Slides for the presentation by Patricia McKellar (UKCLE) and Karen Barton (Glasgow Graduate School of Law) at the Higher Education Academy's ePortfolios for the 21st century meeting on 23 April 2008.
Topic 5 on Land Acquisition by my lecturer, Madam Kamilah. This topic will talk about the concept of land acquisition in Malaysia based on National Land Code and the Land Acquisition Act 1960.
The document summarizes key aspects of land acquisition law in Malaysia, including:
1) The finality of the Land Administrator's award of compensation and circumstances where it can be challenged.
2) How compensation is assessed based on market value principles and other factors in the First Schedule such as severance.
3) The process for objecting to a land acquisition award, including statutory criteria for locus standi, grounds for objection, and procedures upon filing an objection.
4) Case law addressing issues like delays invalidating acquisitions, standards for determining compensation amounts, and constitutional challenges.
The document discusses the nature of liens under Malaysian law. It defines a lien as a right to retain possession of property belonging to another person until a debt owed is satisfied. A lien is a form of security interest created when a property owner deposits the original title document of their land with a lender as security for a loan. For a statutory lien to be valid, the lender must lodge a lien-holder's caveat on the land with the land office. The document analyzes several court cases that discuss issues such as how liens are created, whether consent is needed to lodge a caveat, and priority of liens over other interests like charges or judgments.
This document outlines the procedure for compulsory land acquisition in Malaysia as prescribed by the Land Acquisition Act 1960 (LAA 1960). It discusses the key stages of acquisition including preliminary notification, survey and investigation of land, declaration of intent to acquire, inquiry process, award of compensation, and appeal process. The principles for determining adequate compensation under the LAA 1960 and Federal Constitution are also examined, focusing on market value and matters to consider or neglect in assessing compensation.
This document discusses the two types of conditions that can be imposed on lands alienated by the State Authority under Section 5 of the National Land Code:
1. Express conditions - These are conditions that are clearly spelled out and endorsed on the document of title. They apply specifically to that particular land.
2. Implied conditions - These relate to the category of land use and are laid down in Sections 114-118 of the NLC. They apply to the extent they are not inconsistent with any express conditions. Examples include only allowing buildings for agricultural purposes on agricultural land.
A breach of either type of condition can result in forfeiture of the land under Section 127.
This document provides an overview of Real Property Gains Tax (RPGT) in Malaysia. Some key points:
- RPGT is a tax on capital gains from the disposal of real property in Malaysia, including residential/commercial properties and land. The tax is computed based on the difference between the disposal price and acquisition price.
- RPGT rates range from 0-10% depending on the holding period, with longer holding periods subject to lower rates.
- Various exemptions are available, including for gains below RM10,000 and disposal of a private residence.
- The acquisition date generally coincides with the disposal date between parties. Losses can be carried forward indefinitely except for shares in real property companies.
This document discusses security dealings recognized under the National Land Code 1965 (NLC), specifically charges or Torrens charges. It defines a charge as a security transaction where a registered landowner uses their land as collateral for a loan. If the borrower defaults, the lender can foreclose and sell the land. Key requirements for creating a valid charge include using the prescribed statutory form and registering the charge at the relevant land office. The document outlines differences between charges and common law mortgages, what types of land can be charged, restrictions on charging, and requirements like amending statutory forms in annexures.
Topic 5 on Land Acquisition by my lecturer, Madam Kamilah. This topic will talk about the concept of land acquisition in Malaysia based on National Land Code and the Land Acquisition Act 1960.
The document summarizes key aspects of land acquisition law in Malaysia, including:
1) The finality of the Land Administrator's award of compensation and circumstances where it can be challenged.
2) How compensation is assessed based on market value principles and other factors in the First Schedule such as severance.
3) The process for objecting to a land acquisition award, including statutory criteria for locus standi, grounds for objection, and procedures upon filing an objection.
4) Case law addressing issues like delays invalidating acquisitions, standards for determining compensation amounts, and constitutional challenges.
The document discusses the nature of liens under Malaysian law. It defines a lien as a right to retain possession of property belonging to another person until a debt owed is satisfied. A lien is a form of security interest created when a property owner deposits the original title document of their land with a lender as security for a loan. For a statutory lien to be valid, the lender must lodge a lien-holder's caveat on the land with the land office. The document analyzes several court cases that discuss issues such as how liens are created, whether consent is needed to lodge a caveat, and priority of liens over other interests like charges or judgments.
This document outlines the procedure for compulsory land acquisition in Malaysia as prescribed by the Land Acquisition Act 1960 (LAA 1960). It discusses the key stages of acquisition including preliminary notification, survey and investigation of land, declaration of intent to acquire, inquiry process, award of compensation, and appeal process. The principles for determining adequate compensation under the LAA 1960 and Federal Constitution are also examined, focusing on market value and matters to consider or neglect in assessing compensation.
This document discusses the two types of conditions that can be imposed on lands alienated by the State Authority under Section 5 of the National Land Code:
1. Express conditions - These are conditions that are clearly spelled out and endorsed on the document of title. They apply specifically to that particular land.
2. Implied conditions - These relate to the category of land use and are laid down in Sections 114-118 of the NLC. They apply to the extent they are not inconsistent with any express conditions. Examples include only allowing buildings for agricultural purposes on agricultural land.
A breach of either type of condition can result in forfeiture of the land under Section 127.
This document provides an overview of Real Property Gains Tax (RPGT) in Malaysia. Some key points:
- RPGT is a tax on capital gains from the disposal of real property in Malaysia, including residential/commercial properties and land. The tax is computed based on the difference between the disposal price and acquisition price.
- RPGT rates range from 0-10% depending on the holding period, with longer holding periods subject to lower rates.
- Various exemptions are available, including for gains below RM10,000 and disposal of a private residence.
- The acquisition date generally coincides with the disposal date between parties. Losses can be carried forward indefinitely except for shares in real property companies.
This document discusses security dealings recognized under the National Land Code 1965 (NLC), specifically charges or Torrens charges. It defines a charge as a security transaction where a registered landowner uses their land as collateral for a loan. If the borrower defaults, the lender can foreclose and sell the land. Key requirements for creating a valid charge include using the prescribed statutory form and registering the charge at the relevant land office. The document outlines differences between charges and common law mortgages, what types of land can be charged, restrictions on charging, and requirements like amending statutory forms in annexures.
A charge is a security interest created over land to secure repayment of a debt. It does not involve transferring ownership of the land, unlike a mortgage. Key aspects of a charge include the parties (chargor as landowner/borrower and chargee as lender), creation through execution and registration of charge documents, and remedies available to the chargee such as auction if the chargor defaults. An equitable/unregistered charge may also exist through possession of title documents by the lender, though it is not as strong an interest as a registered statutory charge.
This document outlines the details of a group assignment for a construction law course. It includes the group member names and student IDs, submission date, table of contents, and introduction. The group was appointed by a client to propose a standard form of construction contract and provide advice on pre-contract and post-contract issues for a proposed university accommodation and recreation center project costing RM500 million. The report will analyze and compare the PAM 2006 and FIDIC forms of contract and make recommendations on key contractual issues such as payment, extensions of time, variations, programs, termination and dispute resolution.
A lien allows a person possessing property belonging to another to retain possession until a debt owed by the owner is paid. Key elements of a statutory lien under Malaysian law include:
1) The registered proprietor or lessee deposits their land title or duplicate lease with the lender, indicating their intention to create a lien.
2) This deposit of the title by the borrower to the lender upon receiving a loan creates an equitable interest for the lender and allows them to enter a lien caveat on the land title register.
3) The entry of the lien caveat on the land title is what actually creates the lien and gives the lender the right to sell the land if the borrower defaults
The document discusses various grounds and principles for challenging land acquisition proceedings in Malaysia. Some key points:
- Acquisition can be challenged if the acquiring authority exceeded its statutory powers or took the land for a purpose outside the scope of the act.
- Grounds for challenge include ultra vires, breach of natural justice, mala fide (bad faith), non-compliance with provisions, and unreasonable delay.
- Cases provide examples where acquisition was challenged for mala fide due to personal vendetta, or due to long delays of several years in the inquiry/award/payment process.
This document summarizes procedures and conditions for forfeiture of land under the National Land Code of Malaysia. It outlines that land can be forfeited due to non-payment of rent or breach of conditions. The procedures for forfeiture due to non-payment include serving notices, making an order for forfeiture if payment is not made, and publishing a notification. Land can also be forfeited for breach of express or implied conditions, such as failure to develop the land. The registered proprietor may be fined or instructed to remedy the breach before forfeiture is enforced. Forfeited land reverts to the State Authority free of titles and interests. Appeals against forfeiture orders can be made to the High Court within 3 months.
Security dealing remedies for registered chargeeHafizul Mukhlis
The document discusses statutory remedies available to a registered chargee under the National Land Code upon default by the chargor in repaying a loan. There are two main remedies: (1) obtaining an order for sale of the charged property by public auction from the High Court or Land Administrator; and (2) taking possession of the charged property. The document outlines the procedures for applying for an order of sale, the Land Administrator's role in inquiries, and cases that may establish "cause to the contrary" to prevent an order for sale.
1. A private caveat is entered on the land title register upon application, to protect a title or interest claimed in the land until any disputes are settled.
2. The effect of a private caveat is that it prevents any dealings with the land, such as transfers of ownership, from being registered unless the caveator consents. However, it does not change the ownership of the land or strengthen the caveator's claim.
3. To enter a private caveat, the caveator must have a caveatable interest in the land, such as a claim to ownership or registered interest, and submit the required application form and statutory declaration to the registrar. The registrar's role is administrative and they must
indefesiability of right- immediate and deferred in Malaysia overruled by Tan Yin Hong case
P/S : I am sharing my personal notes of law-related subjects. Some parts of them are explained in a very informal-relaxed way and mix of languages (BM and English). Secondly, as law revolves every day, there will be outdated parts in my notes. Two ways of handling it.. (1) double check with the latest law and keep it to yourself (2) same with No. 1 coupled with your generosity to share with us, the LinkedIn users (hiks ^_^). Till then, have a nice day!
A private caveat is an interim procedure that allows a person claiming a title or registrable interest in land to freeze the land title registration until their claim can be resolved. A private caveat is entered by the Registrar upon application showing the claimant's caveatable interest. It has the effect of prohibiting any dealings with the land, including transfers or mortgages, except with the caveator's consent. To enter a caveat, the claimant must have a potential legal claim to the land, such as under a contract of sale, gift, or trust, that could ultimately result in registration of their interest.
1) The document discusses the nature and scope of a Registrar's Caveat under Section 320(1) of the National Land Code, which allows the Registrar to enter a caveat on land to protect against fraud or improper dealings or to protect certain interests.
2) It outlines the Registrar's powers to enter a caveat and the circumstances under which a caveat can be entered. An aggrieved party can appeal the Registrar's decision or apply to have the caveat removed.
3) The effect of a caveat is to prevent dealings on the disputed land. A caveat does not have an expiration date and continues until cancelled by the Registrar either on their
PP2 Seminar - Determination of Contractor's Employment by EmployerTrace96
- The document discusses the determination of a contractor's employment by the employer under a construction contract.
- It provides situations where the employer can terminate the contractor's employment, such as failure to start work on time, suspending work without cause, or failing to comply with the architect's instructions.
- The process for termination requires the employer to issue a notice of default giving 14 days to remedy it, followed by a notice of determination if the default persists after 14 days.
This document summarizes key procedures and considerations regarding the sale of land charged under a land office title in Malaysia. It outlines the process the chargee must take to apply for an order of sale from the Land Administrator, including an inquiry where only the chargor and chargee can attend. It also discusses differences compared to foreclosure on a registry title, the Land Administrator's limited powers, and rights of the chargor and chargee throughout the process.
This document is a group assignment submitted by three students for their Contract Law I class. It analyzes a question regarding whether a contract for the sale of land can be set aside if the purchaser, Stam, later discovers the land was formerly used for mining. The summary analyzes the validity of the contract under Section 10 of the Contracts Act and whether Kaka's assurance the land was not for mining amounts to fraudulent misrepresentation under Section 17, rendering the contract voidable and allowing rescission under Section 19. The summary concludes Stam has grounds to argue the contract is voidable due to Kaka's fraudulent misrepresentation.
This document provides an overview of the Torrens land registration system in Malaysia and the key principles of registration of dealings under this system. It discusses how registration is the cornerstone of the Torrens system and how it aims to overcome the defects of the previous deeds system. It outlines the types of dealings that can and cannot be registered, and explains the requirements and process for valid registration. Key topics covered include the duties of the registrar, effects of registration and unregistered dealings, and how errors are corrected in the register. The overall purpose is to explain how registration confers indefeasible title under the Torrens system.
This document discusses dealings under the National Land Code (NLC) of Malaysia, specifically focusing on transfers and leases of alienated land. It defines key terms like "dealings", outlines the relevant divisions and instruments needed to effect various types of dealings according to the NLC. For transfers, it discusses what can be transferred, how to transfer, and the effect of transfers. It also addresses special considerations for transferring estate land. The document then defines leases and tenancies, compares their characteristics, and discusses the power to grant leases and their duration and effects under the NLC.
P/S : I am sharing my personal notes of law-related subjects. Some parts of them are explained in a very informal-relaxed way and mix of languages (BM and English). Secondly, as law revolves every day, there will be outdated parts in my notes. Two ways of handling it.. (1) double check with the latest law and keep it to yourself (2) same with No. 1 coupled with your generosity to share with us, the LinkedIn users (hiks ^_^). Till then, have a nice day!
This document discusses the legal definition of land and the law of fixtures in Malaysia. It begins by defining land under the National Land Code to include things attached to or permanently fastened to the earth. It then examines the English common law test for determining whether an item is a fixture or chattel based on the degree and purpose of annexation, as established in Holland v. Hodgson. This test was applied in Malaysia through the case of Goh Chong Hin v. Consolidated Malay Rubber. The document also discusses exceptions to the law of fixtures such as tenants' fixtures and the effect of retention of title clauses.
LAND LAW 1 slides registration of dealings 2014xareejx
This document discusses key aspects of the Torrens land registration system in Malaysia. It defines dealings under the system, outlines the types of dealings that can be registered (transfers, leases, charges, easements), and specifies that no title or interest is created until registration. It also describes the process of registering dealings, including using the proper instrument, entering details in the presentation book, and making a memorial on the register document of title. Finally, it discusses when the registrar can register or reject instruments and make corrections to titles.
Land Law 1 DISPOSAL OTHERWISE THAN BY ALIENATIONxareejx
1. The State Authority can reserve state land for public purposes or issue temporary occupation licenses (TOL) and permits for extraction of rock material on state land.
2. A TOL confers non-proprietary rights and possession to the licensee but cannot be assigned, transferred, or inherited. It expires upon the death of the licensee.
3. The land authority can terminate a TOL for breach of conditions and the licensee has no right to compensation for improvements made to the land upon termination. All structures revert to the state without compensation.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides for the presentation by Caroline Strevens and Roger Welch (University of Portsmouth) at UKCLE's event, Open educational resources in simulation learning (Simshare workshop), held in Edinburgh on 19 May 2010.
A charge is a security interest created over land to secure repayment of a debt. It does not involve transferring ownership of the land, unlike a mortgage. Key aspects of a charge include the parties (chargor as landowner/borrower and chargee as lender), creation through execution and registration of charge documents, and remedies available to the chargee such as auction if the chargor defaults. An equitable/unregistered charge may also exist through possession of title documents by the lender, though it is not as strong an interest as a registered statutory charge.
This document outlines the details of a group assignment for a construction law course. It includes the group member names and student IDs, submission date, table of contents, and introduction. The group was appointed by a client to propose a standard form of construction contract and provide advice on pre-contract and post-contract issues for a proposed university accommodation and recreation center project costing RM500 million. The report will analyze and compare the PAM 2006 and FIDIC forms of contract and make recommendations on key contractual issues such as payment, extensions of time, variations, programs, termination and dispute resolution.
A lien allows a person possessing property belonging to another to retain possession until a debt owed by the owner is paid. Key elements of a statutory lien under Malaysian law include:
1) The registered proprietor or lessee deposits their land title or duplicate lease with the lender, indicating their intention to create a lien.
2) This deposit of the title by the borrower to the lender upon receiving a loan creates an equitable interest for the lender and allows them to enter a lien caveat on the land title register.
3) The entry of the lien caveat on the land title is what actually creates the lien and gives the lender the right to sell the land if the borrower defaults
The document discusses various grounds and principles for challenging land acquisition proceedings in Malaysia. Some key points:
- Acquisition can be challenged if the acquiring authority exceeded its statutory powers or took the land for a purpose outside the scope of the act.
- Grounds for challenge include ultra vires, breach of natural justice, mala fide (bad faith), non-compliance with provisions, and unreasonable delay.
- Cases provide examples where acquisition was challenged for mala fide due to personal vendetta, or due to long delays of several years in the inquiry/award/payment process.
This document summarizes procedures and conditions for forfeiture of land under the National Land Code of Malaysia. It outlines that land can be forfeited due to non-payment of rent or breach of conditions. The procedures for forfeiture due to non-payment include serving notices, making an order for forfeiture if payment is not made, and publishing a notification. Land can also be forfeited for breach of express or implied conditions, such as failure to develop the land. The registered proprietor may be fined or instructed to remedy the breach before forfeiture is enforced. Forfeited land reverts to the State Authority free of titles and interests. Appeals against forfeiture orders can be made to the High Court within 3 months.
Security dealing remedies for registered chargeeHafizul Mukhlis
The document discusses statutory remedies available to a registered chargee under the National Land Code upon default by the chargor in repaying a loan. There are two main remedies: (1) obtaining an order for sale of the charged property by public auction from the High Court or Land Administrator; and (2) taking possession of the charged property. The document outlines the procedures for applying for an order of sale, the Land Administrator's role in inquiries, and cases that may establish "cause to the contrary" to prevent an order for sale.
1. A private caveat is entered on the land title register upon application, to protect a title or interest claimed in the land until any disputes are settled.
2. The effect of a private caveat is that it prevents any dealings with the land, such as transfers of ownership, from being registered unless the caveator consents. However, it does not change the ownership of the land or strengthen the caveator's claim.
3. To enter a private caveat, the caveator must have a caveatable interest in the land, such as a claim to ownership or registered interest, and submit the required application form and statutory declaration to the registrar. The registrar's role is administrative and they must
indefesiability of right- immediate and deferred in Malaysia overruled by Tan Yin Hong case
P/S : I am sharing my personal notes of law-related subjects. Some parts of them are explained in a very informal-relaxed way and mix of languages (BM and English). Secondly, as law revolves every day, there will be outdated parts in my notes. Two ways of handling it.. (1) double check with the latest law and keep it to yourself (2) same with No. 1 coupled with your generosity to share with us, the LinkedIn users (hiks ^_^). Till then, have a nice day!
A private caveat is an interim procedure that allows a person claiming a title or registrable interest in land to freeze the land title registration until their claim can be resolved. A private caveat is entered by the Registrar upon application showing the claimant's caveatable interest. It has the effect of prohibiting any dealings with the land, including transfers or mortgages, except with the caveator's consent. To enter a caveat, the claimant must have a potential legal claim to the land, such as under a contract of sale, gift, or trust, that could ultimately result in registration of their interest.
1) The document discusses the nature and scope of a Registrar's Caveat under Section 320(1) of the National Land Code, which allows the Registrar to enter a caveat on land to protect against fraud or improper dealings or to protect certain interests.
2) It outlines the Registrar's powers to enter a caveat and the circumstances under which a caveat can be entered. An aggrieved party can appeal the Registrar's decision or apply to have the caveat removed.
3) The effect of a caveat is to prevent dealings on the disputed land. A caveat does not have an expiration date and continues until cancelled by the Registrar either on their
PP2 Seminar - Determination of Contractor's Employment by EmployerTrace96
- The document discusses the determination of a contractor's employment by the employer under a construction contract.
- It provides situations where the employer can terminate the contractor's employment, such as failure to start work on time, suspending work without cause, or failing to comply with the architect's instructions.
- The process for termination requires the employer to issue a notice of default giving 14 days to remedy it, followed by a notice of determination if the default persists after 14 days.
This document summarizes key procedures and considerations regarding the sale of land charged under a land office title in Malaysia. It outlines the process the chargee must take to apply for an order of sale from the Land Administrator, including an inquiry where only the chargor and chargee can attend. It also discusses differences compared to foreclosure on a registry title, the Land Administrator's limited powers, and rights of the chargor and chargee throughout the process.
This document is a group assignment submitted by three students for their Contract Law I class. It analyzes a question regarding whether a contract for the sale of land can be set aside if the purchaser, Stam, later discovers the land was formerly used for mining. The summary analyzes the validity of the contract under Section 10 of the Contracts Act and whether Kaka's assurance the land was not for mining amounts to fraudulent misrepresentation under Section 17, rendering the contract voidable and allowing rescission under Section 19. The summary concludes Stam has grounds to argue the contract is voidable due to Kaka's fraudulent misrepresentation.
This document provides an overview of the Torrens land registration system in Malaysia and the key principles of registration of dealings under this system. It discusses how registration is the cornerstone of the Torrens system and how it aims to overcome the defects of the previous deeds system. It outlines the types of dealings that can and cannot be registered, and explains the requirements and process for valid registration. Key topics covered include the duties of the registrar, effects of registration and unregistered dealings, and how errors are corrected in the register. The overall purpose is to explain how registration confers indefeasible title under the Torrens system.
This document discusses dealings under the National Land Code (NLC) of Malaysia, specifically focusing on transfers and leases of alienated land. It defines key terms like "dealings", outlines the relevant divisions and instruments needed to effect various types of dealings according to the NLC. For transfers, it discusses what can be transferred, how to transfer, and the effect of transfers. It also addresses special considerations for transferring estate land. The document then defines leases and tenancies, compares their characteristics, and discusses the power to grant leases and their duration and effects under the NLC.
P/S : I am sharing my personal notes of law-related subjects. Some parts of them are explained in a very informal-relaxed way and mix of languages (BM and English). Secondly, as law revolves every day, there will be outdated parts in my notes. Two ways of handling it.. (1) double check with the latest law and keep it to yourself (2) same with No. 1 coupled with your generosity to share with us, the LinkedIn users (hiks ^_^). Till then, have a nice day!
This document discusses the legal definition of land and the law of fixtures in Malaysia. It begins by defining land under the National Land Code to include things attached to or permanently fastened to the earth. It then examines the English common law test for determining whether an item is a fixture or chattel based on the degree and purpose of annexation, as established in Holland v. Hodgson. This test was applied in Malaysia through the case of Goh Chong Hin v. Consolidated Malay Rubber. The document also discusses exceptions to the law of fixtures such as tenants' fixtures and the effect of retention of title clauses.
LAND LAW 1 slides registration of dealings 2014xareejx
This document discusses key aspects of the Torrens land registration system in Malaysia. It defines dealings under the system, outlines the types of dealings that can be registered (transfers, leases, charges, easements), and specifies that no title or interest is created until registration. It also describes the process of registering dealings, including using the proper instrument, entering details in the presentation book, and making a memorial on the register document of title. Finally, it discusses when the registrar can register or reject instruments and make corrections to titles.
Land Law 1 DISPOSAL OTHERWISE THAN BY ALIENATIONxareejx
1. The State Authority can reserve state land for public purposes or issue temporary occupation licenses (TOL) and permits for extraction of rock material on state land.
2. A TOL confers non-proprietary rights and possession to the licensee but cannot be assigned, transferred, or inherited. It expires upon the death of the licensee.
3. The land authority can terminate a TOL for breach of conditions and the licensee has no right to compensation for improvements made to the land upon termination. All structures revert to the state without compensation.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides for the presentation by Caroline Strevens and Roger Welch (University of Portsmouth) at UKCLE's event, Open educational resources in simulation learning (Simshare workshop), held in Edinburgh on 19 May 2010.
This document discusses applying Howard Gardner's theory of multiple intelligences to legal education. [1] It outlines Gardner's eight intelligences and their relevance to lawyering skills. [2] Currently, legal education primarily values linguistic and logical intelligences through the Socratic method and exams. [3] The document proposes alternative teaching methods that engage different intelligences, such as simulations, group work, and experiential learning. This could improve legal instruction and make evaluation more comprehensive.
Slides for the presentation by Caroline Hunter and Ben Fitzpatrick (University of York) in the Show and Tell session at the Learning in Law Annual Conference 2011.
- Outsiders and their stories present challenges in the legal system as their voices and experiences are often ignored or misunderstood. Lawyers must work to understand clients' identities and experiences to best incorporate their narratives.
- Telling outsiders' stories can help bring about progressive legal change by creating empathy, expanding perspectives, and challenging dominant legal concepts. However, outsiders face barriers like not being allowed to speak or having their stories framed by prejudice.
- Research shows physical attractiveness can sway jurors, with attractive suspects more likely to be acquitted despite no extra evidence. However, gender and race can also influence courtroom outcomes.
Slides for the presentation by Mandy Gill (University of Northumbria), Paul Maharg and Jenny Rawstorne (Solicitors Regulation Authority) at the Learning in Law Annual Conference 2011.
Open Educational Resources (OER) in Simulation Learning Workshopguest40c4bb8
The document discusses using simulations in higher education and describes a personal injury negotiation simulation conducted at the Glasgow Graduate School of Law. The simulation involved 272 students negotiating a personal injury case in groups. Students found the simulation provided an authentic learning experience that mirrored real legal practice and improved their skills. The simulation was complex to set up initially but provided long-term benefits. Some students reported that they did not properly manage their time or adequately advise their client at first.
Open Educational Resources (OER) in Simulation Learning Workshopguest40c4bb8
The document discusses using simulations in higher education and describes a personal injury negotiation simulation conducted at the Glasgow Graduate School of Law. The simulation involved 272 students negotiating a personal injury case in groups. Students found the simulation provided an authentic learning experience that mirrored real legal practice and improved their skills. The simulation was complex to set up initially but provided long-term benefits. Some students reported that they did not properly manage their time or adequately advise their client at first.
Open Educational Resources (OER) in Simulation Learning Workshopguest40c4bb8
The document discusses the use of simulations in higher education. It provides details about several simulation projects, including their goals, development processes, and results. Specifically, it summarizes a personal injury negotiation simulation, a standardised client initiative to assess lawyer-client skills, and the simSHARE project to share simulation resources openly.
The document discusses the use of simulations in higher education. It provides details about several simulation projects, including their goals, development processes, and results. Specifically, it summarizes a personal injury negotiation simulation, a standardised client initiative to assess lawyer-client skills, and the simSHARE project to share simulation resources openly.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Transactional learning involves using simulations to allow students to practice legal transactions in a safe environment. Simulations facilitate active, collaborative, and authentic learning. They can be used to develop skills like negotiation, documentation, research, and teamwork. The SIMPLE project has developed software and resources to design online simulations for various legal and other disciplines. Evaluations show simulations provide valuable learning experiences for students by allowing them to take on professional roles and receive relevant feedback. Ongoing work aims to improve simulations and further research their educational impact.
This document provides an overview of a book about transforming legal education through the use of simulations. It discusses several key themes:
1. Using simulations to provide experiential learning opportunities for students that mimic real-world legal transactions and practice.
2. Developing students' professional skills and identities through simulated learning experiences.
3. Outlining various legal simulation projects, including ones focused on personal injury negotiation and private client work, that provide transactional learning.
4. Describing the development of a "SIMPLE" platform to facilitate the design and implementation of online legal simulations across multiple institutions.
The SIMPLE project provides tools for designing legal simulations to facilitate transactional learning. Students engage in authentic tasks like negotiations that teach skills like letter writing, research, and teamwork. Evaluations found simulations improved professional skills and understanding while assessments showed better results than traditional projects. There were initial challenges for staff but benefits to students' learning experiences. The project concludes simulations can enable deeper engaged learning if supported and integrated into the curriculum.
Simulations are useful pedagogical tools that allow students to practice skills in a safe environment, receive formative feedback, and learn collaboratively. They can be complex and time-consuming to develop initially but provide long-term benefits. Research shows simulations can facilitate deeper learning when expectations are clear. While disruptive, simulations distribute learning across tools, roles and relationships rather than just focusing on individual cognition. Institutions may need to adapt roles and collaboration to fully leverage simulations.
The SIMPLE project provides tools and resources to enable universities to design online legal simulations for students. Simulations allow students to practice legal transactions safely, discuss their work with others, and be assessed in an authentic professional environment. Evaluations found simulations improved students' professional skills and understanding of subjects, while requiring initial setup work from academic staff.
The document discusses research into legal education in Scotland. It finds that students' perceptions of legal education and the legal profession are influenced by their school subjects and backgrounds. Many students see law as requiring high grades, being stressful and court-focused based on American TV. There is also a perception that lawyers must be very intelligent, articulate, and able to think on their feet. The image of lawyers remains dominated by white, privately educated men. The document then describes a personal injury negotiation simulation project used to give students experiential learning about the legal profession. Students provided feedback on what they learned from the project and how they would approach it differently.
This document discusses a multidisciplinary teaching approach that pairs law students with engineering students. The law students interview the engineering students about their master's projects and provide legal advice on any intellectual property issues. This gives the law students real-world experience with skills like fact-finding, written advice, and client interactions. It also increases the engineers' awareness of intellectual property protections. The approach benefits both students' employability and has led to deeper learning through an authentic project. Challenges include coordinating the different students' schedules, but benefits include highly engaged students and cross-disciplinary collaboration.
The document discusses using simulations to transform legal education. It provides an overview of a personal injury negotiation simulation conducted at Glasgow Graduate School of Law involving 272 students. The simulation allowed students to practice legal skills like fact-finding, research, and negotiation strategy formation. Students provided feedback saying the simulation felt realistic and helped them learn skills like teamwork, legal processes, and handling multiple responsibilities. The document also discusses how simulations can facilitate assessment and collaborative learning, and how they shift educators' roles toward design work.
How to write : Guidelines for your writing assignmentNancy Edwin
The need to write this document has been driven by two things: a) many years of experience of marking assignments at all levels and seeing the same issues crop up time and again, and b) the desire to see you all do better in your assignments by being aware of, paying attention to, and thus avoiding, simple and careless errors that result in lower marks being awarded.
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Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Film vocab for eal 3 students: Australia the movie
E-portfolios within professional legal training
1. E-Portfolios within Professional Legal Training Karen Barton, Glasgow Graduate School of Law University of Strathclyde Patricia McKellar, UK Centre for Legal Education, University of Warwick
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Editor's Notes
Introductory section. The lifelong learning initiative is established and gaining momentum. E-portfolios are a logical part of this as they allow learners not only to evidence their journey and achievements for third parties, but also for themselves. If they can see how far they have come, that can only help the reflective process and encourage them to consider their learning needs. This can only move them forward and make them more self-aware. Because e-ports are portable, they can help ensure that learning really is an ongoing process which can continue even when no formal education is taking place.
When we look at the professions we are looking at the challenge of teaching people to understand, to act, and to be integrated into a complex of knowing, doing and being.- this is how you act as a professional person. Signature pedagogy- a mode of teaching that has become inextricably identified with preparing people for a particular profession. Signature pedagogyy is not a replacement for deep content knowledge which is foundational, necessary but not sufficient. The SP of profs are designed to transform knowledge attained to knowledge in use, and to create the basis for new kinds of understanding that can only be realised experientially and reflectively. It will be distinctive to that profession and will be pervasive within teaching and learning methodology of that profession- ie what it means to think like a lawyer. The way to do that is through reflection We need to develop these meta cognitive skills, develop understanding of experiences which will allow the process of reflection. This in turn will enable the professional to become more intuitive and builds identity, character and values. It has three characteristics: 1 it’s distinctive to that profession, ( certain things will be more effective in particular professions) 2. It’s pervasive within the curriculum. There are certain continuities which thread thro the program which are part of what it means to learn to ‘think like a lawyer’ 3. Antoher aspect of pervasivenes which cuts across inst not only courses. What are the characteristics of these pedagogies?- they are habitual, routine; both students and their thought processs are made visible in the signature pedagogies of the professions. visible, accountable, interdependent, collaborative, emotional, unpredictable and affect laden These pedagogies can be further labelled with 3 descriptors: Pedagogies of uncertainty, pedagogies of engagement and pedagogies of formation. This last can build identity, character, dispositions and values. They teach the habits of the mind because of the power associated with the routinisation of analysis.. They also teach the habits of the heart because of the marriage of reason, interdependence and emotion. Important to development of professionals because it enables us to learn from experience Students need to develop meta-cognitive skills because these skills affect the ability to understand and make sense of experience and are essential to the process of reflection and working in situations of uncertainty Reflective practitioners draw on intuition to do what feels right Asking students why they behaved or interpreted a situation in a particular way provides useful insights not only into how much and what they understand but also to extent to which they draw on intuition Lee Schulman
Reflection allows a professional to learn from experience. Reflection allows students to draw on experience and gives them the ability to understand so that they can deal with uncertain or unfamiliar situations. If they are reflective they are more likely to know instinctively what is right We need to think about ‘intuition, insight and artistry’ to develop not just competent practitioners but practitioners who are also reflective and ethical. Can’t just focus on equipping them with a set of ‘legal skills’ but should also seek to develop values, attitudes and an ethical approach to professionalism- in other words preparing them to survive in Schon’s swamp. In legal practice this requires them to meet both their professional and commercial aspirations. We need to develop these meta cognitive skills, develop understanding of experiences which will allow the process of reflection. This in turn will enable the professional to become more intuitive and builds identity, character and values.
The wbl component would give LPC gradfuates with relevant pratical legal experience the opportinity to seek qualifaction without the need for a training contract. Key concenr was how it mighjt eb possible to assess trainees agaisnt the standards. Respondents were unconvinced that a standard e-port tool would be desirable ot that this was the only or effecive method of assessment Reinforedvde the vie that SRA was suggestig an overly beaureau cratic sysmte. Needdewd more flexibility Outcome sbased approach would provide flexibility- accreditied traiing firms could continue to develop and design their own training porgrammes. Others who do not wish to go down this route – the SRA will offer accreditied professional learning and assessment providers.. Employer still havs to be involved and supportive
The objectives are very timely, particularly as the new standards for the LPC include an explicit requirement that legal professionals should be able to reflect on their work and understand their learning needs. As legal professional education changes, including a potentially fragmented LPC as proposals for the disengagement of the electives take shape, having a portfolio becomes more useful than ever as there is a need to pull together the learner’s experience from many sources in order to demonstrate that the outcomes of their training have been met. There are already requirements that learning in the workplace be evidenced and continued once the legal professional is qualified. This, combined with the requirement for reflection and self-awareness on the part of the learner means that the e-portfolio could be regarded not as extra work, but as carrying out the work which must be done already, more effectively, thoroughly and in a way which helps the individual to develop their professional skills for their own benefit and their employer’s.
Developing a model which allows the learner to do this means that they have an effective learning tool for use throughout their life in the law. It also allows those who decide that the law is not for them, at whatever stage that happens, to use their work as evidence of a strong transferable skills base to demonstrate to an employer from another field, or to clients, that they are capable of making the transition from law in a positive way, bringing valuable knowledge and skills with them.
The project partners are as set out on the slide. Two of the partners, GGSL and Oxilp teach the LPC and the DLP. All students are post-graduate students who have either studied for a law degree or have undertaken a conversion course following a non law degree. Westminster have introduced e-ports as part of their PDP system for undergraduates.
Some detail on the Ardcalloch project and the method of teaching. Essentially, the transactional learning environment mimics legal practice as far as possible and allows the students to develop their skills. It also allows them to develop skills such as time management, team working and judgment, just as they would if they were running real cases in a law firm. This is a very effective form of learning as it allows them to experience practice and learn from it, but in a supported environment.,
The project has now been running for 3 years. Students were introduced to the e-portfolio and supported in using it as part of their course. Local law firms were approached to participate in the project when their trainees began their training contracts. Five firms agreed to take part and the project is now running with former students in the partner firms. Students who had been involved in the project felt the need to reflect once they started their training contracts. The law firms were concerned about the time involved and the potential benefits to them of involvement in the project.
The initial feedback from the GGSL project is set out on the slide. The findings show that although the need for regular reviews and feedback mean that a significant amount of time is involved, it is a very effective way of learning. Once the students move into a practice environment, confidentiality can be an issue with regard to obtaining evidence to include in the portfolio.
The LPC is the equivalent of the DLP taught by GGSL. All students are postgraduates with either a law degree or a conversion course if the student’s degree was not law. Oxilp has been involved in a project on this topic before, but that related more to the development of a piece of software to be used as a portfolio, rather than investigating the nature of a portfolio’s place in legal education and training. The previous project involved adapting a mindmapping software package (VMAP) to be used as a visual portfolio. In the first year of the current project, students were asked to consider using VMAP or an alternative, ELGG (which is apparently named after a village in Switzerland!). The students preferred ELGG, which is a social networking site and, like all Oxilp’a software, opensource.
This is an example of a very basic portfolio written in VMAP. The files are stored in the ‘branches’ which can be paired with the student’s reflections on both their work and any feedback they have received from a tutor or a peer.
This is an example of an ELGG account in which the student can store their own work and invite contacts to view it. The student has to invite the contact (a tutor or peer) to view – the work is not publicly accessible. The view of the volunteer students who considered the two formats was that they preferred the ELGG format as they felt it looked more professional and that firms would find it more acceptable. They felt that firms should use portfolios as part of personal development planning and felt that ELGG would be more likely to fit this role.
VMAP was developed in a JISC project led by Goldsmith’s College in London. It was used in the first year of the current project in a limited pilot in all 3 terms of 06/07 and in a cohort-wide project in term 3 using the elective subjects. As already considered, the students expressed a preference for ELGG.
The initial pilot involved using volunteers throughout the year and opening the pilot up by expanding it into two electives in term 3. The electives were chosen as they covered both commercial and non-commercial students. Take up was not high, possibly because they were offered the option of submitting their reflections on their work, rather than being required to do so. They were given areas on Moodle, Oxilp’s open source course management system into which to upload their work, together with their reflections on that work and on any feedback they had received. Because the portfolio is skills based, they were encouraged to upload those assignments (formative only, due to the non-compulsory nature of the portfolio in the course) which involved skills development such as drafting and writing assignments.
Students were asked to consider the key issues that had come out of the initial pilot. They were very concerned about privacy, just as firms were concerned about confidentiality for clients. Students wanted to be able to choose levels of access and to allow different people access to different things if they wished. For example, they wanted to be able to ensure that employers could see pieces of work which showcased their talents, not those which indicated any weaknesses. The portfolio had to be intuitive or students would not use it. It also had to be portable, so something which was web-based was preferred, rather than software which would have to be installed on employer’s or other institutions’ computers. The pilot also needed to show students how to use the portfolio reflectively and that benefits that this use would bring to them.
In approaching law firms, it was clear that they need to be convinced of the potential benefits to them – better training, more effective trainees who can learn from their experiences and apply their knowledge in different contexts for the benefit of clients and the firm. Firms would need to be offered support for the portfolios to minimise possible extra work and this could include hosting if necessary.
As part of the project, a template was developed to help students to reflect on their work. Students felt that they did not really know where to begin when asked to reflect. The initial template was amended in accordance with student feedback – for example, ‘What 3 things did I learn from this piece of work?’ became ‘what did I learn from this piece of work’. Students also asked for a question to be added about the wider use of what they had learnt. Students also said that they felt that the ‘any other comments’ box was important as it gave them a space to be more creative once they were used to the process. They were offered two versions, one with boxes to complete and one without. The questions were otherwise the same. Student preferred the boxed format.
The statistics speak for themselves, but one interesting point is that 80% had not used formal reflection before and their feedback indicates that they did not consider that they had really used reflection before, formal or otherwise. This seems odd as the learning cycle cannot really be completed without some form of reflection. It is possible that the process was undertaken, but not consciously so, or perhaps not recognised as such.
These comments again refer to this idea that reflection is something new. The encouraging thing is that the value of reflection is recognised, even if it is not recognised as something they have done before.
The students’ comments demonstrate that they think that reflection as well as collecting reflections and linking them with tutor feedback are valuable to their learning. They also show an understanding that this need not be an onerous task – little and often would be most beneficial.
The students’ thoughts on their work are interesting. They are very honest, although in their feedback on the project, many of them expressed concerns about showing weakness in practice by reflecting openly on their mistakes.
This screenshot shows the reflection section of the Vault – part of Oxilp’s Moodle course management system. Each year has a Vault, with an area for each course including course materials, links, RSS feeds, audio files, interactive materials and so on. The reflection section includes a short paper on reflection to explain what we mean by the terms, together with links to more material on remote websites such as UKCLE. It also includes a template for reflection (the template developed with the students in year one of the project), links to ELGG and an article on ELGG in the Guardian on the use of the software in education. There is also a section for feedback using a multiple choice quiz to allow students to give their views.
Westminster’s project focused on undergraduates and was rolled out coursewide as part of their PDP program. The students liked the convenience of an online portfolio, rather than a paper one. They received a lot of tutor feedback, including feedback on their journal, which they kept and submitted through the university’s VLE. The students recognised the importance of tutor feedback and appreciated its value.
The project continued into the second semester, with students using the portfolio in a work placement module and in their assessment. This involved working with employers as part of the project.
The lessons learned so far are set out on the slide and they are fairly self-explanatory. The most challenging part of the project is engaging the profession. Essentially, this needs to be done with care, but the most important point is to demonstrate the benefit of using an e-portfolio in terms of a more effective learning experience for trainee solicitors. If the trainees are better able to reflect on their work and take forward the lessons they have learnt, they will perform better for their employers and their clients.
Each project partner used broadly the same form of feedback, although the questions were adapted very slightly where necessary to suit the circumstances of each partner. The project leaders in each institution were very much facilitators and students were encouraged to be open. Answers to questions written on flip chart paper were written onto post-it notes by students and stuck onto the appropriate sheet. This allowed them a degree of anonymity and provided a permanent record for the project leader to use to compile their report. This was accompanied by an open discussion.
Students’ comments indicate that they found the experience generally beneficial. They clearly found it useful to be able to ‘take a step back’ and could see how this would benefit their learning. Student comment: breaking down into sections was good for reflection Mentor comment: good to see development and progress- better than a paper version