flipping the legal education classroom presentation
DESCRIPTION
Presentation on how to flip the classroom given at CaliBUG on October 11, 2013TRANSCRIPT
Program/Course Design and Development
William Byrnes: [email protected] Fiske: [email protected]
Agenda
• Why flip the classroom?– TJSL online Graduate Programs moved online
program from live lecture based to flipped model • Challenges?• Implementing the Flip• Assessing outcome
Program Design
5 Concentrations:
1) Financial Services and Wealth Management2) International Taxation3) United States Taxation4) Compliance and Risk Management5) Bankruptcy and Restructuring
Agenda
•Why flip the classroom? • Challenges?• Implementing the Flip• Assessing outcome
Why is Comparative Law, and International Law, necessary ?– Example outcomeexpanding the universe of perspectives for the lawyer’s toolkit through exposure to foreign legal concepts and foreign legal solutions allows an expanded frame for creative problem solving of local issues
Identify Program or Course Outcomes
Identify the Program, Course, Unit “Occupational Standards”
1. Performance Criteria• Employee must be able to …
2. Knowledge & Understanding• Develop and monitor • Core knowledge specification • Role of stakeholders
3. Behaviors• Communication, Influencing, Problem Solving,
Decision Making, Professionalism
Establish the Outcome
Performance criteria Performance criteria
Agenda
• Why flip the classroom?
• Challenges?• Implementing the Flip• Assessing outcome
Identify Challenges
1) IT Support2) Differentiation
IT Support
1) Early intervention2) Make all steps as clear as is possible
Differentiation
1) Bolster entry-level learners–Study Guides–Guided Practice (Flipped/Oxford Style)–Asynchronous lectures, Synchronous
guided practice2) Engage student in active learning–Benchmarks for early intervention
Group Diversity
“Diverse groups of problems solvers – groups of people with diverse tools – consistently outperform groups of the best & the brightest”
Technical v. Professional
• Learn to Identically Repeat a Set of Tasks to Create a Result
• Obtain a Body of Knowledge & Able to Apply to Changing Facts
Agenda
• Why flip the classroom? • Challenges?
• Implementing the Flip• Assessing outcome
Leveraging Distance Education
– Communications Technology: Oral Tradition, to Codex, to Internet
– Best Practices See Distance Education Work Group Blue Paper)
http://www.law.harvard.edu/programs/plp/pdf/Distance_Learning_in_Legal_Ed.pdf
Supporting the Flip
• Study guides• Clear organization of dates/expectations• Robust Discussion Forums
Building Study Guides
Learning Frameworks• Schema• Matrices• Mind-mapping
Underlying Pedagogical Factors
– Law & Linguistics (linguistics in the context of language, as well as in the context of semiotics)– Contextualization: historical,
sociological, economic
Flipping the CLassroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning Environment
Flipping the Classroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning Environment
Weekly Live Session
Differentiation: Live Sessions
Engage and challenge advanced-entry learners
•Advanced planning strategies and scenarios•Publication Opportunities
New Generation of Information Accumulation
–Instructor as Mediator of Resources–Access of (Legal) Information expands
or contracts the universe of perspectives and potential solutions–Crowd Sourcing, Concept Mapping,
Algorithms, & Artificial Intelligence
How Information is researched and analyzed
–New Legal Research Platforms are emulating Google which is “Crowd Sourcing”–Algorithms that track meaningful
interactions with documents by all users of platform with results
Example: WestNext and LexisAdvance search 40,000 databases, over 1 billion documents
How Information is researched and analyzed
–Structure of law and legal analysis–Working knowledge of reliable
resources available–Identify appropriate sources of law–Efficient leveraging of resources
Flipping the Classroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning Environment
Agenda
• Why flip the classroom? • Challenges?• Implementing the Flip
• Assessing outcome
Assessments
Early/Active Intervention
Benchmarks- Formative Assessments- Summative Assessments
Formative Assessments
- Prompt, formative feedback- CALI Lessons- Feedback on assignments within 72 hours of submission (course manager)
New Skills – New Learning*
• knowledge management(superior information gathering and
discernment)
• techno-social skills(group work skill set)
*Berkman Center (Harvard) Study (Koo)
Blogs
• William Byrnes: [email protected] http://profwilliambyrnes.com/
• Jason Fiske: [email protected] http://onlinetaxprof.wordpress.com/