http://www.theguardian.com/uk/2001/nov/09/maevkennedy.
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Interesting comparisons of converging approaches:John Dewey: ‘idea artefacts’ that express intentionSherry Turkle: ‘evocative objects’ with which we think