Legal Education Review最新文献_第3页

Accrediting Indigenous Australian Content and Cultural Competency Within the Bachelor of Laws 在法律学士学位中认证澳大利亚土著内容和文化能力

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Legal Education Review Pub Date : 2021-12-07 DOI: 10.53300/001c.30200

Annette Gainsford, Marcus Smith, Alison Gerard

引用次数: 0

‘That’s me in the photo’ – Photography as a critical pedagogy technique in legal education “这就是照片中的我”——摄影是法律教育中的一种批判性教学技术

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Legal Education Review Pub Date : 2021-12-02 DOI: 10.53300/001c.30154

Simon Kozlina

引用次数: 1

Academics Embrace Disruption: Lessons Learned Teaching First Year Law During a Pandemic 学术界拥抱颠覆：在大流行病期间教授一年级法律的经验教训

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Legal Education Review Pub Date : 2021-08-16 DOI: 10.53300/001c.27478

Kathleen Raponi, Gayani Samarawickrema, Gerard Everett, Lloyd England, Tristan Galloway

{"title":"Academics Embrace Disruption: Lessons Learned Teaching First Year Law During a Pandemic","authors":"Kathleen Raponi, Gayani Samarawickrema, Gerard Everett, Lloyd England, Tristan Galloway","doi":"10.53300/001c.27478","DOIUrl":"https://doi.org/10.53300/001c.27478","url":null,"abstract":"This study reports on the teaching practices adopted by a cohort of higher education academics for online and remote delivery of first year law units (subjects) as a result of the COVID-19 pandemic. Six academic staff who taught nine units face-to-face in intensive Block mode shifted their teaching online almost overnight, including conducting synchronous face-to-face teaching online. Their interview comments are initially categorised using a SWOT (strengths-weaknesses-opportunities-threats) analysis approach, then further analysed according to the elements in Moore’s transactional distance theory - dialogue, structure and learner autonomy. The study identified that while the unit space on the learning management system with links to resources and readings, scaffolded learning activities, structured interactions with clear instructions and assessments was the greatest asset, it also offered opportunities that were both practical and unexpected. While it gave academics a strong footing to commence their remote teaching, the key weakness was the loss of face-to-face contact, now replaced by Zoom. This posed threats related to learning. The findings offer suggestions and pedagogical interventions that can be applied to modify teaching practices in remote Block delivery in a post-COVID future in teaching first-year law. The research is equally applicable to teaching any discipline online.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312314","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: 2

Integrating Technology to Increase Graduate Employability Skills: A Blockchain Case Study in Property Law Teaching 整合科技提高毕业生就业技能:财产法教学的bbb案例研究

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Legal Education Review Pub Date : 2021-08-16 DOI: 10.53300/001c.27477

Kate Galloway, F. Cantatore, L. Parsons

{"title":"Integrating Technology to Increase Graduate Employability Skills: A Blockchain Case Study in Property Law Teaching","authors":"Kate Galloway, F. Cantatore, L. Parsons","doi":"10.53300/001c.27477","DOIUrl":"https://doi.org/10.53300/001c.27477","url":null,"abstract":"The discourse of graduate employability skills includes emphasis on digital capabilities. Digital capabilities encompass an understanding of the new and emerging technologies that are driving significant change in business, government and society and by implication, the critical and creative thinking skills to integrate these contexts with the law. By contrast, the accredited law curriculum remains focussed on doctrine thus frequently relegating consideration of law and technology to discrete (elective) subjects. Further, the default method of teaching and learning doctrine remains a case method approach using hypothetical problems. Such an approach to curriculum is, at best, neutral about the relevance of new technologies and the skills required to analyse them in a legal context with consequences for contemporary and likely future employer expectations for law graduates to be prepared for practice.\u0000This article first establishes the imperative to incorporate digital contexts into the core law curriculum as a means of providing students with foundational skills for a changing workplace. Secondly, it presents the case for an enhanced approach to teaching legal problem solving. Beyond the backward-looking hypothetical fact scenario, it suggests that a future focused analytical mindset is integral to the lawyer’s suite of thinking tools. Finally, it provides a case study of a critical—and doctrinal—analysis of a recent proposal to fractionalise lots in a Torrens system in tandem with a blockchain. The case study illustrates the application of an enhanced problem-solving approach. It shows how the broader context of new technologies might be integrated into property law teaching through prospective problem-solving.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044220","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

Implementing Good Practice Pedagogy to Support Law Students’ Writing Skills 实施良好实践教学法以支持法律学生的写作技巧

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Legal Education Review Pub Date : 2021-05-17 DOI: 10.53300/001c.24165

Sandra Noakes

{"title":"Implementing Good Practice Pedagogy to Support Law Students’ Writing Skills","authors":"Sandra Noakes","doi":"10.53300/001c.24165","DOIUrl":"https://doi.org/10.53300/001c.24165","url":null,"abstract":"The current focus on the standard of writing of both school and university students in Australia underscores the responsibility of law schools to support and develop their students’ writing skills. Good practice principles recommend that writing development at law schools should occur in an embedded context with subject matter content and led by law academics as experts in the discourse of law. Programs should also be informed by theory about how students learn literacy and developed in consultation with academic language and learning (‘ALL’) experts. However, there are few studies of embedded writing programs in law in Australia, and the impact of consultation with ALL experts is also not an issue which has been extensively explored. This article reports on the results of a mixed-methods study of an embedded writing program in law at a large regional Australian university. It demonstrates that it is possible to implement a writing program based on good practice pedagogy without making substantial changes to the existing curriculum. It also reveals the importance of focusing the support on the teaching academics, rather than on individual students, and ensuring that academics are supported by ALL expertise, to provide them with the tools to be able to talk to their students about language in their discipline. The quantitative aspects of this study also demonstrate that a writing program based on an understanding of how students develop academic literacy appears to lift the performance of students who may not have traditionally been admitted to law school.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883897","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

The Criminal Law Syllabus and the Realities of Legal Practice in Hong Kong 香港刑法教学大纲与法律实践的现实

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Legal Education Review Pub Date : 2021-05-10 DOI: 10.53300/001c.23731

Daniel Pascoe

{"title":"The Criminal Law Syllabus and the Realities of Legal Practice in Hong Kong","authors":"Daniel Pascoe","doi":"10.53300/001c.23731","DOIUrl":"https://doi.org/10.53300/001c.23731","url":null,"abstract":"Criminal law syllabi throughout the common law world, including in Hong Kong, primarily focus on homicide, other violent offences, sexual offences, and property offences – offences typically categorised as mala in se (evil in and of themselves). They do this largely for traditional reasons – because these are the crimes which the syllabus has always focused on. Yet this is not what criminal law practice really looks like, whether in the courtroom or in advising clients. This research study utilises data on crime prevalence in Hong Kong as well as a self-reporting survey of criminal law practitioners in an effort to more closely align the LLB/JD criminal law teaching syllabus with the present and future realities of legal practice in Hong Kong, at least in terms of the specific offences covered. The empirical findings suggest that legal educators in Hong Kong ought to consider adding drugs, driving, regulatory and ‘white collar’ offences to the criminal law syllabus, while removing homicide and sexual offences entirely. These new inclusions serve as sufficiently nuanced illustrations of the general principles of criminal liability, help students to develop a critical perspective towards crime and criminalisation, while being frequently encountered in local criminal practice.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48502024","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

Can Multiple Choice Exams Be Used to Assess Legal Reasoning? An Empirical Study of Law Student Performance and Attitudes 选择题考试可以用来评估法律推理吗?法律专业学生成绩与态度的实证研究

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Legal Education Review Pub Date : 2021-04-29 DOI: 10.53300/001C.23484

Danielle Bozin, Felicity Deane, James Duffy

引用次数: 1

A Participatory Evaluation of Transforming First Year LLB Into Block Mode 一年级法学学士转变为模块模式的参与性评价

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Legal Education Review Pub Date : 2021-04-20 DOI: 10.53300/001c.22297

Gayani Samarawickrema, Tristan Galloway, Kathleen Raponi, Gerard Everett

{"title":"A Participatory Evaluation of Transforming First Year LLB Into Block Mode","authors":"Gayani Samarawickrema, Tristan Galloway, Kathleen Raponi, Gerard Everett","doi":"10.53300/001c.22297","DOIUrl":"https://doi.org/10.53300/001c.22297","url":null,"abstract":"This paper adopts a participatory evaluation approach to identify successes and challenges experienced by a group of academics in redesigning and delivering the first year of the Law degree (LLB) in block mode in an Australian university. This transformation into an intensive four-week block necessitated an overhaul of curricula, assessment regimes, teaching practices and delivery processes. The evaluation of the academics staff experience focused on five themes: (1) course design and development, (2) satisfying learning outcomes and accreditation standards, (3) implementing student engagement strategies, (4) embedding block mode principles, and (5) establishing effective assessment regimes. For each theme, participants identified the successes, challenges, and lessons learned. The study highlighted the value of early design-specialist involvement and collaboration in course design including the importance of being aware of the legal accreditation body requirements. The criticality of focused active learning and the need to balance lecture-style delivery with knowledge-consolidating practical legal analysis exercises was emphasised. Also stressed was wellbeing, including sensitivity to individual student circumstances and strategies that successfully manage staff and student workloads alongside academic integrity. Unintended benefits such as professional learning through the collaboration, refining personal thinking related to pedagogy in the block were consequences of this evaluative approach.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46350890","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: 2

Teaching Soft Skills Including Online: A Review and Framework 包括在线在内的软技能教学:综述与框架

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Legal Education Review Pub Date : 2021-02-04 DOI: 10.53300/001c.19108

J. Rogers

引用次数: 1

The Importance of Inculcating the ‘Pro Bono Ethos’ in Law Students, and the Opportunities to Do It Better 向法律系学生灌输“公益精神”的重要性，以及做得更好的机会

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Legal Education Review Pub Date : 2020-10-06 DOI: 10.53300/001c.17542

John R Corker

引用次数: 0