A guide to creating simulations for legal education

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A guide to creating your own educational simulations; it was presented by Karen Barton at the UKCLE's April 2010 OER workshop in York.

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A guide to creating simulations for legal education

  1. 1. OER Workshop:<br />Simulation Walkthrough<br />
  2. 2. Narrative (scenario, flow chart) on paper<br />Timeline<br />Roles<br />Interactions<br />Resources & Documents<br />Variables<br />Styles<br />Scope: open/bound<br />Fit with curriculum<br />What you need to think about first<br />
  3. 3. Project idea:<br />Simulation of an ordinary civil action from the initial contact from a client until the first mandatory court hearing<br />Civil Court Action<br />
  4. 4.
  5. 5. Client interview or statement<br />Instructed to raise action for payment<br />Fact find <br />Draft writ <br />Seek warrant <br />Serve writ <br />Further fact finding <br />Adjust pleadings <br />etc….<br />Raising an action…<br />
  6. 6. Client interview or statement<br />Instructed to raise action for payment<br />Fact find (1 week)<br />Draft writ (by end of week 2)<br />Seek warrant (by end of week 2)<br />Serve writ (by end of week 3)<br />Further fact finding (from week 3-week 7)<br />Adjust pleadings (by end of week 7)<br />etc….<br />Raising an action…<br />
  7. 7. Narrative<br />Client interview or statement<br />Instructed to raise action for payment<br />Fact find (1 week)<br />Draft writ (by end of week 2)<br />Seek warrant (by end of week 2)<br />Serve writ (by end of week 3)<br />Further fact finding (from week 3-week 7)<br />Adjust pleadings (by end of week 7)<br />etc….<br />Raising an action…<br />Resources & Styles<br />Video, statement?<br />Memo from Senior Partner<br />Standard responses<br />Style writ<br />Standard responses<br />Standard responses<br />
  8. 8. Roles and interactions<br />Court<br />Defender Firm <br />Pursuer Firm <br />Client<br />Client<br />Witnesses<br />
  9. 9. Roles and interactions<br />Non-player Character<br />Player Character <br />Player Character <br />Non-player character<br />Non-player character<br />Non-player characters<br />
  10. 10. <ul><li>Draft a single document set
  11. 11. In general, all nouns, figures, dates can be made variable
  12. 12. More complex variation can be introduced too
  13. 13. Single blueprint = multiple variations
  14. 14. Addresses issues of:
  15. 15. plagiarism
  16. 16. re-usability
  17. 17. collaboration
  18. 18. workload</li></ul>resources and variables<br />variables<br />multiple<br />resource<br />single<br />event<br />single<br />
  19. 19.
  20. 20.
  21. 21. Fit with curriculum<br />Assessment<br />Additional learning resources (e.g. FAQs, Forum, flow charts, lectures, surgeries etc.)<br />Staffing<br />Curriculum integration <br />
  22. 22. Webcasts<br />Tutorials<br />Simulation<br />Civil Court Practice Curriculum Design <br />
  23. 23. Implementation of the civil court practice curriculum <br />Discussion Forum <br />& FAQs<br />Practice Management Tutor<br />Practice Management<br />Page<br />Civil Court Action<br />Simulation (SIMPLE)<br />Tutor/Mentors<br />Civil Procedure Tutorials<br />Civil Procedure webcasts<br />
  24. 24. Assessment : what are we assessing?<br /><ul><li>Professionalism
  25. 25. Skilled performance to benchmarked levels
  26. 26. Substantive knowledge of law
  27. 27. Procedural knowledge
  28. 28. Many other categories of assessable experience
  29. 29. Purpose of assessment:
  30. 30. Formative (feedback and feedforward)
  31. 31. Summative
  32. 32. Think of a concept where both the workspace and a space of learning co-exist, eg, between master & apprentice.</li></li></ul><li>how are we assessing?<br />Discrete tasks, eg drafting, letter-writing, research (Private Client)<br />Whole file + performative skill (PI Negotiation)<br />Tasks + whole file (Conveyancing)<br />Tasks + file + performative skill (Civil Court Practice)<br />
  33. 33. 1. tasks<br /><ul><li>Set context (or not: let student figure that out – the clearing in the forest…)
  34. 34. Set task (but in how much detail? Supported with templates? Guidelines? Commented examples?)
  35. 35. Design feedforward (but don’t do the task for students)
  36. 36. Deadline a task (bearing all contextual factors in mind)
  37. 37. Task completed (and sent to staff in role)
  38. 38. Feedback on task (by staff in role)
  39. 39. Debrief (either in role or out of role)</li></li></ul><li>2. whole file + performative skill<br />Holistic assessment of document chain<br />Bodies of evidence generally, but can embed critical points of assessment, eg report to client, speech plan, etc<br />Preparation for performative skill, including overlap with other skills – eg relation of legal research to professional negotiation. <br />
  40. 40. 3. tasks + whole file<br />Specific tasks are the foreground, eg draft the completion certificate…<br />… but must complete entire file process. No completion, no competence. <br />Tasks may shadow tutorial work or precede tutorial work or neither<br />How many attempts at each task? <br />
  41. 41. 4. tasks + whole file + performative skill<br />Most complex, most authentic and most demanding<br />Potentially 1-3 plus more – eg performative skill can be assessed in role. <br />
  42. 42.
  43. 43. use of interleaved learning support<br />& assessment<br /><ul><li>Eg Civil Court Action:
  44. 44. Sim mentor: passes information in real time; takes all fictional roles including client, court and senior partner (instructs, praises, warns, & cd be ethically treacherous), e-comm only: student responses are assessed
  45. 45. Surgery/tutorial mentor: gives detailed feedforward on task, f2f, out of role: responses not assessed
  46. 46. Discussion forum: gives detailed feedforward on task, e-comm, out of role: responses not assessed
  47. 47. Practice Manager: gives coaching on firm experiences, in role: support & coaching not assessed, but the result is…</li>

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