Laminations: Dewey, constructivism & professional education
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Seminar, based on the Oxford seminar, given to University of Surrey Centre for Learning Development, February 2009.
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2. It provides examples of simulations and assessments used in different law programs to incorporate professionalism and ethics learning. Key aspects include developing trust and collaboration between students.
3. New frameworks for Scottish legal education aim to put professionalism at the core through collaborative curriculum development and use of simulations.Authentic Assessment in Law: SIMPLE
Presentation delivered by Karen Barton, University of Strathclyde, at the 2011 eAssessment Scotland conference.
'Associated life': social software, professional relationships and democratic...
'Associated life': social software, professional relationships and democratic...York University - Osgoode Hall Law School
Presentation given to the Onati Workshop on 'One World, Different Cultures, Clashing Values: Legal Education in a Global Context', Onati, Spain. Hosted by the International Institute for the Sociology of Law, April 2009. Paper available.SIMPLE update, LILAC 2008
Slides for update of the SIMPLE project, presented at the Learning in Law Annual Conference, Warwick 2008.
E-portfolios within professional legal training
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.
Lilac 2008, Wiki Based Collaborative Research And Writing In Legal Education
Lilac 2008, Wiki Based Collaborative Research And Writing In Legal EducationYork University - Osgoode Hall Law School
The document summarizes chapters and themes from a book about transforming legal education through wiki-based collaborative research and writing. It discusses using wikis to facilitate collaborative learning, transactional learning through simulations, and assessing students' situated learning. The document advocates for changing legal education's "signature pedagogies" and explores how technology like social software and wikis can play a role in this transformation.Using transactional learning to teach building contract management and admini...
Using transactional learning to teach building contract management and admini...UK Centre for Legal Education
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.Similar to Laminations: Dewey, constructivism & professional education (20)
The Future Of Legal Education Conference, Feb 2008
The Future Of Legal Education Conference, Feb 2008
Open Educational Resources (OER) in Simulation Learning Workshop
Open Educational Resources (OER) in Simulation Learning Workshop
Open Educational Resources (OER) in Simulation Learning Workshop
Open Educational Resources (OER) in Simulation Learning Workshop
Open Educational Resources (OER) in Simulation Learning Workshop
Open Educational Resources (OER) in Simulation Learning Workshop
The permeable web: community, value and ethics in legal education
The permeable web: community, value and ethics in legal education
'Associated life': social software, professional relationships and democratic...
'Associated life': social software, professional relationships and democratic...
Lilac 2008, Wiki Based Collaborative Research And Writing In Legal Education
Lilac 2008, Wiki Based Collaborative Research And Writing In Legal Education
Using transactional learning to teach building contract management and admini...
Using transactional learning to teach building contract management and admini...
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Assessment Workshop, Plenary 1.pptx
1. The document provides an overview of a workshop on assessment held by the Law Society of Ireland on June 27th, 2022. It includes an agenda with sessions on research, ideas, and applications around assessment as well as examples of assessment architecture.
2. In the first plenary session, Professor Paul Maharg discusses key concepts around research, ideas, and applications for assessment including questions to consider around the relevance, feasibility, and practicality of different assessment approaches.
3. Examples are given of signature pedagogies, transforming pedagogies, entrustable professional activities, and programmatic assessment which aim to make assessment more learner-centered, skills-focused, and integrated with professional practice.
Assessment Workshop, Plenary 2.pptx
Professor Paul Maharg presented on assessment in legal education at a workshop of the Law Society of Ireland. The presentation included:
1. A taxonomy of task analysis for assessments in simulations, ranging from discrete tasks to assessments involving an entire case file and performative skills.
2. Results from a study on using simulated clients for interviewing assessments, which found it to be more reliable and valid than traditional assessment methods.
3. Ways that problem-based learning can be designed to ensure both breadth and depth of learning, and forms of assessment that align with problem-based learning methods like exams involving analysis of new or previously seen case studies.
Kierstead Maharg slides, v.4.pptx
Slides for presentation by Shelley Kierstead and Paul Maharg at the Simulated Client Workshop, 29 April 2022, Osgoode Hall Law School.
BILETA22 keynote.ppt
teacher-student relationship
3. Assessment practices
4. Conceptions of expertise
5. Professional identity formation
6. Disciplinary boundaries
7. Power relations in the classroom
8. Access to justice issues
9. Technology affordances
10. Globalization of legal education
It repositions people as co-producers and co-designers of learning.
Yenssen maharg slides
1. The document discusses the Simulated Client Initiative (SCI) in Canadian legal education. SCI uses simulated clients, who are non-lawyers trained to evaluate law students' client interviewing skills.
2. SCI was first developed in Scotland and has been implemented at Osgoode Hall Law School and the Canadian Centre for Professional Legal Education. At Osgoode, 300 1L students complete formative SC interviews annually. At CPLED, 800 students complete mandatory SC interviews as part of bar admission training.
3. The COVID-19 pandemic required transitioning SCI to online formats. While technology enabled greater accessibility, online interviews posed new challenges regarding non-verbal communication and technical issues. Overall,
Lso presentation 27.1.21
This document discusses approaches to regulating the legal profession and legal education. It makes several key points:
1. Established approaches to regulating competencies need to change as the profession becomes more fluid and fragmented. New approaches like shared space regulation and participative regulation may have a role to play.
2. Professionalism is essential for regulation but insufficient on its own. Attributes like empathy, social commitment, and courageous spirit are also important but often overlooked in legal education and assessment.
3. COVID-19 has revealed failures in legal education and technology that now require urgent and radical change, such as moving to more learner-centered phenomenological models of education.
4. Three future examples are discussed where competence
Regulatory and ethical impacts of the Covid-19 crisis on legal education
Regulatory and ethical impacts of the Covid-19 crisis on legal educationYork University - Osgoode Hall Law School
Paul Maharg argues that the Covid-19 pandemic has highlighted longstanding failures in legal education related to technology and assessment, and that radical changes are now urgently needed. Specifically, he claims legal education has failed to properly invest in and develop educational technology, lacks coherent leadership on the issue, and relies too heavily on standardized assessments that do not adequately measure important attributes like values, attitudes, and skills. Maharg advocates reshaping legal education with student-centered models like problem-based learning and revising regulatory standards to focus more on practice readiness and professional formation.Future of digital legal education
This document summarizes Paul Maharg's discussion of digital technologies in legal education. It outlines some of the failures of legal edtech to date, including lack of investment and leadership. It then discusses assessment in legal education, contrasting technical and phenomenological models. Finally, it provides examples of collaborative models for reshaping the legal curriculum, such as problem-based learning, and discusses creating collaborative online structures and initiatives in the US and Canada.
How to tutor online
This document discusses giving feedback online using Zoom. It recommends positioning the camera at eye level, using a headset microphone, and checking student video images. When giving feedback, ask reflective questions, let students react in chat or live, and focus on the student rather than stories. Maintain balance by controlling and relinquishing control, talking and listening, directing but also being intimate, and focusing on time while acknowledging chat. The overall goal is flexible yet effective online tutoring and feedback.
Cale slides
1. Simulated clients (SCs) are trained actors who take on client roles to allow law students to practice client interviews. The Simulated Client Initiative aims to develop a reliable and valid method of assessing law students' client communication skills.
2. SCs undergo training that includes reviewing scripts together, discussing their roles and feelings, and practicing taking on their client roles through mock interviews.
3. Research has found the use of SCs to assess law students' client interviewing skills results in more reliable and valid evaluations than traditional methods, and is also more cost-effective. SCs are now used at many law schools internationally to train and assess students.
HKU Conference Slides
The document discusses Paul Maharg's presentation on the hermeneutics of legal education. The presentation covers 5 case studies: 1) the shift in Scots legal education during the Enlightenment, 2) theoretical shifts with digital education in legal education such as transactional learning and extended CHAT theory, 3) the use of diegetic learning through disruption, 4) the interdisciplinary shift through simulated clients, and 5) implications for future law school practices. The presentation argues that understanding legal education requires a hermeneutic approach that considers how traditions are interpreted against each other.
Convergence, fragmentation slides
The document discusses media convergence and fragmentation in legal education. It provides examples of how multimedia simulations (sims) are being used in legal education and analyzes some case studies. Specifically, it examines:
1) Problems and solutions related to managing student work and voice in online contexts. This includes issues of information management, managing professional voice/register, and fostering collaboration.
2) The development of a simulated legal work environment called ALIAS to support collaborative writing and genre learning among law students.
3) A study on the use of simulated clients to assess law student interviewing skills, finding they can provide more reliable and valid assessment than traditional methods.
Dynamic conservatism: second modernity and the digital revolution in legal ed...
Dynamic conservatism: second modernity and the digital revolution in legal ed...York University - Osgoode Hall Law School
Paper reflecting on the recent decades and on the future of legal education and digital technologies.Maharg opd slides for video
Slides with notes, assembled for slideshow + video shown at the Osgoode Professional Development premises opening, 15.4.19
Future of digital legal education
This document discusses problem-based learning (PBL) as an example for reshaping legal education curriculums. It provides an overview of PBL, including its 7 steps and characteristics. PBL has been used in various law school programs, such as designing contracts tutorials and blended simulation environments. Webcasts are also discussed as a tool for legal education design. Different versions of webcasts over time are shown and how they can be used for categorizing legal subjects and demonstrating legal processes. Student feedback indicates that PBL and webcast approaches helped their exam preparation by providing more explanation and making the material more engaging and easier to understand. The document advocates for shifting legal education practices to focus more on open access learning networks and aggregated,
Emerging trends in admissions practices
Presentation to the Association of Continuing Legal Education Directors (ACLED) Conference, The Law Society of Ontario, Toronto, September 2018.
CUHK presentation, Legal Education Conference, 2018
The document discusses three future portraits of law school as a design school based on principles of problem-based learning and the Bauhaus movement, a kindergarten focused on multimedia and developing student identities, and an art school emphasizing creativity, legal reasoning, and the development of habits through practice. It also examines how traditions in portraiture, education approaches like the Bauhaus, kindergarten and art school models could influence and renew legal education.
Slides, unsw keynote
This document summarizes a presentation about three potential futures for legal education research: Prometheus, Sisyphus, and Themis.
Prometheus represents a creative but counter-cultural approach that suffers consequences. Sisyphus is characterized by endless, futile effort. Themis proposes a collaborative online research project to systematically study and provide evidence for legal education and professional development. It would include original research, literature reviews, and resources to inform policymaking.
Maharg sc osgoode slides
The Simulated Client Initiative (SCI) trains standardized clients or simulated clients (SCs) to assess law student interviewing skills. SCs are trained over multiple days to role play client scenarios consistently. They provide validity and reliability in assessment comparable to law teachers. The SCI now operates at several universities. Research shows clients value empathy, respect and being listened to by lawyers. However, studies find experienced lawyers are no better than trainees at client communication. The SCI could challenge legal education approaches and implications were discussed for Osgoode Hall Law School.
Disintermediation v.3
Disintermediation is having significant effects on law schools and the legal profession. For students, it enables more flexible and collaborative learning, but risks a loss of campus community. For staff, roles are diversifying as intermediaries are disrupted. Librarians have been particularly impacted through dis- and reintermediation. Regulation also needs to change to recognize changing roles and adopt a more collaborative approach. Looking ahead, emphasis on apomediation, open platforms, and interdisciplinary research will increase as corporate influence grows and curricula are redesigned around engagement and customization.
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Laminations: Dewey, constructivism & professional education
- 1. Laminations: Dewey, c onstructivism & professional education Professor Paul Maharg Glasgow Graduate School of Law
- 6. large-scale implementation in disciplines Discipline Degree programme Institution Architecture BSc (Hons) / March, year 3 Strathclyde U. (1) Management Science BA (Hons), year 1 Strathclyde U. (1) Social Work MA (Hons), year 2/3 Strathclyde U. (1) Law LLB, year 1 Glamorgan U. (1) Law LLB, year 2/3 Stirling U. (2) Law LLB, year 3 Warwick U. (1) Law LLB, year 3 West of England U. (1) Law Diploma in Legal Practice, p/g Strathclyde U. (6)
- 8. example of a NED
- 20. PI project: tempo & complexity
- 21. PI project: tempo & complexity
- 50. Standard classroom c.1908. Would you like to learn about measurement and volume this way? Thanks to Mike Sharples, http://tinyurl.com/6bzdgx
- 51. … o r this way? (Dewey’s Laboratory School, U. of Chicago, 1901), http://tinyurl.com/6onvjp
- 52. Would you like to learn about history and town planning this way?
- 53. … o r by building a table-top town for a social life history project? (Dewey’s Lab School, http://tinyurl.com/59c93q )
- 55. E.L. Thorndike John Dewey
- 56. John Dewey E.L. Thorndike 1. Philosopher & educationalist Educational psychologist 2. Theoretician and practical implementer Theoretician & experimentalist 3. Interested in the arc between experience & the world Explored the dyadic relationship between mind & the world 4. Pragmatist approach to learning: prior experience, ways of contextual knowing Adopted as precursor of a behaviourist approach to learning: assessment-led; laws of effect, recency, repetition 5. Emphasised learning ecologies Emphasised teaching strategies 6. Followed by: Bruner, Kilpatrick, standards movement, Constructivist tradition Followed by: Watson, Skinner, Gagné, outcomes movement,
- 61. 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
- 62. Transforming Legal Education: four key themes