This document summarizes Allan Moore's teaching development grant project examining the benefits of incorporating practical legal observation and experience into the undergraduate legal education curriculum. The project involved students observing professional legal practice and comparing their learning experience and academic performance to students who only learned via traditional academic methods. Results indicated that students who observed practice had higher engagement, confidence, and performance in summative assessments, suggesting practical experience enhances long-term understanding beyond what can be achieved solely through academic study.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
An outline of reasons why Outreach should be undertaken, followed by examples of Outreach that the British Crystallographic Association have performed and finally indicating the direction that this work will take in the future.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
An outline of reasons why Outreach should be undertaken, followed by examples of Outreach that the British Crystallographic Association have performed and finally indicating the direction that this work will take in the future.
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Guiding to Graduate Schools Workshop| materials.
The workshop (Oct. 18, 2017 @ Kean University, Wenzhou, China) is for helping undergraduate students to choose and apply Graduates schools.
Speakers:
Dr. Jahidur Rahman (PhD, City University of Hong-Kong)
Dr. Candy Lim Chiu (PhD, Kyoto University, Japan)
Dr. Mohammad Mousavi (PhD, University of Edinburgh, UK)
Dr. Jeonghwan (Jerry) Choi (PhD, University of Illinois at Urbana-Champaign)
Full story is accessible at http://leadershipcenter.tistory.com/445
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Guiding to Graduate Schools Workshop| materials.
The workshop (Oct. 18, 2017 @ Kean University, Wenzhou, China) is for helping undergraduate students to choose and apply Graduates schools.
Speakers:
Dr. Jahidur Rahman (PhD, City University of Hong-Kong)
Dr. Candy Lim Chiu (PhD, Kyoto University, Japan)
Dr. Mohammad Mousavi (PhD, University of Edinburgh, UK)
Dr. Jeonghwan (Jerry) Choi (PhD, University of Illinois at Urbana-Champaign)
Full story is accessible at http://leadershipcenter.tistory.com/445
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
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As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Design & Technology and Computer Science in the CAMAU Project: The Genesis of...David Morrison-Love
Wales in currently undergoing significant and ambitious educational reform on a national scale. This presentation outlines some of the work undertaken by the CAMAU Project which seeks to place learning progression at the heart of the new curriculum for Wales. Here, the focus is on the work done in phase 1 of the project in the curricular areas of Design & Technology and Computing Science.
The CAMAU Project is large-scale, 3-year, collaborative R&D project (£500,000) commission by the Welsh Government and funded by the Welsh Government and University of Wales Trinity Saint David. This work was presented as part of the PATT36 Conference in Malta (June, 2019).
Dr David Morrison-Love, July 2019.
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
6APCEI: The 6th Asia Pacific Conference on Educational Integrity
TITLE: The ‘assessment for learning’ pedagogical approach in The University of Auckland Academic Integrity online course
Author: Neda Zdravkovic, BA, DipLIS5, MLIS, RLIANZA
Learning Support Services Librarian, The University of Auckland Libraries & Learning Services, Auckland, New Zealand, email: n.zdravkovic@auckland.ac.nz
Conference theme: Academic Integrity and Assessment Design – Policy, practice & pedagogy
1. HEA Individual Teaching Development Grant
2012 / 2013
Disseminating practice and the benefits of undertaking a
Teaching Development Grant
“Learning via traditional academic methods versus learning
by observing professional practice”
Allan T. Moore
Lecturer in Law, University of the West of Scotland
External Examiner – University of Westminster, London
External Examiner – Robert Gordon University, Aberdeen
Allan.Moore@uws.ac.uk
2. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• In legal education – undergraduate = highly
academic.
• “Whether arising from a desire for social status or
respectability within the university or from some other cause,
the determined separation of theory from practice has
severely limited the scope of modern legal education.”
(Cooper, 2002)
3. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• “…many law schools – especially the so-called “elite” ones –
have abandoned their proper place, by emphasizing abstract
theory at the expense of practical scholarship and pedagogy.
Many law firms have also abandoned their place, by pursuing
profit above all else. While the schools are moving toward
pure theory, the firms are moving toward pure commerce, and
the middle ground – ethical practice – has been deserted by
both.” (Edwards, 1992)
• “Technique without ideals may be a menace, but ideals
without technique are a mess; and to turn ideals into
effective vision, in matters of law, calls for passing those ideals
through a hard-headed screen of effective legal technique.”
(Llewellyn, 1944)
4. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• My TDG project – what does it involve?
– Principles of flexible learning
– Mode and place of learning
– Establishing strengths and weaknesses of learning
by observing professional practice compared with
learning in a traditional academic setting.
– Third comparison with those who have learned
with a combination of both
• Two phases aligned with teaching trimesters
5. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase One Indications
– Indication One
• Difficulties with ensuring relevance; But;
• Warrants further discussion on serialistic Vs holistic approaches
• “Holistic learners may sometimes be guilty of not being
able to see the trees for the wood. Serialistic learners
on the other hand may be far too specific and find it
difficult to incorporate their knowledge effectively into
a broader understanding.” (Jones & Scully, 1996)
6. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase One Indications (Continued)
– Indication Two
• Engagement Levels
• “When I woke up on a day where I knew it was a project day,
I was genuinely looking forward to going to University and
anticipating the types of thing we might see and what we
might learn. I don’t always feel the same about going in to
some lectures. There are some lectures that I would actually
rather not come into University for and feel like I have to
force myself to get through them. If those other subjects had
some other practical element like what we have had on the
project that would make a huge difference to how much I
would enjoy the course.” (Student Research Subject, 2013)
7. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase One Indications (Continued)
– Indicator Three
• Confidence Levels
– Indicator Four
• Employability / Career Planning
• Unanimous agreement that leaving practical skills until
postgraduate level is too late
• Extreme consequences of simple practical experience cannot be
ignored
8. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase Two Indications
– Indication One
• Students that took part in practical observations performed
significantly better in summative assessment than those that
learned purely by academic methods
• Law of evidence module overall average mark (grade):
– Research Subjects = 69.67% (A) (+15.03%)
– Rest of Cohort = 54.64% (B2)*
– * Only students that submitted assessment were counted
(i.e. no student with a zero mark is included in statistics)
9. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase Two Indications
– Indication Two
• Observing practice has improved long term recall and
understanding of subject matter.
• Law of evidence average coursework mark (grade):
– Research Subjects = 59.11% (B2) (+2.77%)
– Rest of Cohort = 56.34% (B2)
• Law of evidence average mooting mark (grade):
– Research Subjects = 78.44% (A) (+11.08%)
– Rest of Cohort = 67.36% (B1)
• Law of evidence average exam mark (grade):
– Research Subjects = 65.83% (B1) (+13.13%)
– Rest of Cohort = 52.70% (B2)
10. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Phase Two Indications
– Indication Three
• Improvement is not related to profile of research subjects.
Subjects were carefully selected to ensure that they were not
already ‘straight A’ students.
• Research subjects third year performance average mark (grade):
– Law of evidence = 69.67% (A) (+10.86%)
– All other modules = 58.81% (B2)*
– * Figures relate to all trimester one modules. Figures will be
adjusted once trimester two module results are available.
11. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Next Steps
1. Complete final focus group with research subjects from both phases.
2. Compare answers to set questions used by research subjects in
phase one (practical phase) with those used by students only in
phased two (academic phase) and the same questions revisited by
those students that participated in both phases. 75% return rate
achieved in phase one, 42% return rate thus far for phase two.
3. Analyse all results and draw final conclusions.
4. Further oral and written dissemination of results.
12. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Benefits of undertaking a TDG
– Benefits to the Institution
• Seen to be active in improving teaching practice = improved reputation
• Potential for collaboration
– Benefits to the project leader(s)
• Improve your own teaching practice
• Experience in drafting grant funding applications
• Gaining a research track record
• Gaining a funding track record
• You set your budgets (Teaching buy out!)
– Benefits to both current and future students
• Getting students involved aids overall engagement
• Current students learn more effectively
• Future students benefit from improved modules / courses
– Benefits to the entire education sector
• Dissemination of results allows other teachers to learn and improve their practice
• Your project may act as a platform for further research in the future
13. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Acknowledgements
• Mrs Valerie Finch (Former subject leader for law)
• Professor Angus McAllister (Former research lead for law)
• Dr Julie Thomson (UWS Innovation and Research Office)
• Mr Ron Livingstone (UWS Head of Business School)
• All of the research subjects and students involved.
• Scottish Court Service and in particular all of the staff at Hamilton and
Paisley Sheriff Courts. In particular Patricia Meikeljohn and Graeme White.
• Several of the lawyers present at court who took the time to speak to myself
and the research subjects when present in court.
• The Teaching Development Grant team at the Higher Education Academy.
• Without all of the above (and others) this project could not have been
carried out.
14. Disseminating practice and the benefits of
undertaking a Teaching Development Grant
• Thank you & Questions
• References
– Cooper, Byron D.; The Integration of Theory, Doctrine, and Practice in
Legal Education, J. Ass'n Legal Writing Directors, Vol.1 2002
– Edwards, Harry T.; The Growing Disjunction between Legal Education
and the Legal Profession, 91 Mich. L. Rev. 34 (1992-1993)
– Llewellyn, Karl; Committee on Curriculum, Assn. Am. L. Schs.
Handbook 159, 161, 1944
– Jones, R. & Scully, J.; Hypertext within Legal Education, The Journal of
Information Law and Technology (JILT), 1996 (2)
– Comment from anonymous student research subject in focus group
session held at University of the West of Scotland on 12th February
2013