Learning Environments for Law Students

This weeks tasks come in two parts. Firstly I have to comment upon the learning environment of my students and to argue for an against the use of VLE's, (which was meant to be voice recorded but I have been allowed to write mine due to well known voice limitations) Secondly we have been asked to complete a group wiki on a learning typology. The first is detailed below. The second I must admit I have little idea as to what to include in it. I feel I am rather lacking the knowledge and experience to input anything meaningful. If anyone can add anything (I shall upload the table tomorrow) please comment. As for today:

a)      Do the technologies I have at hand encourage and discourage interaction?

·         Blackboard (VLE) - encourage

·         Discussion boards - encourage

·         Wiki’s- encourage

·         Blogs- encourage

·         Video’s – discourage unless you have a task which will allow discourse

·         Word processor – discourage

·         Spreadsheets – discourage

·         SPSS – discourage

·         Bibliographic software

·         E-mail – encourage by only p-2-p

·         Chat /instant messaging - encourage

·         Video conferencing – encourage can be one to one or one to many

  

b)      What tasks do I expect my learners to undertake?

·         Read the lecture materials

·         Read journal papers

·         Read case reports

·         Analyse journals/legislation/reports

·         Assimilate arguments and apply the law

·         Logical argument

·         Discuss the pro’s and con’s of the law

·         Group work

·         Oral communication

·         Research

·         Computer literacy

·         Information handling

·         Planning and organising

·         Self-management

·         Self-reflection

·         E-literacy

·         Making notes

·         Time management

·         On the spot questioning

·         Ice breakers

·         Question and answers

Learning outcomes:

·         Knowledge

·         Comprehension

·         Application

·         Analysis

·         Synthesis

·         Evaluation

·         Aesthetic

Pedagogical approaches:

·         Associative

·         Cognitive

·         Situative

Task Taxonomy (What):

·         Assimilative

·         Information gathering

·         Communicative

·         Productive

Technique (How):

·         Information handling

·         Communicative

·         Productive

Interaction (Who):

·         Individual

·         One to one

·         One to many

·         Group based

·         Class-based

Arguments for

VLE’s if used correctly can engender discussion based activities through the use of technologies which are available within them. It is the term used correctly which is of utmost importance here. For example you can use wiki’s blog’s, discussion boards, video links, and instant messaging to name but a few. However these are more considered written views rather than instantaneous verbal comments which can be freer and less considered than within the real classroom. However I do not think this is a bad thing because of the focused line of argument. For my students it teaches them to think before they speak. I think the use of reflection when discussing matter of law is essential because it allows a deeper assimilation of the materials.

Arguments against

You can also argue that VLE’s stifle discussions because of its lack of personal interaction whereby people can visually see and react to others when discussing matters. Discussion are often not in real time either meaning that the instantaneous and spontaneity of beliefs and feelings are lost within the confines of a computer screen. If technologies within VLE’s are used incorrectly then discussion can be dull and boring and will not engage the learner. I suppose it also tends to rely on the character of the tutor to engender lively and active discussions without someone who is encouraging students (as in a real class room) learning and discussions will be stifled.