Future Ed 2: Making Global Lawyers for the 21st Century - SCs + SIMPLE
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Presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U), Future Ed 2: Making Global Lawyers for the 21st Century, October 2010.
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Future Ed 2: Making Global Lawyers for the 21st Century - SCs + SIMPLE
- 1. Standardized Clients and SIMPLE (SIMulated Professional Learning Environment): learning professionalism through simulated practice John Garvey, University of New Hampshire Law School Paul Maharg, Northumbria Law School
- 9. What is SIMPLE? SIMulated Professional Learning Environment enables students to engage in online simulations of professional practice. Its special pedagogy is based on transactional learning: active learning through performance in authentic transactions involving reflection in & on learning, deep collaborative learning , and holistic or process learning, with relevant professional assessment that includes ethical standards SIMPLE
- 23. integrating student assessment and feedback SIMPLE
- 25. signature pedagogies (Lee Shulman) Sullivan, W.M., Colby, A., Wegner, J.W., Bond, L., Shulman, L.S. (2007) Educating Lawyers. Preparation for the Profession of Law, Jossey-Bass, p. 24
- 26. Transforming Legal Education: four key themes
- 27. further information…? http://simplecommunity.org http://www.simshare.org.uk Barton, K., McKellar, P., Maharg, P. (2007) Authentic Fictions: simulations, professionalism and legal learning. Clinical Law Review, 14, 1, 143-93. Available at: http://tinyurl.com/5vautp )
Editor's Notes
- Documents and videos clicks websites
- A signature pedagogy is a kind of language of a particular profession. It can be imagined to have 4 dimensions – its observable, behavioural features – surface structure; the underlying intentions, rationale or theory the behaviour models – the deep structure; the values and dispositions that the behaviour implicitly models – the tacit structure; its compliment, the absent pedagogy that is not or only weakly engaged – the shadow structure. In law’s case method – surface structure – set of dialogues entirely focussed through the instructor. Students expected to engage in dialogue to ascertain facts and principles. Deep structure is about the process of analytical reasoning ‘thinking like a lawyer’. Tacit structure is legal encounters are of a different order than every day moral behaviour (legal understanding can diverge from what students understand as moral norms or standards of fairness) – an important part of the hidden curriculum of case-dialogue teaching. Underdeveloped area – clinical teaching, or supervised practice in the preparation of lawyers.
- Perhaps the first thing we ought to do is stop training them to ‘think like lawyers’. Experiential learning is a route to this. Ethics beyond the regulatory codes of conduct model. Technology as a facilitator to extend and deepen learning. Collaboration at all levels