9. Teaching in Law—Seminars, Lectures and More

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Teaching And Learning ◽  
Traditional Approach ◽  
Legal Education ◽  
Problem Based Learning ◽  
Peer Learning ◽  
Law Schools ◽  
Legal Studies ◽  
Approach To Teaching

Every law programme will make use of a range of different teaching opportunities, with differing aims and approaches — all designed to help the student to learn. This chapter looks at the different classes the student may come across during their legal studies, particularly lectures, tutorials, and seminars, and how to get the best out of them. Although many law schools take a largely traditional approach to teaching and learning, they may come across different approaches, such as problem-based learning, peer learning, or clinical legal education. These may be found within individual modules or across the whole curriculum, and embedded in the teaching structure or just used to enhance a more traditional approach.

scholarly journals Second Life machinima enhancing the learning of law: Lessons from successful endeavours

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Des Butler
Keyword(s):  
Second Life ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Legal Education ◽  
Learning Approaches ◽  
Law Schools ◽  
Legal Ethics ◽  
Legal Rules ◽  
Transmission Of Knowledge ◽  
Limited Government

<span>A traditional approach centred on weekly lectures, perhaps supported by tutorials, still predominates in modern legal education in Australia. This approach tends to focus on the transmission of knowledge about legal rules and doctrine to students, who adopt a largely passive role. Criticisms of the traditional approach have led to law schools expanding their curricula to include the teaching of skills, including the skill of negotiation and an appreciation of legal ethics and professional responsibility. However, in a climate of limited government funding for law schools in Australia, innovation in legal education remains a challenge. This article considers the successful use of </span><em>Second Life</em><span> machinima in two interactive multimedia programs, </span><em>Air Gondwana</em><span> and </span><em>Entry into Valhalla</em><span>, and their part in the creation of engaging, effective learning environments. These programs not only engage students in active learning, but also facilitate flexibility in their studies and other benefits. The programs yield important lessons concerning the use of machinima innovations in curricula for academics involved in legal education as well as those in other disciplines, especially those that rely on traditional passive lectures in their teaching and learning approaches.</span>

Problem-Based Learning (PBL)

2021 ◽  
pp. 38-56
Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Higher Order ◽  
Educational Institutions ◽  
Learning Skills ◽  
Knowledge And Skills ◽  
Life Problems ◽  
Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

Problem-Based Learning in Multimodal Learning Environments

2016 ◽  
Vol 54 (7) ◽  
pp. 1022-1040 ◽  
Author(s):  
Andri Ioannou ◽  
Christina Vasiliou ◽  
Panayiotis Zaphiris
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Digital Tools ◽  
Multimodal Learning ◽  
Communication Tool ◽  
Quantitative Content ◽  
Facebook Use ◽  
Approach To Teaching ◽  
University Classrooms

In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.

How Much “Law” in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program

2014 ◽  
Vol 29 (03) ◽  
pp. 297-310 ◽  
Author(s):  
Vincent Kazmierski
Keyword(s):  
Research Methods ◽  
Legal Education ◽  
Multiple Roles ◽  
Methods Course ◽  
Law Schools ◽  
Legal Research ◽  
Pedagogical Strategies ◽  
Legal Studies ◽  
Professional Law

Abstract This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.

scholarly journals The Association of Transnational Law Schools' Agora: An Experiment in Graduate Legal Pedagogy

2009 ◽  
Vol 10 (6-7) ◽  
pp. 929-958 ◽  
Author(s):  
Phillip G. Bevans ◽  
John S. McKay
Keyword(s):  
Doctoral Students ◽  
Legal Theory ◽  
Legal Education ◽  
International Governance ◽  
Summer Program ◽  
Law Schools ◽  
Legal Studies ◽  
Transnational Law ◽  
Legal Transplantation ◽  
Social Organizational

The Association of Transnational Law Schools [ATLAS] is a consortium of seven law schools from four continents that launched an annual academic summer program, called the Agora, for doctoral students this past July 2008. As the name of the consortium would suggest, the program focused on transnational law. The Agora is one of several multi-school initiatives aimed at furthering the study of the globalizing legal environment. The Agora both reflects and furthers a trend in legal scholarship, and as a consequence legal education, toward a focus on a set of interrelated concerns, which include globalization, international governance, transnational law, comparative legal studies, legal transplantation and the apparent conceptual challenges that these pose. In important respects these new conceptual challenges have a long pedigree in questions about the scope of legal pedagogy and theory. The pedagogical controversy is rooted in questions about the purpose of legal education, namely, whether it is trade training and should focus on practical legal skills, or whether it should be conceived of as broader than this. Intimately connected to this pedagogical controversy is a legal-theoretical controversy about the scope of legal theory (and thus the nature of law and its investigation). Does the word “law” designate the organizational instruments of state power, or should we think of “law” as referring to a more diverse set of social-organizational systems that may have greater or less affinity and connection with state law?

Looking at Law School Rankings in India Through the Lens of Democratic Ideals

2021 ◽  
Vol 8 (2) ◽  
pp. 175-193
Author(s):  
Swarna Hardikar
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Teaching And Learning ◽  
Legal Education ◽  
Law School ◽  
Fundamental Rights ◽  
Law Schools ◽  
International Convention ◽  
Ranking Systems ◽  
Democratic Ideals

Legal education in India has undergone phenomenal changes in the past few years. Gone are the days when certain established universities had a monopoly over legal education, and when interest in professional legal education was surpassed by the likes of science, technology and medicine, which are essential for the industrial and social development of any country. Lawyers, characterized as social engineers, are equipped with the vision for social change, which is essential in a developing country like India. Lawyers understand the present and have a vision for the future. Social change can be brought about by change in law, which reflects the direction in which the country is progressing. Ranking systems portraying democratic and constitutional ethos will encourage law schools and related authorities to change; accordingly, that is when they will become equipped to bring about relevant social change. Hence, it only seems pertinent to analyse the ranking systems in accordance with the democratic ideals and ethos enshrined in the Constitution, including the Preamble, which is where we find the mention of justice, equality, liberty and fraternity, the Fundamental Rights and the Directive Principles of State Policy, where we find the mention of the rule of law, social welfare and the values propounded by the Universal Declaration of Human Rights, the international convention on human rights. This will provide a better perspective for judging the quality of law schools and the law students, which will be essential in understanding the changes which need to be made to the current teaching and learning pedagogy. Students will be more equipped to deal with the challenges posed by the legal profession after graduation and will become harbingers of justice.

scholarly journals Curriculum Design: Difficulties and Realities in Introducing Innovative Teaching and Learning Experience

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Abdul Mohaimin Noordin Ayus
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Legal Education ◽  
Law School ◽  
Success Factor ◽  
Innovative Teaching ◽  
Legal Studies ◽  
Brunei Darussalam

The 20th century legal education system is said to have failedto teach students practical legal skills, critical analysis anddecision-making methods, as it did not give studentssystematic training in effective techniques for learning the lawfrom the experience of the legal practice. At the end of thecentury, a pedagogic method known as the clinical legaleducation was developed which broadens legal education inall of these dimensions. It is important for a member of a lawschool academic to examine this pedagogical approachtowards enhancing students’ knowledge and skills in meetingthe needs of the changing time. Law schools in Malaysia andto some extent in Brunei Darussalam have some or limitedautonomy in introducing Innovative Teaching and Learningmethods into the curriculum design, but no true success couldbe lauded either as difficulties and realities in the study of lawwithin the common law jurisdictional context requires strongcognitive elements before a student could really delve inpractical legal skill exercises. The realities cover two main areasof development: (1) the components of legal studies, and (2)the outcomes of the studies. The difficulties may be associatedwith (1) the governing educational policies; (2) qualificationand quality of students admitted to law school, (3) theexperience of the law teachers; and (4) the learningenvironment. The traditional method could not simply beblamed or ignored, if there ever be a failure in the system, onthe one hand, and the much ushered innovative learningmethods may not necessarily be the success factor, on theother.

Legal Education in Taiwan: Evolution and Innovation

2016 ◽  
Vol 3 (2) ◽  
pp. 247-260 ◽  
Author(s):  
Chih-Chieh LIN ◽  
Mong-Hwa CHIN ◽  
Shang-Jyh LIU
Keyword(s):  
Civil Rights ◽  
Social Enterprise ◽  
Traditional Approach ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Legal Professionals ◽  
The Past ◽  
Civil Rights Movements ◽  
Experimental Approaches

AbstractTaiwanese legal education is undergoing transformation and diversification. While the traditional approach to legal education has produced legal professionals who have led civil rights movements and contributed to the democratization of Taiwan, it has failed to meet the challenges of today’s world. Under globalization, Taiwanese industries and society now require lawyers capable of solving transnational legal disputes and legal issues regarding developments in technology and changes in society. However, these new challenges also provide law schools in Taiwan with an opportunity to apply experimental approaches, to innovate legal education. This essay describes the past and present state of legal education in Taiwan, especially its development since the government’s failed attempt at reform. Furthermore, it introduces the successful example of National Chiao Tung University’s Law School—a new law school that has developed a creative model of “innovation hub” and “social enterprise” that is transforming Taiwan’s legal education.

scholarly journals The Necessity of Clinical Legal Education in University Law Schools: A UK Perspective

2014 ◽  
Vol 7 ◽  
pp. 29 ◽  
Author(s):  
James Marson ◽  
Adam Wilson ◽  
Mark Van Hoorebeek
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Higher Education Funding ◽  
Law Schools ◽  
Legal Studies ◽  
Academic Benefits ◽  
Set Up ◽  
The Uk ◽  
The University

This paper proposes that the expansion and subsequent unbridling of the provision of a law clinic in the sector will provide the students with the skills necessary of graduates in the increasingly corporate, commercially motivated, UK university sector. Secondly, it provides a basis for the rationale of a movement in funding bands, a study which is being undertaken by the Higher Education Funding Council for England over the proceeding three years, in consequence to the increasing costs involved to the institutions. This increase in funding, coupled with a determination from the institution and case study evidence as presented in this paper, will hopefully propel clinical legal education to the forefront of undergraduate legal studies in the UK. Clinical legal education is a method of improving the student experience and offers various advantages if integrated fully into the university administrative set up. Such views have been given rigorous academic coverage, however this paper further analyses the academic benefits passed on to the student populace, in relation to the potential advantages to UK universities.

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