Effective Learning and Teaching in Law will provide all law teaching professionals with practical, authoritative guidance and advice on the successful teaching of their subject in both university settings and as part of professional training and practice. Written to promote the development of and recognition of the professional role of the law teacher, this book will help educators equip law students of law with the intellectual and practical skills required to succeed in their studies. Key coverage includes assessment, the design and planning of learning activities, the use of IT in legal education and developing suitable learning environments.The book is edited by a leading team of legal educators for the UK Centre for Legal Education (UKCLE) at the University of Warwick, and includes expert contributions from leading figures in the field. It will be essential reading for anyone involved with legal education today and will be particularly relevant for those developing their teaching career, or seeking professional accreditation.
Author(s): Roger Burridge
Edition: 1
Year: 2002
Language: English
Pages: 225
Book Cover......Page 1
Title......Page 2
Copyright......Page 3
Contents......Page 4
About the editors......Page 8
Acknowledgements......Page 11
Forewords......Page 12
Aims of the book......Page 14
What is in the book?......Page 15
Introduction......Page 18
Access to Higher Education......Page 19
RAE and subject review......Page 21
Graduate skills and abilities......Page 22
Influence of the legal professions......Page 23
The law school......Page 24
Searching for purpose and designing a programme response......Page 26
Serving society, the administration of justice and students......Page 28
Section 3 Promoting professional teachers......Page 30
Core professional knowledge......Page 31
Specialist expert practices......Page 32
The emergence of legal education scholarship......Page 34
Implications of the professional teaching practitioner......Page 35
Acronyms......Page 36
References......Page 37
Introduction......Page 40
Section 1 Lessons from educational theory and law school practice......Page 41
Experiential learning......Page 42
Problem-based learning......Page 45
Research-based learning......Page 46
Clinical education......Page 47
Live client clinics......Page 48
Street law and community development projects......Page 49
Placements and work experience......Page 50
Different learners......Page 51
A tort law example......Page 52
1. Is the module adequately planned?......Page 55
4. What arrangements are there for reviewing the programme?......Page 56
Section 4 Developing a reflective teaching practice......Page 57
Section 5 Implications of learning theory for developing legal expertise......Page 59
Conclusion......Page 62
References......Page 63
Useful Web sites......Page 65
References......Page 91
Introduction......Page 66
Section 1 Assessment and learning......Page 67
Alignment: learning outcomes, teaching methods, assessment......Page 68
Section 2 Appropriate and valid assessment......Page 75
Designing criteria......Page 76
Consistency and standards......Page 77
Plagiarism......Page 79
Use and application of feedback......Page 83
Self- and peer assessment......Page 85
Oral assessment and performance......Page 87
ICT in assessment......Page 89
Conclusion......Page 90
Useful Web sites......Page 93
Introduction......Page 95
Learning via conversations in cyberspace......Page 98
Virtual law schools: Semple Piggott Rochez......Page 99
Iolis courseware: integration into traditional learning......Page 101
Beyond the conversational metaphor......Page 103
RBL: negotiations in cyberspace......Page 104
The Personal Injury Project......Page 105
The EDHEC-Warwick electronic negotiations......Page 110
Issues and guidelines to good practice......Page 111
Integration of media......Page 112
Staff development......Page 113
Project structures......Page 114
Conclusion......Page 115
References......Page 116
Introduction......Page 119
Values......Page 120
Assessing ethical issues......Page 129
Individual learning and feedback......Page 131
Collaborative learning......Page 133
Reflective practice and professional development......Page 135
References......Page 140
Introduction......Page 142
Section 1 The challenge of the HRA......Page 143
Section 2 Human rights education as inspiration......Page 146
Teaching as learning: Warwick human rights project......Page 149
Human rights immersion: a model from the Philippines......Page 151
Conclusion......Page 153
References......Page 154
Useful Web sites......Page 155
Introduction......Page 156
Approaches to teaching......Page 157
Identifying learning outcomes......Page 160
Meeting the outcome challenge: professional bodies, benchmarking and level......Page 161
Assessment strategies......Page 163
Self- and peer assessment......Page 165
Internet......Page 166
Professional/trade journals/press......Page 167
Breadth versus depth: linking to programme design......Page 169
Research......Page 170
Problem solving......Page 171
Information Technology skills......Page 172
Ten commandments for teaching law to non-lawyers (with acknowledgements to Rowntree, 1981)......Page 173
References......Page 174
Introduction......Page 175
Legal practice and pedagogic change......Page 176
Assumption one: conflict is always about principle and rights......Page 178
Assumption three: lawyers ‘own’ the conflict......Page 188
Conclusion......Page 191
References......Page 192
Changing geography......Page 195
Commodification......Page 197
Globalization......Page 198
Changing relationships......Page 199
Changing classrooms......Page 202
Virtual classrooms......Page 206
Virtual institutions......Page 208
Learning futures......Page 210
Conclusion......Page 211
References......Page 214
Index......Page 216
