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Computing Legal Analysis: A Guided Approach to Problem Solving in Contract Law 计算法律分析：解决合同法问题的指导方法
IF 0.3
Legal Education Review Pub Date : 2023-11-16 DOI: 10.53300/001c.90191
Marton Ribary, Antony Starza-Allen
{"title":"Computing Legal Analysis: A Guided Approach to Problem Solving in Contract Law","authors":"Marton Ribary, Antony Starza-Allen","doi":"10.53300/001c.90191","DOIUrl":"https://doi.org/10.53300/001c.90191","url":null,"abstract":"The paper proposes a guided methodology for problem solving in a first-year undergraduate contract law module. Developed from our teaching practice and inspired by theories of computational modelling, our approach helps students to identify and extract legal information from primary and secondary sources, and to organise what they have learned into structured frameworks. The method creates scaffolding for learning and a framework through which legal issues can be identified. These frameworks can be used to locate legal information relevant to the construction of analysis and argument to the point of producing legal advice with confidence. The paper describes our approach in five distinct stages: (1) extracting doctrinal content from legal sources, (2) organising such content into a coherent framework, (3) applying the framework to problem scenarios, (4) constructing , and (5) writing up detailed, authoritative, and persuasive legal advice.. Our methodology embeds essential skills aided by a “semantic web” of concepts from which one could draw inferences, and uses computer-inspired visualisation for constructing arguments. Computational thinking allows students to visualise connections between the initial categorisation of legal information and the constitutive elements of a persuasive legal argument to articulate and demystify the process of producing legal advice.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"115 9","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139266982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree 保持真实:在法学本科学位课程中引入真实任务的案例
IF 0.3
Legal Education Review Pub Date : 2023-09-07 DOI: 10.53300/001c.87815
Sadie Whittam
{"title":"Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree","authors":"Sadie Whittam","doi":"10.53300/001c.87815","DOIUrl":"https://doi.org/10.53300/001c.87815","url":null,"abstract":"Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student Evaluations of Teaching: Understanding Limitations and Advocating for a Gold Standard for Measuring Teaching Effectiveness 学生对教学的评价：理解局限性并倡导衡量教学效果的黄金标准
IF 0.3
Legal Education Review Pub Date : 2023-08-17 DOI: 10.53300/001c.86151
J. Marychurch, Kelley Burton, Michael. Nancarrow, J. Laurens
{"title":"Student Evaluations of Teaching: Understanding Limitations and Advocating for a Gold Standard for Measuring Teaching Effectiveness","authors":"J. Marychurch, Kelley Burton, Michael. Nancarrow, J. Laurens","doi":"10.53300/001c.86151","DOIUrl":"https://doi.org/10.53300/001c.86151","url":null,"abstract":"The arbitrator’s decision in Ryerson University v Ryerson Faculty Association [2018] CanLII 58446 (ON LA) rejected use of Student Evaluations of Teaching (SETs) for academic confirmation and promotion purposes. SETs provide largely quantitative data in response to pre-determined institutional, generic questions using a Likert scale applicable to all teaching modes. SETs may be efficient, but commonly low response rates mean the data is often statistically invalid. Studies of SETs suggest gender, age, race, and other biases are widespread, and they discourage teaching innovation because academics fear student backlash in SET scores. Consequently, SETs are of little value to academics for their professional development, confirmation or promotion, or as evidence for teaching grant or awards processes. The continuing impact of the COVID-19 pandemic on traditional models of teaching has forced many changes in teaching, learning and pedagogy, often with a temporary suspension of SETs to allow teachers to innovate without negative impact on professional development measures. This presents a unique opportunity for us to revisit how the effectiveness of teaching and learning is measured. Academic teaching staff still need evidence of teaching effectiveness, as do sessional staff looking for continued employment and/or a career in academia. This paper discusses the strengths and weaknesses of SETs; seeks to equip law academics to advocate for other measures of teaching effectiveness that better reflect their contribution to student learning; and to pave the way for law discipline and institutional level changes that support a gold standard in measuring teaching effectiveness beyond reliance on SETs, for the benefit of teachers in law and other disciplines.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45855844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trial Advocacy and Nitojutsu 审判辩护和Nitojutsu
IF 0.3
Legal Education Review Pub Date : 2023-05-15 DOI: 10.53300/001c.75395
Chris Dent
{"title":"Trial Advocacy and Nitojutsu","authors":"Chris Dent","doi":"10.53300/001c.75395","DOIUrl":"https://doi.org/10.53300/001c.75395","url":null,"abstract":"Miyamoto Musashi was a master Japanese swordsman. His text, the Book of Five Rings, sets out his philosophy on combat and the way of the warrior. This article takes his teachings and applies them to art of trial advocacy. The Five Scrolls of Musashi’s text allow for an engagement with the fundamental importance of preparation, the effective deployment of law and fact, awareness and professional ethics. The connections are made through the use of current experts in advocacy, including Glissan and Hampel. The use of techniques involving katana is, of course, only a metaphor – one aimed at getting law students to think of trials in a more life-or-death way. Advocacy is not the showiness of TV, but the hard grind of training and preparation that was the life of a ronin.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48434082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Legal Clinical Education in China: A Literature Review 中国法律临床教育：文献综述
IF 0.3
Legal Education Review Pub Date : 2023-05-09 DOI: 10.53300/001c.75203
Konstantin G Vertsman
{"title":"Legal Clinical Education in China: A Literature Review","authors":"Konstantin G Vertsman","doi":"10.53300/001c.75203","DOIUrl":"https://doi.org/10.53300/001c.75203","url":null,"abstract":"This literature review of twenty-one recent articles from China provides an overview of the nature and implementation of legal clinical education, the objectives of legal clinical education, the benefits of legal clinical education, the theory of legal clinical education, as well as the challenges faced in legal clinical education. These topics have been thoroughly addressed by Chinese scholars through the experience of approximately twenty years of practice as well as through inspiration from legal clinical education within the United States and internationally. However, there continue to be areas of disagreement and certain gaps in the development of a comprehensive theory of legal clinical education as well as psychological and pedagogical justifications for this innovative system of learning.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Interdisciplinary Classroom in Law and Social Work: Can It Be Done? 法律与社会工作跨学科课堂：能做到吗？
IF 0.3
Legal Education Review Pub Date : 2023-04-11 DOI: 10.53300/001c.74263
J. Venables, T. Walsh
{"title":"An Interdisciplinary Classroom in Law and Social Work: Can It Be Done?","authors":"J. Venables, T. Walsh","doi":"10.53300/001c.74263","DOIUrl":"https://doi.org/10.53300/001c.74263","url":null,"abstract":"When our social work and law classes were scheduled during the same timeslot, we took advantage of this unique opportunity to engage in a series of joint classroom activities throughout the semester. We ran three activities that encouraged students to reflect on the roles of their professions when working with shared clients. Our aim was to create an interdisciplinary learning experience that allowed law and social work students to better understand one another and appreciate the role that each profession can play in bringing about positive outcomes for clients. Previous research suggests that personality differences, stereotypes and lack of knowledge about professional roles creates barriers to interdisciplinary learning for social work and law students. However, we found that student attendance and institutional barriers posed the greatest challenges to shared learning programs like ours.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47227643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Balancing Convenience and Connection: Blending Law School Teaching and Learning During a Pandemic 平衡便利与联系:流行病期间法学院教学与学习的融合
IF 0.3
Legal Education Review Pub Date : 2023-01-12 DOI: 10.53300/001c.67932
Jill Howieson, Ben Di Sabato, Emmelie Sparkes, Vincent O. Mancini
{"title":"Balancing Convenience and Connection: Blending Law School Teaching and Learning During a Pandemic","authors":"Jill Howieson, Ben Di Sabato, Emmelie Sparkes, Vincent O. Mancini","doi":"10.53300/001c.67932","DOIUrl":"https://doi.org/10.53300/001c.67932","url":null,"abstract":"This article reports on the lived experiences of 30 students completing a two-week intensive course on Dispute Resolution (DR) at the University of Western Australia Law School in 2021. The course was delivered fully-online in the first week, and in a traditional face-to-face setting in the second week. The adoption of online learning was in response to a government-mandated lockdown to combat the ongoing COVID-19 pandemic. The pandemic created a new landscape for higher education providers, where teachers needed to implement rapid adjustments to the delivery of legal education. By providing students with activities designed to capture their experiences with face-to-face and online delivery modes in the context of DR, Law School staff were able to gain valuable insight into the life of a law student during this time. The qualitative and quantitative findings revealed that the transition to online delivery was in some ways paradoxical, as students reported both benefits and limitations. This article contributes to accumulating literature exploring the impact of online delivery of education within a law school context, highlighting the potential barriers and facilitators to effective implementation identified by students. Further inquiry remains imperative in a post COVID-19 landscape where online delivery is increasingly relevant.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46877149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Faculty Perception of Tasks Relevant to Academic Success in the First Year of Law School: A Longitudinal Analysis 法学院一年级教师对学业成功相关任务的认知:一项纵向分析
IF 0.3
Legal Education Review Pub Date : 2023-01-12 DOI: 10.53300/001c.67930
Gregory Camilli, J. Wegner, A. Gallagher
{"title":"Faculty Perception of Tasks Relevant to Academic Success in the First Year of Law School: A Longitudinal Analysis","authors":"Gregory Camilli, J. Wegner, A. Gallagher","doi":"10.53300/001c.67930","DOIUrl":"https://doi.org/10.53300/001c.67930","url":null,"abstract":"Using results from surveys conducted in 2003 and 2018, we examined the perceived importance attributed to a set of specific tasks taught by faculty in required law school courses, with each questionnaire item in the survey corresponding to a task that describes a particular competency, such as critical reading. In this study, the results from two surveys completed by instructors of required law school courses are reported for a set of survey tasks representing competencies that regularly appear as topics in the legal education literature. We asked survey respondents to indicate the importance of each set of tasks for success in such courses. While one goal was to identify the competencies perceived as important by the faculty in required courses, another goal was to identify which competencies are becoming more or less important over time.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42097395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Electronic Audio Feedback in Legal Education 法律教育中的电子音频反馈
IF 0.3
Legal Education Review Pub Date : 2022-10-25 DOI: 10.53300/001c.39640
D. Carter, A. Vogl, E. Methven, L. Billington
{"title":"Electronic Audio Feedback in Legal Education","authors":"D. Carter, A. Vogl, E. Methven, L. Billington","doi":"10.53300/001c.39640","DOIUrl":"https://doi.org/10.53300/001c.39640","url":null,"abstract":"The provision of high quality, effective feedback is critical to supporting student learning. In tertiary legal education, student feedback is commonly provided in written form, with the benefits of audio or multimodal feedback underexplored. Academics regularly express dissatisfaction regarding the time it takes to provide assessment feedback and a perceived lack of student engagement with it. Students also report concerns relating to the tone, quality and timeliness of the feedback they receive. This article discusses the findings of a program which used electronic audio feedback amongst undergraduate and postgraduate law students at an Australian university to explore whether a change in mode from written to audio or multimodal feedback could offer a solution to these challenges. It explains the pedagogical implications that arose from the use of electronic audio feedback, including that the provision of feedback in an audio mode allowed for the provision of more detailed feedback in a comparably shorter period of time; compelled students to engage with feedback in a sustained fashion; was able to simulate an authentic feedback experience in professional practice; better facilitated personalised, constructive feedback; and, when used alongside written feedback, catered to a greater variety of learning approaches.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Weighing the Cost of Expectations that Students Complete Legal Work Experience 权衡学生完成法律工作经验的期望成本
IF 0.3
Legal Education Review Pub Date : 2022-10-11 DOI: 10.53300/001c.38777
A. Hewitt, Laura Grenfell, Hadieh Abiyat, M. Hendry, J. Howe, Sam Whittaker
{"title":"Weighing the Cost of Expectations that Students Complete Legal Work Experience","authors":"A. Hewitt, Laura Grenfell, Hadieh Abiyat, M. Hendry, J. Howe, Sam Whittaker","doi":"10.53300/001c.38777","DOIUrl":"https://doi.org/10.53300/001c.38777","url":null,"abstract":"Having completed multiple periods of legal work experience is often regarded as ‘pseudo mandatory’ for an Australian law graduate to be competitive for professional legal positions. This article explores the implications of these expectations, at a systems level, but also individually for past and recent graduates, and current students. It does this through both an exploration of literature, and through an ‘auto-ethnography’ in which the authors’ present their own experiences of seeking legal work experience and graduate legal positions. These data sources shed new light on the costs of expectations that graduates should already have practical legal work on their CVs, which calls into question the broad encouragement of work experience by universities, legal firms, and law societies.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43314397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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