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Work in-Progress Presentation 18 November 2014
- 1. Work-in-Progress Presentation 18 November 2014 Rob Lowney
- 2. Initial Research Proposal • Flipped learning in legal skills development • Methodology: Action Research • Two modules • Unrealistic!
- 3. Current Position • Flipped learning in legal skills development • One module only - which runs in January/February • Methodology: Evaluative Research (elements of case study) • Realistic! (hopefully)
- 4. Research Question • “Flipping the Law School Classroom: How Does Flipped Learning Affect Practical Legal Skills Development for Solicitors? The Views of Trainees and Tutors.” • Has gone through several iterations
- 5. Ethics • Documentation submitted in September • Clarficiations sought and adressed • Application brought forward to 25 November meeting
- 6. Research Design • Criminal Advocacy Skills Module • Flip the District Court Trial element • Create two online video resources (the artefacts) • Evaluate
- 7. Artefacts • Lecture – ‘Skills for the Solicitor Advocate’ • Demo • Mock District Court Trial movie
- 8. Methods (1) • Mixed methods – quantitative, qualitative and focus group • Usual trainee end-of-module evaluation augmented with questions on flipped learning – see here
- 9. Methods (2) • Focus group after evaluation to tease out issues • Online evaluation for tutors also
- 10. Literature (1) • Very sparse! • Bergman & Sams, Flip Your Classroom: Reach Every Student in Every Class Every Day • Flipped Learning Network • Magazine articles, editorials, etc. – not many ‘academic’ results
- 11. Literature (2) • Pros ▫ Personalisiation of education ▫ Empowering students ▫ Active learning • Cons ▫ Wishes of students not considered ▫ Emphasis on technology ▫ Risk of poor implementation
- 12. Project Timeline • September-November 2014: Read and prepare literature review, engage in research ethics process, prepare end-of- module evaluations • December 2014-January 2015: Design the flipped element of the Criminal Advocacy module • January-February 2015: Deliver the Criminal Advocacy module • February-April 2015: Conduct evaluations, focus group and conduct data analysis • April-June 2015: Write up journal paper
- 13. ePortfolio • Moved to new site – roblowney.wordpress.com • Text entries transferred, uploading videos, images, etc. • Year 2 reflections maintained offline until transfer complete
- 14. Go raibh maith agaibh!
Editor's Notes
- Back in the Research Methods module – decided I wanted to focus on flipped learning as it was something I had become quite interested in during Year 1. Decided that my project was an Action Research – as we know, has two cycles, and the first cycle feeds into the next to improve it – it’s also a collaborative methodology where you work with a team of stakeholders and this was relevant to the Law School where we have a team of associate faculty teach on our courses. As I work with two Course Managers, I needed to involve both of them, so I was going to work with one of them to design and deliver a wholly new flipped module on dispute resolution, which would have run twice during this year, and then with the other, flip one element of her existing module. At the time seemed fine and manageable – but looking back now I don’t know what I was thinking as there was no way I could have gotten all that work done. After some stern words from Frances, managed to trim down the scope of the project.
- So where I’m at at the moment – still focusing on flipped learning, but in a much more trimmed down and manageable way. I’m now only focusing on flipped module in one module with one of my Course Managers – it’s an existing module so doesn’t have to be designed from scratch – one element of it is going to be flipped. The methodology is now longer research but nor is it a case study really. Frances pointed me in the direction of Robert Yin’s work, where he says the case in a case study is a phenomenon, and the researcher asks “What is happening or has happened?” or “How or why did something happen?”. I’m not coming from this point of view as I’m deliberately flipping something - I know why and how it has happened because I’ve made it happen. The methods are the same as those usually implemented in a case study – quantitative, qualitative etc, so it does bear a similarity in that respect. I’m more confident that as my project now stands it’s far more realistic and achievable.
- This is my research question as it currently stands “Flipping the Law School Classroom: How Does Flipped Learning Affect Practical Legal Skills Development for Solicitors? The Views of Trainees and Tutors.” It went through many different stages of evolution and may yet evolve again but I’m fairly confident I have it nailed down and cleared up any ambiguity around. Went from enhance – to enhance perception – to impact – now affect. I hope it covers everything I want to achieve in the project. I won’t have access to assessment data so I’ve no hard proof that flipped learning has improved the trainees’ skills development, so I’m going down a very qualitative road in getting their views and opinions on having engaged with flipped learning and what that effect was on their skills development.
- Submitted ethics in September, asked me to clarify seven points and to submit some forms I neglected to do submit initially – application will be brought forward to the next meeting this month Found the process not as bad as I thought – anxious beforehand – actually going through the documents and providing all the fine detail they asked for was useful for myself in terms of getting head around different aspects of my research
- Criminal Advocacy Skills – short brief module running in January-February No formal assessment – pass by attendance and participation Topics: Intro to CJS, Application of Evidence, How to Analyse a Case, How to Perform in a District Court Trial Going to flip the last element of the Module – as there is a gap in their learning in putting all the pieces together – plug this gap in a flipped manner by providing two online video resources in advance of the workshops I’ll have two artefacts – or a 2 for 1. Both are linked to each other and will make reference to each other. After trainees engage with these materials and perform in their Trial workshop, I’ll do an evaluation.
- Online lecture hosted on Moodle using Articulate Presenter – will take them through the theory of how to perform as a solicitor advocate in criminal court – will cover things like body language, questioning styles, managing witnesses, etc. I have a demo or draft… Mock District Court Trial movie – recorded in house using new Mock Courtroom with built in recording facilities. Multiple cameras, etc. A tutor will be tasked with drafting up the character briefs and running order – it won’t exactly be a line for line screenplay – we’ll get actors in to play the various roles. A commentator will narrate over the movie to explain what is happening and why certain procedures are being used – making reference back to the online Articulate lecture. Met with Michael Seery – recommended I look at literature on best practice around designing resources, being mindful of cognitive overload.
- Using a mixed methods evaluation – some quantitative data – but it will mostly be an qualitative evaluation as I want to get the story of the trainees and tutors and their experiences with flipped learning – really interested in qualititave results and focus group results We have a usual end-of-module evaluation anonymous online Google Forms – Likert scale questions with boxes for comments – I’ll use one of these but augment them with questions around flipped learning Michael Seery pointed me in the direction of one or two good papers on flipped learning which detail the evaluation questions they used so I’m going to incorporate some of those kinds of questions in my evaluation See example
- After evaluation will convene a focus group of 6-8 willing trainees to discuss in more detail the questions from the evaluation. Again my research question has “The Views of Trainees and Tutors” included in it so I think the focus group will be important both in terms of triangulating findings from the evaluation as well as teasing out trainees’ experiences of flipped learning. Will be recorded and transcribed for quotes. Online evaluation for tutors (but no focus group – would never be able to convene one) assessing how they felt trainees performed in the Trial workshop.
- Not much literature around as it’s a newly emerging area – this was confirmed by Michael – comforting to me! Bergmann and Sams are credited with ‘discovering’ or ‘creating’ flipped learning – even though elements of flipped learning have been around for a long time. Their book tells the story of how they flipped their classroom. Book is a good start – but very anecdotal with note hard evaluation so I’m reluctant to rely on it too much Flipped Learning Network has some resources – papers, reviews, examples of flipped learning in various school and universities – but I worry about their objectivity, reluctant to rely on too much of that Other literature searches produced results not very authoritative. Michael Seery was great and provided me with some excellent, robust articles on Flipped Learning which I now need to engage with – couldn’t because I was abroad last week. Going to discard some of the flaky papers I’ve come across and include the ones Michael gave me. I also have some literature on social constructivism, active learning , etc. which is related to flipped learning – but I’m conscious of only including it in my literature review if it helps answer my research question.
- The literature I have engaged with so far are generally saying the same kinds of things…
- Talk through this
- Talk through this and thank Hugh