scholarly journals Taking Clinical Legal Education Online: Songs of Innocence and Experience

2020 ◽  
Vol 4 (2) ◽  
pp. 6
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin
Keyword(s):  
Legal Education ◽  
Law Schools ◽  
Online Technologies ◽  
Study Approach ◽  
Different Types ◽  
Challenges And Opportunities ◽  
Pro Bono ◽  
The Uk ◽  
Songs Of Innocence

<p>In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.</p><p><br />This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.</p>

scholarly journals Taking Clinical Legal Education Online: Songs of Innocence and Experience

2020 ◽  
Vol 27 (4) ◽  
pp. 6-38
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin
Keyword(s):  
Legal Education ◽  
Law Schools ◽  
Online Technologies ◽  
Study Approach ◽  
Different Types ◽  
Challenges And Opportunities ◽  
Pro Bono ◽  
The Uk ◽  
Songs Of Innocence

In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.

scholarly journals Connectivity, confidentiality and confidence: Key issues in the provision of online pro bono activities

2018 ◽  
Vol 25 (2) ◽  
pp. 48
Author(s):  
Emma Jones ◽  
Francine Ryan ◽  
Hugh McFaul
Keyword(s):  
Digital Literacy ◽  
Legal Education ◽  
Literacy Skills ◽  
Law Schools ◽  
Mobile Phone Application ◽  
Legal Advice ◽  
Challenges And Opportunities ◽  
Pro Bono ◽  
The Uk ◽  
Work Done

The provision of pro bono activities for law students has become an established feature of the undergraduate legal education landscape in Law Schools in the United Kingdom (“UK”) and beyond, providing the experiential elements of clinical legal education programmes. Pro bono activities conducted online, or utilising and enhanced by technologies in other ways (for example, through the development of a mobile phone application providing legal guidance), are increasingly becoming a part of this offering, reflecting wider shifts within legal practice and society and an increasing recognition of the importance of digital literacy skills. This paper will situate these forms of online and technologically-enhanced pro bono activities both within the wider context of contemporary clinical legal education and also as a part of broader professional and societal shifts. It will explore a variety of innovative approaches being taken internationally, including work done by The Open University’s Open Justice Centre in the UK, before moving on to focus on a number of key challenges and opportunities which may arise through the increasing provision of these new forms of pro bono activities by Law Schools. These include the potential and pitfalls of the technology involved, issues with confidentiality (particularly in the context of online legal advice) and the issue of how to foster trust in the online environment. The paper will conclude with a number of suggestions for areas requiring further research and discussion to enable contemporary clinicians to fully utilise the potential of online and technologically-enhanced pro bono activities.

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.

scholarly journals Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Fang Fang Zhao ◽  
Linh Chau ◽  
Anita Schuchardt
Keyword(s):  
Scientific Understanding ◽  
Biological Phenomenon ◽  
Study Approach ◽  
Different Types ◽  
Multiple Case ◽  
Mathematical Equations ◽  
Scientific Phenomenon ◽  
Student Problem ◽  
Mathematics And Science

Abstract Background Many students solving quantitative problems in science struggle to apply mathematical instruction they have received to novel problems. The few students who succeed often draw on both their mathematical understanding of the equation and their scientific understanding of the phenomenon. Understanding the sensemaking opportunities provided during instruction is necessary to develop strategies for improving student outcomes. However, few studies have examined the types of sensemaking opportunities provided during instruction of mathematical equations in science classrooms and whether they are organized in ways that facilitate integration of mathematical and scientific understanding. This study uses a multiple case study approach to examine the sensemaking opportunities provided by four different instructors when teaching the same biological phenomenon, population growth. Two questions are addressed: (1) What types of sensemaking opportunities are provided by instructors, and (2) How are those sensemaking opportunities organized? The Sci-Math Sensemaking Framework, previously developed by the authors, was used to identify the types of sensemaking. Types and organization of sensemaking opportunities were compared across the four instructors. Results The instructors provided different opportunities for sensemaking of equations, even though they were covering the same scientific phenomenon. Sensemaking opportunities were organized in three ways, blended (previously described in studies of student problem solving as integration of mathematics and science resources), and two novel patterns, coordinated and adjacent. In coordinated sensemaking, two types of sensemaking in the same dimension (either mathematics or science) are explicitly connected. In adjacent sensemaking, two different sensemaking opportunities are provided within the same activity but not explicitly connected. Adjacent sensemaking was observed in three instructors’ lessons, but only two instructors provided opportunities for students to engage in blended sensemaking. Conclusions Instructors provide different types of sensemaking opportunities when teaching the same biological phenomenon, making different resources available to students. The organization of sensemaking also differed with only two instructors providing blended sensemaking opportunities. This result may explain why few students engage in the successful strategy of integrating mathematics and science resources when solving quantitative problems. Documentation of these instructional differences in types and organization of sensemaking provides guidance for future studies investigating the effect of instruction on student sensemaking.

scholarly journals Retraction: Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside

RSC Advances ◽  
2021 ◽  
Vol 11 (54) ◽  
pp. 33938-33938
Author(s):  
Eloise Bevan ◽  
Jile Fu ◽  
Ying Zheng
Keyword(s):  
Challenges And Opportunities ◽  
Hydrothermal Carbonisation ◽  
The Uk

Retraction of ‘Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside’ by Eloise Bevan et al., RSC Adv., 2020, 10, 31586–31610, DOI: 10.1039/d0ra04607h.

scholarly journals Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London

2020 ◽  
Vol 4 (2) ◽  
pp. 107-134
Author(s):  
Emily Wapples
Keyword(s):  
Mental Health ◽  
Law Students ◽  
Online Delivery ◽  
Student Mental Health ◽  
Study Approach ◽  
The Uk ◽  
Academic Consequences ◽  
Global Uncertainty ◽  
The Impact

Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.

Piloting Online Submission and Online Assessment with GradeMark

2014 ◽  
pp. 125-151 ◽  
Author(s):  
Trudy Ambler ◽  
Yvonne Breyer ◽  
Sherman Young
Keyword(s):  
Higher Education ◽  
Implementation Process ◽  
Cultural Transformation ◽  
Student Experiences ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Electronic Assessment ◽  
Online Submission ◽  
Challenges And Opportunities

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

New Urban Layers and Spaces

2019 ◽  
pp. 72-103
Keyword(s):  
Information And Communication Technologies ◽  
Smart Cities ◽  
Communication Technologies ◽  
Research Literature ◽  
The Internet ◽  
Study Approach ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
Multiple Domains

This chapter explores infrastructures, experiences, and interactions in relation to emerging urban layers and spaces for engagement in the city. The purpose of this chapter is to shed light on the digital layers enabled by information and communication technologies, the internet of things, the internet of people, and other emerging technologies to complement and extend existing urban infrastructural layers. The research literature for infrastructures, experiences, and interactions is explored in this chapter in the context of smart cities, enabling identification of issues, controversies, and problems. Using an exploratory case study approach, solutions and recommendations are advanced. This chapter makes a contribution to 1) the research literature across multiple domains, 2) the identification of challenges and opportunities for research and practice relating to emerging urban layers and spaces going forward, and 3) the extending of existing understandings of urbanity to incorporate digital layers and spaces enabling connected, contextual, and continuous engagement.

Coping with Accessibility and Usability Challenges of Online Technologies by Blind Students in Higher Education

2012 ◽  
pp. 269-286
Author(s):  
Samuel Muwanguzi ◽  
Lin Lin
Keyword(s):  
User Interfaces ◽  
System Analysis ◽  
Universal Access ◽  
Emotional Reactions ◽  
Academic Administrators ◽  
Educational Materials ◽  
Online Technologies ◽  
Study Approach ◽  
Blind Students

This study examined the usability challenges and emotional reactions blind college students experienced in accessing educational materials and communicating with professors and colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that the blind students found Blackboard poorly accessible, which affected their academic achievements. However, despite their frustrations and feelings of marginalization, the study also showed that the blind students were motivated and optimistic of their successes. The research suggests that academic administrators and CMS designers work jointly with adaptive software developers to create enhanced user interfaces, ensure universal access and usability of online technologies, and reduce educational inequities and frustrations encountered by blind students.

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