S, not E: the methodology and results of S mode learning

In his paper Scott Slorach (College of Law) presented the S mode learning methodology, a new approach to learning design used on a distance learning LLM.

Editor’s note: see the report into e-learning at the College of Law (PDF file, 2009) by Richard Susskind to find out more S mode learning.

Scott’s slides are embedded below.

It is suggested, on good authority, that the S in S Club 7 didn’t actually stand for anything. It could mean whatever you wanted it to. The S in S mode does not provide such untrammelled etymological freedom – it stands for Supervised.

The Supervised or S mode learning methodology is used on the International Bar Association LLM in International Legal Practice at the College of Law. It was designed to provide learning that was fit for purpose, integrating the development of knowledge, skills and professional attitudes in contexts that would mirror legal practice. The design process involved particular reflection on skills learning approaches, and generated new ideas on demonstrating and providing feedback on lawyers’ skills. In addition, the design also involved the integration of items of learning media from other programmes, developing efficiencies in both the design and management of resources.

This paper traced the development of the S mode learning methodology. The initial stages involved reflecting on traditional and online programmes, with the organising principle being that of concentrating on which learning approaches would best meet specific required learning outcomes. In addition, research was carried out to obtain the views of prospective students as to what were the most important factors that would make the proposed methodology best fit for purpose.

At the core of the S mode methodology is the concept of supervision. The paper explored the rationale for placing this at the core of the programme, how it varies from classroom or traditional academic distance learning supervision, and the practicalities of implementing within an organisation new forms of online facilitation and feedback. The latter includes the staff development that took place prior to the commencement of the S mode.

S mode students are required to carry out a range of tasks within each module. To assist them in their preparation, a range of learning media is available. Given the practical nature of the required tasks, particular attention was paid, in the design process, to the ‘show’ stage of the familiar ‘tell, show, do’ skills approach – new learning media specifically designed for this purpose will be demonstrated at the session.

The first student cohort has already provided feedback on their experience, with feedback also provided by supervisors. The paper presented the results of this feedback, drawing conclusions on the effectiveness of the S mode and potential areas for future development.

About the LLM in International Legal Practice:

• FAQs about the LLM
• Interactive introduction session (includes audio)

Patricia McKellar (UKCLE) reports:
Scott challenged us to think when we had last learned electronically before discussing the relationship between pedagogy (the art and science of educating children) and andragogy (the process of engaging adult learners in the structure of the learning experience). Scott suggested that while pedagogy is more teacher focused, andragogy puts the learner in the driving seat.

The College of Law has introduced the new ‘S’ mode learning methodology on its International Bar Association LLM in International Legal Practice. The learning and teaching design involves integration and improvement of skills, demonstrations of lawyers’ skills and provision of student feedback, structured support mechanisms and – most important of all – supervision.

Scott argued that a more structured supervision system for students can be justified for a number of reasons:

• research has shown this is an effective way to support students
• it reflects what happens in the real world
• it creates relationships which the student will be able to build on
• it allows an opportunity for both student and supervisor to set expectations

Evaluation of the use of the S mode methodology with a cohort of students was presented, indicating that students had enjoyed the experience and gained from the integration of items of learning media from other programmes.

About Scott
Scott Slorach is a board member and director of vocational programmes at the College of Law and a visiting professor at the University of Strathclyde. In addition to the design of vocational and professional programmes such as the Legal Practice Course and the LLM in International Legal Practice, he has designed and delivered a wide range of transactional, skills and management programmes for law firms.

Scott is a member of the Solicitors Regulation Authority’s Education and Training Committee and its chief external examiner for business law. He is also a board member of the Quality Improvement Agency.

Last Modified: 9 July 2010