ABA standard 314 ushers in a hefty change to legal pedagogy. Gone are the days of post-semester feedback through a singular exam grade; here are the days of multiple-choice quizzes, frequent writing assignments, and peer reviews. It’s a brave new world, and new tools are required to navigate the changing terrain.
Focus on improving and building course strategies/tools needed by law faculty to manage and strengthen legal educational program(s) for maximum success.
In the 2015-16 Academic Year, Texas Tech School of Law transitioned from its older learning management system to using Blackboard Learn 9. This presented a number of opportunities and challenges for the librarians and IT professionals who oversaw the changeover. This program will talk about the process that TTU Law School went through in making the changeover, including consideration of what system we would use, preparation for the transition, faculty training, and launch-day difficulties, and will follow through to ongoing issues and concerns as the transition is now complete.
Formative Assessment is a red hot topic in law schools right now. Recent changes in the ABA Accreditation Standards are intended to guide and focus law school efforts to incorporate more formative assessment in teaching.
This session is born out of a series of discussions among members of the CALI Assessment Special Interest Group (SIG) where we attempted to list many of the tools that are being considered or used for formative assessment in law schools AND create a method of evaluating the different tools.
Microlearning is a concept that addresses the short attention-span of many of today’s students by teaching one concept (or skill) in short, specific bursts. Here, we will address using the principles of microlearning in legal research classes through interactive tutorials and short instructional videos, with the intention of teaching legal research skills to law students in a manner that they will understand, retain, and be able to apply to future research projects.
For 20 years, I have taught both in class and online law school courses, and have recently completed my Ph.D. In Computing Technology in Education. As part of this process, I came to realize that legal educators are falling short in using strategies that foster student learning. It is also apparent that technology used in the practice of law has evolved beyond what we are teaching in the classroom.
Are you interested in breaking free of the traditional casebook and providing your students with a modern customized set of course materials in a variety of formats? Do you want the freedom to pull material from existing sources and combine it with your own? The CALI Lawbooks platform may be just the thing you're looking for. In this session Elmer will provide a high level overview of Lawbooks and provide a look at some of the exciting features that bring Rip, Mix, Learn to life.
In 2015, Professor Diana Donahoe and librarians Jill Smith and Matt Zimmerman at the Georgetown University Law Center successfully published an affordable, interactive online textbook. They migrated the content of TeachingLaw.com: Legal Research & Writing (previously published at Aspen and BNA) into a new platform and upgraded the design, content, navigation and functionality. The new TeachingLaw.com debuted in Fall 2015 under the auspices of the library, and students were charged only $35.00.
What is OER, how have law schools made use of open education resources, and what are some best practices and starting places for faculty and librarians who wish to support this open educational paradigm?
“The idea behind Open Educational Resources (OER) is simple but powerful—educational materials made freely and legally available on the Internet for anyone to reuse, revise, remix and redistribute” (William and Flora Hewlett Foundation, 2013).