Learning Law Using Augmented Reality and Neuro-Linguistic Programming

2020 ◽  
pp. 259-278
Author(s):  
Puteri Sofia Amirnuddin ◽  
Jason J. Turner
Keyword(s):  
Augmented Reality ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Law Students ◽  
First Year ◽  
Digital Learning ◽  
Skills Gap ◽  
Human Element ◽  
Legal Studies

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

scholarly journals The role of accommodation environments in student mental health and wellbeing

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joanne D. Worsley ◽  
Paula Harrison ◽  
Rhiannon Corcoran
Keyword(s):  
Mental Health ◽  
First Year ◽  
Student Mental Health ◽  
North West ◽  
Human Element ◽  
Health And Wellbeing ◽  
Physical Attributes ◽  
Attachment To Place ◽  
Pastoral Staff

Abstract Background Due to the increasing concern over student mental health and wellbeing, attention has turned to the matter of creating environments, communities, and institutions which enable students to flourish. Methods To explore the role of accommodation environments in first year student mental health and wellbeing, eight focus groups were conducted in two universities in North West England and analysed using thematic analysis. Results Three overarching themes were identified: ‘The betwixt space’; ‘Accommodations as vessels to cultivate friendships and communities’; and ‘The importance of accommodation-based pastoral staff’. As attachment to place and relationships with significant others are disrupted by the transition, this leaves young people vulnerable whilst they go through a process to re-attach to new people and a new environment, and loneliness and social isolation were keenly felt during this period. Physical attributes of place that prevent social cohesion further exacerbated feelings of loneliness. Conclusions As it is common for students to withdraw physically and psychologically when they do not form friendships within their flat, accommodation-based pastoral staff have an important role to fulfil. Although these findings demonstrate the importance of the human element within accommodation, designing places that facilitate community, a sense of we-ness, and belonging is crucial.

The Use of Augmented Reality in Contemporary Art

2021 ◽  
Vol 2021 (1) ◽  
pp. 20-29
Author(s):  
I. Malinina ◽  
Keyword(s):  
Augmented Reality ◽  
Contemporary Art ◽  
Film Industry ◽  
Learning Experience ◽  
Modern Society ◽  
Art Gallery ◽  
City Tourism ◽  
Augmented Reality Technology ◽  
Interactive Experience

The article analyzes the use of augmented reality (AR) in creative projects of contemporary art. Features of application of augmented reality technologies are investigated. The author reviews the possibilities and options for using augmented reality technology to support museums and galleries. This article will help contemporary artists to better understand these technologies, understand the role of AR in modern society and assess its prospects. Analysis of scientific research has shown that the use of augmented reality in art is increasingly of interest to artists and scientists. There are also articles dedicated to improving the learning experience of art gallery visitors using augmented reality. The present study reveals the chronology of research on this phenomenon. An analysis of the experience of Ukrainian, European and American artists and designers in the implementation of AR‑technologies in the field of culture has also been conducted, on the basis of which a system of thematic areas of augmented reality in contemporary art has been presented. There are five areas where augmented reality in the field of art is used. These are museums of history and art and exhibition halls, art city tourism, film industry, concerts and television. But it turns out that the number of these areas is not final. Eventually, AR will be used in other art venues. The materials of this article provide recommendations for the spread of augmented reality technologies in art. With the help of these technologies, the image of an innovative progressive museum and exhibition hall, open to new opportunities, can be created, which gives the opportunity to attract new visitors, generating a unique complex interactive experience. So far, augmented reality is used exclusively in art, but more and more artists and designers are beginning to move towards interactive implementations in their work. Many of these authorial experiments grow into unique creative projects and provide enormous advantages in the system of culture and art.

Teach Less and Learn More

2021 ◽  
Vol 2 (1) ◽  
pp. 29-42
Author(s):  
Ratneswary Rasiah ◽  
Sotheeswari Somasundram ◽  
Kelly Pei Leng Tee ◽  
Jason James Turner
Keyword(s):  
Instructional Technology ◽  
Learning Experience ◽  
Skills Gap ◽  
Policy Makers ◽  
Use Of Technology ◽  
Learning Development ◽  
The Individual ◽  
The Impact ◽  
Insight Into

This study aims to investigate the impact of assessments and instructional technology on a students' learning experience and the development of their graduate capabilities. In a disruptive employment market where there appears to be a mis-match between employer expectations and the graduate skill-set, the onus has fallen upon education providers to better align the capabilities taught in school with employer and employment market expectations. Using a survey-based approach to collect 118 responses, this research revealed the positive and significant roles played by assessments and technology in enhancing students' learning development of graduate capabilities, with the use of technology identified as the stronger influencer on student learning. The findings of this study are beneficial to educators and policy makers, providing insight into the individual and collective role of assessment(s) and embedding technology into the curriculum as means to address the skills gap which should inform further research into the graduate skills conundrum.

scholarly journals “WE HEAR YOU, WE UNDERSTAND YOU” - USING VARK SURVEY TO UNDERSTAND FIRST YEAR LAW LEARNERS

2019 ◽  
pp. 75-85
Author(s):  
Ani Munirah Mohamad ◽  
Anis Shuhaiza Md Salleh ◽  
Rafizah Abu Hassan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Higher Learning ◽  
Law Students ◽  
Learning Objectives ◽  
First Year ◽  
Technological Advancement ◽  
Quantitative And Qualitative Methods

With technological advancement and industrial revolution 4.0, teaching and learning, particularly in a higher learning institution, would definitely face challenges, not only to learners but also to teachers. One of the challenges faced by teachers is the learning styles of learners in this era. As learning styles and preferences may differ from one individual to another, understanding the learners is crucial so that the design and formulation of the teaching lessons, activities, and assessment for the course would suit the learners’ learning styles and meet the course learning outcomes. Hence, by employing a mixture of quantitative and qualitative methods, a VARK survey has been administered on 77 first-year law students of one higher learning institution in Malaysia to identify the learners’ learning styles. Their preference in terms of how they learn best and what type of activities that suit them most for their learning process can be assessed. Considerably, the survey would assist the researchers in profiling the learners into groups based on their respective learning styles, particularly visual (V), auditory (A), reading/writing (R) or kinesthetics (K). This article emphasizes on the importance of understanding learners for any given course, generally, and harnessing the power of VARK survey in assisting the teachers to understand their learners better. Being able to understand the learning styles of the learners, the teachers would be able to structure and plan the teaching lessons to suit the styles of the learners. Consequentially, the learning objectives of the course would be met.

scholarly journals Forgotten? The Role of Graduate Legal Education in the Future of the Law Faculty

2014 ◽  
Vol 51 (4) ◽  
pp. 761
Author(s):  
Rosalie Jukier ◽  
Kate Glover
Keyword(s):  
Legal Education ◽  
Law Students ◽  
Graduate Studies ◽  
Legal Studies ◽  
Canadian Law ◽  
Law Faculty ◽  
The Future ◽  
The Law ◽  
The University

In this article, the authors argue that the longstanding trend of excluding graduate studies in law from the discourse on legal education has detrimental effects on both the discourse and the future of the law faculty. More specifically, disregarding graduate legal education is at odds with the reality of graduate studies in Canadian law faculties today, ignores the challenges of graduate programs in law, and perpetuates inaccurate distinctions about both the career aspirations of law students and the relationship between undergraduate and graduate legal studies. In the authors’ view, these concerns can be overcome by reframing the discourse. Once the purpose of legal education is understood to be the cultivation of jurists and the law faculty is seen as an integrated whole of people, place, and program, graduate legal education moves easily into the discussion on the future of the law faculty. Including graduate studies in the discourse is an opportunity to explore, and be hopeful about, the institutional missions of law faculties and their place in the university, the optimization of legal education at all levels, and the methods by which participants in graduate studies should fulfill their responsibilities to the future of the discipline.

"Oily Rag" or "Winged Messenger"

2009 ◽  
pp. 1-17
Author(s):  
Sabine Little
Keyword(s):  
Learning Experience ◽  
New Technology ◽  
Point Of View ◽  
Future Research ◽  
First Year ◽  
Multiprofessional Team ◽  
Team Working ◽  
Main Emphasis ◽  
E Learning

This chapter has been composed as a piece of reflective practice, and as such traces and researches the development of a new technology-rich first-year module from the point of view of one particular developer, myself. The main emphasis in my role was on advising and assisting with the development of a student learning experience that provided, above all, an inquiry-based learning environment for students to acquire the skills necessary to succeed in their ongoing degree. Technology and e-learning offered a number of interesting options for development and implementation, necessitating the further brokering of technological expertise. The chapter highlights the collaborative issues that occur in a multiprofessional team working in such a developmental environment, and explores the role of the developer and how this role might be interpreted by other staff and institutions. The chapter concludes by offering ideas for future research into what remains an emerging field of scholarship.

The Reading Experience for Children and Young Adults

2020 ◽  
pp. 142-173
Author(s):  
Esther de la Peña
Keyword(s):  
Young Adults ◽  
English Language ◽  
Learning Experience ◽  
Historical Context ◽  
Compulsory Education ◽  
Literary Texts ◽  
First Year ◽  
Pedagogical Model ◽  
Children And Young Adults

The main purpose of this chapter is to expose a model of TEFL based on the use of literature as an interdisciplinary tool. Reading authentic literary texts embraces the exploration of the linguistic aspects of the English language and integrates a multifaceted study of the historical context, cultural manifestations, and philosophical features of the literary works. Firstly, a brief overview about the role of literature in language teaching over the past years is presented. Secondly, the advantages and benefits that literature offers students are explained in detail. Finally, a model approach to integrating literature in the EFL classroom is suggested. In all, the scope of this comprehensive pedagogical model provides students with a challenging learning experience that starts in the first year of ESO and is carried out throughout the four years of compulsory education.

scholarly journals Virtual Reality-Based Education (VRBE): Understanding Students’ Readiness and Expectancies

2020 ◽  
Vol 9 (3) ◽  
pp. 172-176
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Affective Domain ◽  
Law Students ◽  
Willingness To Accept ◽  
Technological Readiness ◽  
Technology Students ◽  
Traditional Lectures

Driven by the rapid advancement in the field of Science and Technology, students regardless of areas and programmes are now exposed to a variety of immersive technologies. Therefore, it has become a challenge for educators in designing a meaningful learning experience. The use of such technologies has led to the emergence of new approaches in a learning experience, namely one that involves Virtual Reality (VR) and Augmented Reality (AR). Thus, understanding students’ readiness and expectancies is very important in leveraging the use of these technologies in teaching and learning. This study was conducted with the aim of addressing 2 objectives which are to identify the level of readiness of law students at the Faculty of Law, UKM in using VR in their learning; and, to identify the students’ expectancies when using VR in learning. Questionnaires were used to obtain data that were intended to measure the student’s readiness and expectancies. The findings showed that most of the students at the Faculty of Law have the technological readiness to use VR in their learning in law classrooms. However, some considerations need to be taken especially the availability of devices which does not ensure the existence of total willingness to accept something as new as using VR in a law class. As a conclusion, the findings of this study have brought into attention that VR technology can be used in law classrooms despite its discipline which has always been traditional (lectures and tutorials) and conventional (numerous readings, note-takings, and listening). However, the preparation of students’ affective domain is crucial especially in providing them with the strategies to learn with the help of VR technology.

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