Teaching & learning practices
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Active learning in law schools: the community dimension
Report on the 2001 CLEO conference What role can, or should, law schools play in the provision of legal services? What opportunities exist for students to learn through involvement in real...
An introduction to judicial review: the estate agent's problem
‘The estate agent’s problem’ used on a constitutional and administrative law unit at Norwich Law School – to find out more read the case study on the unit. The following bundle contains a range of...
An introduction to problem-based learning
Lecture delivered to students on a constitutional and administrative law unit at Norwich Law School – to find out more read the case study on the unit. What is problem-based learning? mode of...
Beyond text in legal education
In their paper Zenon Bankowski (University of Edinburgh) and Alicja Rogalska gave an overview of and involved participants in activities based around the Beyond text in legal education project. The...
Building a simulation: the narrative event diagram
During the software specification for the SIMPLE learning environment it became clear that for many people involved there was a gap between the ability to conceptualise the scenarios making up a...
Can the traditional law curriculum be delivered via clinical and experiential learning?
Kevin Kerrigan, Jonny Hall and Adam Jackson (Northumbria University) led a discussion forum exploring the viability of clinical and experiential methodology playing a more prominent role in the...
Clinical legal education
Clinical legal education plays an increasingly important role within UK law schools. This page lists some key resources and includes contact details for CLEO, the Clinical Legal Education...
Clinical legal education stream
Learning in Law Annual Conference 2007 included a clinical legal education stream, organised by the relaunched Clinical Legal Education Assocation (CLEA). The stream included the following papers:...
Clinical legal education: theory, practice and possibilities
Guidance notes by Philip Plowden (Northumbria University) designed to provide a summary of the main issues relating to the use of clinical education as an integral part of the exempting law degree...
Creativity in the law curriculum
The ‘creativity in the law curriculum’ stream at Learning in Law Annual Conference 2007 included the following papers: Class acts: script and performance in law school – Gary Watt (University of...
Defining problem-based learning
The rationale of problem-based learning is simple – it encourages students to take responsibility for their own learning by providing a problem that needs solving. Unlike traditional information...
Designing and delivering clinical legal education
Julian Webb, University of Westminster This teaching resource note provides an introduction to some critical design and delivery decisions associated with developing clinical programmes, organised...
Developing the creative curriculum: exploring learning styles
In her session at the UKCLE event on creativity and the law curriculum Keren Bright (Open University) explored the issue of learning styles. Learning styles – simply different ways of learning –...
Exhuming human remains from case law: a report on the first dig
Dawn Watkins (University of Leicester) presented the findings of a research project seeking to endorse and encourage the use of narrative research in legal education. Dawn’s slides are embedded...
Exhuming human remains from case law: the role of narrative research in legal education
In her paper Dawn Watkins (University of Leicester) sought both to endorse and to encourage the use of narrative research in the field of law and legal education. The session was blogged on Digital...
Helping law students via spaces and performance
In their paper Grier Palmer, Cath Lambert and Jonathan Heron (University of Warwick) reported on the first results of an attempt to create a new pedagogic culture for undergraduates. For details of...
Humanising legal education through valuing and nurturing multiple intelligences
In her paper Kirsten Dauphinais (University of North Dakota, USA) presented her thesis of using multiple intelligence theory to inform legal pedagogy and promote inclusive, experiential learning....
Introducing legal clinics in Olomouc: the application of common law clinical models in a civil law system
Vendula Bryxová and Maxim Tomoszek (Palacky University, Olomouc, Czech Republic) are members of a team developing practical legal education methods in Olomouc. In this paper presented at Learning in...
It's Land Law, Captain, but not as we know it: using drama to enhance large group learning
Drama has long been an important aspect of legal education in the form of the moot, and more recently in client interviewing and other forms of role play. In their paper at Learning in Law Annual...
Law in action: learning through scripted role plays
Alan Butcher, Richard Grimes and Becky Parker Law in action: learning through scripted role plays, published here in 2006, is a compilation of eight courtroom scenarios replicating everyday cases in...
Law in action: learning through scripted role plays - student introduction
This folder contains an introduction for students to Law in action: learning through scripted role plays. Use the link to the right to access the student scripts. (Please note that ‘students’, for...
Law in action: learning through scripted role plays - tutor introduction
On this page: background | using scripted role plays | thanks and acknowledgements | references and further reading This resource was inspired by the many different groups of people the authors have...
Law schools and pro bono work: the public service and educational potential
This paper, presented by Richard Grimes (Director of Pro Bono Services and Clinical Education at the College of Law) to the Attorney General’s Pro Bono Committee in February 2003, is intended as a...
Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
Papers on engagement at Learning in Law Annual Conference 2008: Law students engaging in a critique of their own learning experience: concept mapping as a tool for student self assessment – Jane...
Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
Reports and links to papers on experience at Learning in Law Annual Conference 2008: Where two worlds collide: business, universities and work-based learning – Nick Johnson (University of Warwick)...
Moving from lectures to transactional learning: simulating probate
Tom Serby (Anglia Ruskin University) presented a poster on the introduction of a simulated transactional learning environment on the Legal Practice Course (LPC). Download Tom’s poster (PowerPoint...
Moving on: new initiatives, new resources
Report on the 2002 CLEO conference 17 delegates, representing 14 institutions, attended the CLEO conference held at Coventry TechnoCentre on 12 January 2002. Fewer people attended both the CLEO and...
Multilateral negotiations as a forum for student role play
In his paper Darren Calley (University of Essex) described a series of student workshops which have proved successful in getting first year students to participate in class. The session was blogged...
Nameplates and oath cards
This page includes links to files containing nameplates and oath cards for use with the scripts in Law in action: learning through scripted role plays Nameplates download nameplates at the bottom...
Peer assisted learning: the mentor's experience
Sue Warnock and Bryan Scant (Bournemouth University) led a discussion of the role of mentoring in peer assisted learning. Sue and Bryan’s slides are embedded below. Following a brief introduction to...
Planning for small group teaching
Tips for postgraduates on small group teaching from David Grantham (National Teaching Fellow), presented at the UKCLE event on supporting postgraduates who teach on 7 November 2003. What is a small...
Pot luck for students: tutor A or tutor B?
In her paper Lisa Cherkassky (University of Bradford) explored the avenues law schools and lecturers can take when faced with team teaching. The session was blogged on Zeugma. How do students...
Preparing to role play
This page, taken from the tutor version of Law in action: learning through scripted role plays looks at the preparatory steps necessary to conduct successful role play, borne out of experience, with...
Problem-based learning (PBL) in law
Problem-based learning (PBL) is a way of engaging students in ‘real’ problems. Unlike conventional teaching, PBL starts with a problem, requiring student to research, select, analyse and apply...
Reflections on the use of problem-based learning
Here Andrew Scott (University of East Anglia), co-ordinator of the UKCLE PBL working group, reflects on his experiences of using PBL – see his case study for further information and examples of his...
Resources on problem-based learning (PBL)
This page lists key resources, both law related and generic, on problem-based learning. To find more resources on the UKCLE site, click ‘what’s related’ or use the search box. For more generic...
Role play 1: the unopposed adjournment
This fully scripted role play, part of a set taken from Law in action: learning through scripted role plays, involves an uncontested application for bail and for an adjournment to enable the defence...
Role play 2: opposing bail
In this fully scripted role play, part of a set taken from Law in action: learning through scripted role plays, the prosecution objects to bail and the court must hear arguments from both sides....
Role play 3: pleading guilty and being sentenced
In this fully scripted role play, part of a set taken from Law in action: learning through scripted role plays, the defendant pleads guilty and the lawyers representing both sides have their say....
Role play 4: a 'multi-hander' guilty plea
In this fully scripted role play, part of a set taken from Law in action: learning through scripted role plays, the defendants plead guilty and the lawyers representing both sides have their say. A ‘...
Role play 5: committal to crown court
In this fully scripted role play, part of a set taken from Law in action: learning through scripted role plays, the defendant is committed to the crown court. Committal to crown court Usher:Number...
Role play 6: possession and supply of drugs
This semi-scripted role play, part of a set taken from Law in action: learning through scripted role plays, includes the details of the charge and an outline script. The charge: that the defendant (...
Role play 7: going equipped for theft
This semi-scripted role play, part of a set taken from Law in action: learning through scripted role plays, includes the details of the charge and an outline script. The charge: going equipped for...
Role play 8: in charge of a car when under the influence
This semi-scripted role play, part of a set taken from Law in action: learning through scripted role plays, includes the details of the charge and an outline script. The charge: in charge of a motor...
SIMPLE: learning through simulations
In their paper Karen Barton (Glasgow Graduate School of Law) and Patricia McKellar (UKCLE) presented the findings of the SIMPLE project and considered ways to take the project forward. The session...
Small group learning and assessment
This paper by Caroline Maughan (University of the West of England) and Julian Webb (University of Westminster), initially given at the UKCLE seminar ‘From little acorns…’ in November 2001, provides...
Small group learning and teaching
This teaching resource note by Caroline Maughan (University of the West of England) provides an introduction to a range of design and delivery issues relevant to the use of small group learning and...
The characters in a magistrates court
This page, part of a set of materials taken from Law in action: learning through scripted role plays, provides profiles of the characters usually involved in a magistrates court. (Nameplates for use...
The culture of questioning techniques in the classroom
In her paper Bonnie McAlister (Elon University, USA) presented the questioning protocols she has used with her colleague Steven Friedland to encourage active learning, demonstrating through...
The emerging use of storytelling as an alternative teaching methodology
Michael Blissenden (University of Western Sydney, Australia) presented the findings of a three year teaching project which developed an alternative teaching methodology to the appellate case law...
The role plays
This is an introduction to the eight scenarios in Law in action: learning through scripted role plays. The role plays are divided into two types – scripted and semi-scripted. In the fully scripted...
The role plays: student scripts
This page includes links to the student scripts for Law in action: learning through scripted role plays – see the role plays folder for full details of the eight role plays and how to use them, plus...
UKCLE problem-based learning working group
In 2002 UKCLE gained funding from the Learning and Teaching Support Network (LTSN) to support a network of law teachers interested in problem-based learning (PBL). The working group was co-ordinated...
Understanding student learning styles and theories of learning
Overview of student learning styles and theories of learning from David Grantham (National Teaching Fellow), presented at the UKCLE event on enhancing academic practice on 3 February 2005....
Using a discussion board
Kate Boardman, Learning Technologies Team, University of Durham This teaching resource note, published in 2005, answers the most frequently asked questions (FAQs) surrounding the use of discussion...
Using an enquiry-based learning project to develop criminological understanding
In his paper Paul Almond (University of Reading) presented Project Panacea, an enquiry-based learning project aimed at enhancing student engagement and performance. The session was blogged on...
Using problem-based learning to teach company law
This case study, by Susan Bailey of Southampton Solent University, outlines the use of problem-based learning on a company law programme. Susan presented a paper, A problem-based learning approach...
Using problem-based learning to teach constitutional and administrative law
This case study, by Andrew Scott of the University of East Anglia, outlines the use of problem-based learning to teach constitutional and administrative law programme. To find out contact Andrew on e-...
Using problem-based learning to teach constitutional and administrative law
Appendix 3 of the estate agent’s problem, used on a constitutional and administrative law unit at Norwich Law School.
Using role play for learning
This page, taken from the tutor version of Law in action: learning through scripted role plays provides an explanation of the purpose and educational benefits behind using role plays for learning,...
What do we mean by reflection?
The concept of reflective learning plays a key role in the implementation of e-portfolios at Oxford Institute of Legal Practice. In this document, available to students on OXILP’s VLE, Liz Polding...
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