Transactional learning simulation enables practice of legal skills
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Transactional learning simulation enables practice of legal skills
- 1. Transactional learning: theory and practice Professor Paul Maharg Glasgow Graduate School of Law
- 6. large-scale implementation in disciplines Discipline Degree programme Institution Architecture BSc (Hons) / year 3 Strathclyde U. (1) Management Science BA (Hons), year 1 Strathclyde U. (1) Social Work MA (Hons), year 2/3 Strathclyde U. (1) Law LLB, year 1 Glamorgan U. (1) Law LLB, year 2/3 Stirling U. (2) Law LLB, year 3 Warwick U. (1) Law LLB, year 3 West of England U. (1) Law Diploma in Legal Practice, p/g Strathclyde U. (6)
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- 22. PI project: tempo & complexity
- 23. PI project: tempo & complexity
- 24. o pen and bounded transactions: the differences ⊠Bounded field, ie transaction tends to ⊠Open field, ie transaction tends to ⊠1. Learning outcomes (L O s) & assessment Precise learning outcomes, with simulation tasks based closely on outcomes â pre-defined LOs Bodies of evidence required to be produced to benchmark standards, but less emphasis on pre-specified outcomes 2. Alignment with traditional learning & teaching methods Teaching is aligned with tasks & outcomes, often according to an academic structure, eg lecture-seminar; learning is heavily âpushedâ by curriculum structure Teaching is provided where needed according to learnersâ needs, often according to a professional, just-in-time learning structure; learning is âpulledâ by learners 3. Operational model Linear domain procedures, eg predictable document chain â more operationally predictable More varied, open or diffuse domain procedures, eg transactional guidelines but no specific document chain â less operationally predictable 4. Student outputs Specific documents, drafted to specific standards, eg initial writ; fixed or correct versions expected as student output Procedures that involve a variety of documentation, or documents that cannot be specified easily in advance, eg negotiated agreements; various versions acceptable 5. Resources Resources are tied closely to tasks and learning outcomes â highly model-driven Simulations resources are not linked to tasks; learner needs to structure transaction through interactive querying of resources â highly learner-driven
Hinweis der Redaktion
- Transactional learning is active learning, not passive. In that sense, we want students to be involved in activities within legal actions, rather than standing back from the actions and merely learning about them. transactional learning goes beyond learning about legal actions to learning from legal actions we aim to give them experience of legal transactions. Transactional learning involves thinking about transactions. It includes the ability to rise above detail, and "helicopter" above a transaction; or the ability to disengage oneself from potentially damaging views of the group process, and re-construct that view Students are valuable resources for each other. Collaborative learning breaks down the isolation and alienation of what might be regarded as isolated or cellular learning. There is of course a place for individual learning, silent study, and the like. But students can help each other enormously to understand legal concepts and procedures by discussing issues, reviewing actions in a group, giving peer feedback on work undertaken in the group, and so on. And perhaps what is even more important is that they begin to trust each other to carry out work that is important. In other words, students begin to learn how to leverage knowledge amongst themselves, and to trust each otherâs developing professionality (learning about know-who, know-why, as well as know-what within the firm). Often, we have found, if there are firms that are not producing good work or keeping to deadlines, it is because they do not know how to work together effectively; and this often arises from a lack of trust. Transactional learning ought to be based on a more holistic approach. Allowing students to experience the whole transaction- and all the different parts- not just the actual procedure but how this may affect the client and how you may have to report this to the client. Transactional learning of necessity draws upon ethical learning and professional standards. There are many examples of how students have had to face ethical situations within the environment â some are ones where we have created a situation with an ethical issue- others have arisen unexpectedly. E.g mandate example ( if time) 7 & 8: Students are taking part in a sophisticated process that involves taking on the role of a professional lawyer within the confines of the virtual town and firm. In order to enhance the learning experience they must be immersed in the role play- and to do that they must be undertaking authentic tasks. Research suggests that when students are involved with online environment similar to the virtual village- that these authentic settings have the capability to motivate and encourage learner participation by facilitating students âwilling suspension of disbeliefâ. This allows them to become immersed in the setting.
- The project aimed to address the educational and management issues of implementing an environment such as the one we have just demonstrated to you. These have been identified elsewhere in this presentation and are brought together this slide. Personalized and collaborative learning, how you use a simulation project and how this relates to other modes of learning, use of rich media and finally the matter of creating an authentic environment with authentic tasks.
- So what are we doing in the project: We are creating- indeed have created â tools which allow academics to build simulations similar to the one youâve seen here. These can be highly structured, closed boundary simulations as well as loosely-structured, open-field simulations Weâre developing guidelines for academics, support staff, IT staff and students. There is a tool for the creation of the map and directory and communication tools. We are mentoring a number of partner projects and also evaluating the experience for future users.