Implementing E-Learning in Blended Learning:
Experiences and Practice in Law
Mr Warren Barr
&
Dr Robert Stokes
Overview Background:
Teaching Delivery: Familiarity vs Innovation Existing Good Practice in E-Learning
E-Support Materials Future Development in ‘Teach Smarter’
Blended Approach, E-Skills Enablers and Disablers
Issues, Challenges and Possible Solutions
Background:
Teaching Delivery:
Familiarity vs Innovation
Traditional Teaching Methods
Professional Subject Required Modules – 7 subjects (225 credits) 250+ students per module
Traditional Delivery & Assessment 24 Lectures 5 Small Group Teaching Tutorials/Seminars (12 per
group) Unseen Examination or Coursework
• If mixed, usually 75%/25%
Normal Delivery Hours: 129 hours (15 credit)
‘Teach Smarter’ Initiative 2009
“It is necessary to rethink the way in which teaching is delivered, so that an effective balance is achieved between delivery hours and research time.”
Necessary given new University Strategic Plan Improve Student Experience Free up research time
‘Teach Smarter’ Initiative 2009
Savings for Staff 22 Lectures (and support materials) 3x2 hour seminars (30 students per group) Delivery Hours: 76 hours
Improvements for students Structured and more engaging learning E-support and e-tasks, including group work
Existing Good Practice in E-Learning
E-Support Materials
Effective Use of VITAL
E-Lectures Full interactive lecture transcripts Available for browsing, not download or
printing e.g. Equity & Trusts
Repository of Information Lecture Materials, Handouts, etc. Minimum standard for all modules
Podcast Feedback
Equity & Trusts Example Podcast
• Podcast Audio File Written transcript
Benefits• Provides feedback on performance and ways to
improve• Helps students see group sessions as part of the
process of learning, not the end of the cycle
MCQs – Formative Skills
e.g. Commercial Real Property Problem Solving Scenarios
Improvement in Student Engagement Better understanding through ‘doing’ Instantaneous feedback
Improvement in Student Attainment Used in Land Law (5% of attainment) 42% improvement in grades
Video
Even in traditional, non-clinical subjects
English Legal System and Skills
Mooting Exercise
Future Development in “Teach Smarter”
New Delivery Methods
E-Learning: Support & Delivery
Use of Wikis to structure preparatory group work
Webcast lecture materials Audio and visual lectures and updates
Increased of Podcasts and MCQs Summative and formative assessment
Moving Forward:E-Learning Development
ELLS II (first year, compulsory 15 credits) Online simulated legal case (legal disputes) Use of shared resources
• e.g. UKCLE materials, at Liverpool Entirely online delivery, supported by 12 single hour
‘drop in’ sessions Uses examples from other compulsory modules
studied alongside Evolution, not revolution in support
Revolution is moving from teachers to learning facilitators
Enablers and Disablers:
Issues, Challenges and
Possible Solutions
Internal Enablers Engagement
Student Engagement in Learning Process Maximising Student Attainment
Degree classification relevant to entry grades Improved Module Delivery
Better Quality Modules, Focused on Student Learning Needs Colleagues: Diminishing the tension between teaching
delivery and research outputs Reacting to Student Opinion
Module Surveys, N.S.S (New) Staff Interest in Learning Excellence
Fostered by University initiatives e.g. HE Training by Ed Dev Improved Teaching Experience For Staff
Avoids repetitive cycles of teaching
University Drivers
University Strategic Statements Significantly Improve Research Performance ‘Research-Led’ Teaching The ‘Liverpool Graduate’ Initiative
University Policies E-Learning and Employability Policies Blended Learning
Disablers: Process
Time Sensitive Current TQSD and ASC deadlines Bureaucracy Other Calls on Departmental Time
Issues With Procedure Module Specifications Do Not Encourage
Innovation Procedure Designed For Audit Purposes
Disablers: Internal Staff Consensus/Participation
Staff Resistance and Issues of Engagement
Sharing Good Learning and Teaching Practice Establishing an Effective Forum Varying Skill/Knowledge Levels of Pedagogy
Time Implementing Change
Addressing Student Perceptions Engaging Students In Process Selling Outcomes
Possible Solutions
Identify ‘Enablers’ Need Motivated Individuals Within Level 1 structures
Resources for ‘Enablers’ Resource Bank
Need For Evidence Examples of Good Practice
Engaging Staff Presentations To Departments About Opportunities
and Process
Shared Online Resource Bank
VOCAL Repositories Examples of Good Practice
• Literature Review Summarised Resource Bank
• Camtasia/Webcast Presentations• ‘Learning Delivery’ Wizards
Input Outcomes/Aims – Suggests Possibilities• Provides Clickable Examples of Practice• Provides Contact Details of Staff Members Using the
Resource in Teaching Delivery
E-Learning Development Officers
Law has dedicated IT Unit Enables staff to utilise resources they would not
have access to, due to:• Time• Lack of IT skills• Poor understanding of facilities available to support e-learning
Consider E-Learning Officers for all Level 2 structures Resourced champions, leading the process and
assisting the Level 1 enablers
