Innovation for the next generation of legal education: student-led video production

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How can legal education be enhanced through student-led video production? How effective is it for class learning? And what are benefits and challenges that this form of blended learning poses for environmental law and legal education more generally?

These questions were explored by Cameron Holley and Amelia Thorpe in a recent UNSW Law Learning & Teaching seminar where they presented the findings from their Learning and Teaching Innovation grant entitled: ‘Updating legal education with blended classrooms: lessons from student-led resource development’.

The premise:

  • Videos are one of most popular form of online media teaching (particularly in MOOCs) 
  • Facilitate thinking and problem solving

–creative challenge of using moving images and sound to communicate a topic

–filmmaking skills, but also research, collaborative working, problem solving, technology, and organisational skills

  • Inspire, engage and foster deep learning

–Videos as part of student-centred learning activities benefit motivation, opportunities for deeper learning, learner autonomy, communication skills,

  • Authentic learning opportunities

–method for students to construct concepts and learning about real life issues relevant to them

  • Assist with mastery learning

–providing learning resources for future cohorts

What did they do?

–students asked to identify a recent development in environmental law that is not already covered in the prescribed text book

–required to produce a short video, no longer than 10 minutes, that portrays the subject matter of a recent environmental law development and reflects thoughtfully on in its implications for achieving ecologically sustainable development

–low risk – 5% for trial (would be more in future)

–outcomes and process assessed

–small teams of 4-6 students

  • to assist: three iPads made available and guide sheets on a suggested timeline, working in small groups, and media production.
  • videos shown to the class as a set late in semester.

–roughly 40% of class already had experience with technology

The Results?

Cameron and Amelia showed examples of videos that demonstrated highly engaged, deep learning among the student groups, with a strikingly high level of production value!

The presentation drew on empirical data collected from student interviews and surveys, as well as teacher and peer reflections. It rounded off by critically examining the strengths and weaknesses of student produced videos as a tool for blended learning, before a lot of us in attendance decided we all want to try it out in our courses!

For those who wish to experiment with similar innovations, view the student data, or track the sources for the above,  their slides are available here: Holley_Thorpe_UNSWLaw_video.

What lawyers actually do in practice (at least in the US)

SSRN has recently posted a great ethnographic study of young US lawyers in terms of what they actually do in the office.

Sinsheimer, Ann and Herring, David J., Lawyers at Work: A Study of the Reading, Writing, and Communication Practices of Legal Professionals (March 14, 2016). Legal Writing Journal, Vol. 21, Forthcoming; U. of Pittsburgh Legal Studies Research Paper No. 2016-11.

It includes great evidence of lawyers dealing with the following (SSRN pinpoints):

  • Using close reading and skimming strategies (pp13ff)
  • Strategic reading (p23, 30ff)
  • Reading from computer screens (p26) but using printed materials by preference (p24)
  • Huge use of email for written communication (p45ff)
  • Use of precedents (p48)
  • Reviewing and revising constantly (p49ff), being meticulous (p50)
  • Research/writing nexus (p51ff)
  • Interpersonal skills and stress in the office (p58ff)
  • Time-management (p60ff)
  • Cross cultural communication (p64)
  • Developing professional identities (p66ff)
  • Suggestions for curriculum change (p24, 71)

It’s a wonderful collection of vignettes and data that help to flesh out what we are often  trying to impress on students are the real skills they need in preparing for legal practice environments.

 

 

Cheating at University

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Justine Rogers

Last week I was asking students in my ethics class to discuss legal values and what ones they’d picked up from law school. They raised a range of things, from compassion to competition. But one student said, “No plagiarising, no cheating, being honest in your work!”. “It’s drummed into us from Day 1”, one added.

I was rather chuffed to hear this, but I am not sure I can or should be too pleased. The research shows that these are problems affecting all Australian universities, though unevenly across them and within the disciplines. Sydney University has just released part 1 of report, ‘an approach to minimising academic misconduct and plagiarism at the University of Sydney. Its focus is detection and prevention. The Report shows that most instances of misconduct were categories of negligence (lack of understanding or carelessness about how to cite and reference). The rest, the active fraud, is where it gets disturbing.

There’s the less-straight-forward (as far as severity of categorisation goes) collusion and recycling, but most of it is outright dishonest plagiarism and ghost writing, or getting someone else to do the work and submitting it as your own. Ghost writing, in particular, is becoming more prevalent and difficult to regulate. Students are taking advantage of sophisticated and therefore hard-to-detect online services, marketed to them, ones like MyMaster. These fraudster strategies affect most directly take-home assessments, but now students are adapting the technology available to cheat in exams. They are using their phones and watches to bring in material, using loo breaks to quickly check the internet, taking photos of confidential papers, and one I hadn’t thought of in my old cheating (paper-based) days:* paying impersonators to come and take the exam on their behalf. Other categories found in the report were fraudulent medical certificates or other bad faith uses of special consideration.

A summary of the Report’s recommendations (produced by the Academic Misconduct and Plagiarism Taskforce, Sydney University, 2015: 2): Continue reading

Powerpoint?

An interesting and critical story about the use of Powerpoint.

Perhaps I am just a bit too “old school”, but in my teaching I have resisted using Powerpoint (or any of the other versions whose names I do not even know).  Though, I admit to having given in  at conferences where I now routinely use such slides.  In my defence I started using Powerpoint at conferences after I found myself consistently addressing audiences that were completely or significantly EFL (English as a foreign language)  – a consequence of my extensive activity in Asia.  For that sot of audience, Powerpoint seems to be of some assistance (though even there I would be happy to be persuaded otherwise).

While I always had a gut reaction about learning and teaching that relied extensively on technology, and Powerpoint in particular, it is heartening to have my gut feeling somewhat vindicated by this story (and its own internal links).

Colin Picker

Aside

The New Legal Education

The teaching year has just started here, and for me personally, the teaching of a brand new course.

Beginning something offers the chance to see what we are doing as teachers of law close up, because for at least some period of time, it is not natural; it needs repeating and (re)getting used to.

Traditionally, legal education has been about training students to ‘think like a lawyer’; to develop supreme skills of analysis, meticulousness, reasoning and persuasion. Writers have identified the values that guide these skills, some of which, they argue, are harmful to the well-being of lawyers, the clients they serve, and their communities.

Indeed, for just and effective legal practice, what’s needed in legal education is a greater emphasis on broader cognitive, social, practical and ethical skills – indeed, an increased emphasis on competence and skills generally. Students also need opportunities to make these skills meaningful, in connection to others.

This isn’t ‘just’ the findings of a bunch of academics. The legal profession is beginning to support this thinking. The NSW Law Society is now restructuring its CPD program to reflect the contemporary reality that, as it states, these are not ‘soft’ skills, rather ‘fundamental’ ones that best serve the client. To do so, they’ve drawn on the analysis of Canadian lawyer and ‘legal futurist’, Jordan Furlong.

They ask, “So what exactly are the six new skills Furlong thinks need to be added to the [traditional] mix if we’re to create the complete modern lawyer?” They are:

1. Ability to Collaborate

2. Emotional Intelligence

3. Financial Literacy (adding a nice dimension to Colin’s recent post)

4. Project Management

5. Technology Affinity (um, not sure about this term and can hear the cries of gross commercialism from among more senior lawyers, – as with 3. – but it means being competent at using your computer, the internet and other mobile technology.)

6. Time Management

I would add ethics reflection and decision-making to the list. Also, I am fairly sure there are other aspects of justice and the law that, while more about substantive knowledge and attitudes, could be presented as related skills?

In any case, given its connections to mastery, social relatedness and the emotions of the individual, this set of skills has great potential to also support the well-being of lawyers and law students in ways that the traditional skills do not or do not do as fully. What do you think of the list? Whether we’re at the beginning of the year, or in the slightly wilder stage, does it seem like a useful and worthy guide for our teaching?

Justine Rogers

Preparing law students for IT in the workplace

According to this article, competition among law firms is heating up and those that are using Information Technology (IT) as a collaborative communication tool may have an advantage. The article looks at some technologies that law firms are harnessing to enhance lawyer-client interactions. This allows greater flexibility in access, leading to greater client satisfaction. The article begs the question of whether universities are preparing students to use technology as collaborative, communication tools? Are universities a strong link in the chain between students coming into the university with strong IT skills, and the changing nature of the workforce which is also utilizing the tools that IT has to offer?

By Thomas Molloy