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. 

No voice: voice recording: Another hurdle

This week we are looking at teaching methods and technologies which can help facilitate our learning. We have been asked to consider the use of VLE's from either the point of view of the technologies we have at hand and how they encourage interaction. Secondly what tasks we ask of our learners and how we can use technology to facilitate these tasks. This is not a problem, what is a problem is that they have asked me to record my opinions with my voice which as we know is not very suitable for a vle recording. I have posted a note in the cafe chat room about this and hope they will let me record my notes via the written format. I must say it is still disheartening to be asked to do something when they know that this is not an option for me. So for today I shall draft my argument and hope that they will let me do this or I will have to get Mum over to record it for me. I shall not be beaten on this though and shall find a way round.
We were also asked to read chapter 6 in our Rethinking Pedagogy in a digital age. Within the chapter the authors have designed a taxonomy for learning styles and technology. The first part of the chapter examined the vocabulary of digital learning. Personally, I would rather get on with the process of evaluation and examination. However if there is no common agreed terms then things get complicated. The taxonomy is rather interesting and I plan to have a look at that later and map my own learners and teaching style against this. I wish it was downloadable via the net as it could be good to use, but I will just have to photocopy and write on it in the old fashioned way. Its things like this which the course could do much better at. Onwards and upwards though.

Reflections on week 1: what and who are my learners

This week has been very different from the first week on the previous course. For me it was much more relaxed as I knew my way around the vle which I suppose is a good reflection on getting our students to use the vle at the beginning of thier studies.
I have found it really useful to think about my learners and I think its also important to think about what I'd like to know about my learners. So dealing with each in turn:
What I know about my learners

• Dedicated and enthusiastic at first but this disparates throughout the year with attendance dwindling off
• Like to lean by traditional methods such as lectures
• Majority are straight from school and have leant a specific method of learn i.e. teacher provides materials, not self sufficient learners

What I would like to know from my students:

• How they think they best lean (the above are my preconceptions they may be wrong)
• Whether they are capable of learning on-line in this way and if it benefits them
• Whether on-line learning allows them to spend more time on learning

On the tasks we have been asked to complete I felt that there could have been so much more to do. I suppose that I like learning about these things and as with the other course I need to pace myself more and its come as a useful reminder not to overload my students with tasks. Perhaps a small amount is better.
I am looking forward to next week and getting stuck into activities.

On-line Quizzes

As the second task for this week we were asked to complete three on-line quizzes relating to learner styles and how prepared you as a learner to take an on-line course. There were various questions asked and these were divided into several categories. Here is a sample of the questions:

Self-directedness

1. I am good at setting goals and deadlines for myself.
2. I have a really good reason for taking an online course.
3. I finish the projects I start.
4. I do not quit just because things get difficult.
5. I can keep myself on track and on time.

Learning preferences

1. I learn pretty easily.
2. I can learn from things I hear, like lectures or audio recordings or podcasts.
3. I have to read something to learn it best.
4. I have developed a good way to solve problems I run into.
5. I learn best by figuring things out for myself.
6. I like to learn in a group, but I can learn on my own, too.
7. I am willing to email or have discussions with people I might never see.

Study Habits

1. I usually work in a place where I can read and work on assignments without distractions
2. I can ignore distractions around me when I study.
3. I am willing to spend 10-20 hours each week on this course.
4. I keep a record of what my assignments are and when they are due.
5. I plan my work in advance so that I can turn in my assignments on time.
6. People around me will help me study and not try to distract me.
7. I am willing to use email and other online tools to ask my classmates and instructors questions.

Technology Skills

1. I am pretty good at using the computer.
2. I am comfortable surfing the Internet.
3. I am comfortable with things like doing searches, setting bookmarks, and downloading files.
4. I am comfortable with things like installing software and changing configuration settings on my computer.
5. I know someone who can help me if I have computer problems.

Computer equipment capabilities

1. My computer runs reliably on Windows NT/ Vista or on Mac OS 10.4 or higher.
2. I have a printer.
3. I am connected to the Internet with a fairly fast, reliable Internet connection such as DSL or cable modem.
4. I have virus protection software running on my computer.
5. I have headphones or speakers and a microphone to use if a class has a videoconference.
6. My browser will play several common multimedia (video and audio) formats.

My Thoughts:

We were asked to evaluate these questions and our feelings towards quizzes and were asked the following questions:

• What do you think about quizzes?
• Do they ask the kinds of questions you would need to ask of your learners? How general or context specific are these surveys?
• If you were designing such a survey for your students, what questions would you want to include?

 Here are my thoughts:

At first I thought the idea of online quizzes to be a good thing, however after having completed the on-line quizzes suggested for us, I have reservations about them. I am concerned that they are too simplistic for my students and just not suitable. They talk about online courses from a mature, short course perspective and not a undergraduate law student perspective. I am concerned also that if the student receives a low score from the quiz that they will be put off from the course. IN many cases this may be suitable but for a law student who is taking the module as part of their overall degree this could be detrimental.

The questions within the quizzes were split into several categories, IT skills and equipment was one I had most issues with as I straight away assumed, of course all my student are IT savvy and have all the equipment they need. They may have the equipment at university but do they have access to it all the time and do they have the equipment at home? Also do some of my overseas students have the same IT skills as my domestic students? I rushed into assuming my students all had the same IT skills. Therefore I think it is necessary to have a few training sessions at the start of a course to ensure everyone is at the same level. In the work place the students will be expected to have these skills so as an educator we must also ensure employability.

I do not think these quizzes ask the questions which are pertinent to my students. The questions are useful and make you think however I am not sure they are right within a degree context where we need to retain students and manage their expectations. Having said this, the second quiz where it asked what are your course expectations was a really good idea. We should be asking students “so what do you want to get from this course and how do you want to learn?” I have done this before in a research piece and there is such a strong discourse and bifurcation of opinions as to how they want to learn and what they want to learn. We can never please everyone and we must also take into consideration the edicts from the university management as to how they would like us to teach.

I took all three quizzes and scored, 58, 100 and over 70 respectively for the quizzes. It was easy to see what they wanted you to answer and so it was easily manipulated regardless of whether you answered truthfully or not.

If I were asking my students questions I would focus on the preparation of online course and the expectations of the course. I am not sure I would see value in asking questions which were contrary to the online course, because the students who are on the course do not have a choice as to whether they learn online or not. It is part of their degree and as such must be completed. A draconian view or not why highlight problems for you if you ask them a question which indicates online learning is not right for that student. What would we do if this was the case? Should we offer an alternative to online learning for just one student? I would like to know others opinion on this. Perhaps the answer is to ask the questions in the quizzes and then to go back as a tutor and discuss the matter with the student making them more at ease with the online course. I think anyone can do an online course and I am worried that these quizzes give the opposite view.

I am two minds as to whether these quizzes are useful or not? Nicola Greaves in her paper we were asked to read states clearly that online quizzes are useful for preparing students who undertake online courses and for retaining these students. I wonder how this works as part of a degree course where the module is compulsory and not optional. The student has no choice but to undertake the course. Can we prepare the student better by highlighting their inadequacies of taking the course? I think I would like to know more about what happens in the instances where a student is not suited to an online course but it is compulsory, how do we as educators manage this?

 I teach undergraduate and postgraduate law students who are enrolled on a straight law degree course of the masters in banking and finance. It is interesting to reflect upon your learners. This year will be the first time my courses go on-line. I have faced opposition from staff already who have told me masters students do no want online learning, they do no like it and will not use it. Hearing this was devastating given that I can now only teach online because of a vocal issue I have following an op last year. However I shall persevere and hopefully win my colleagues round on this issue.

So often we take it for granted that we know who our learners are but I think we all bring a pre-conceived idea of what type our student is. I have jotted some bullet points down as to what typifies my law students.

• Black letter law – i.e. learn through cases/ statutes
• Verbose – likes to articulate views
• Opinionated – can argue on their views
• Traditional – come to law school to have a traditional experience - narrative
• Like to be presented with lots of information
• Not too IT savvy
• F-2-f learners, situated within a building – situational persepctive
• Like to keep pace with their peers – associationist perspective
• Like problem solving but equally likes describing and assimilating via essays
• Need to distinguish between the LLB and LPC/LLM where learning styles greatly differ and students differ too.
• Learn by rote
• Mixture of age ranges and also a diverse range of students from all different back grounds.

I have thought too about what I would like to achieve for my students in course design and how I would like them to learn in the future.

• Teach them to be self-learners as too reliant on law staff for information
• Be adaptable as to the blended learning approach to learning, use vle’s as part of their learning
• Be able to reflect upon what they have learnt rather than to just learn the law, by the use of reflective blogs
• More collaborative learning from each other, p-2-p learning.

Others views on learning styles of the law student

Professor LARC outlined the 6 types of law student per his observations in 4 years of teaching. There are: 

1. The Disgusting Elite (He says no one's ever graduated Baylor Law with a 4.0, but these are the 3.9s.) 

2. The Star Students (Solid performers that will make excellent lawyers, these folks generally can get a clerkship.) 

3. The Single Focus Student (Very good at one or two classes, but not an all-around virtuoso) 

4. The Survivors (The great middle, these can be further divided into Risers and Faders.) 

5. The Graspers at Straws (The ones who just don't get it, but trying and trying to "think like a lawyer" slowly drives them insane.) 

6. The DOAs (Rather self-explanatory, huh?) Sources: http://sothebearsays.blogspot.com/2004/02/6-types-of-law-student.html accessed 8 June 2011.

Or as Legally Blond in London states:

1. The mature student
2. The activist
3. The Eton boy
4. The desperate housewife

http://reallylegallyblonde.blogspot.com/2006/10/types-of-law-student-ii.html accessed 8 June 2011.

First tasks of the new course: What type are my learners?

The first tasks of this new course is to think about what type of learners are my students and how best do they learn. We have been given three tasks:
1. To post a note about ourselves in the context of how we teach and design for learning;
2. Take some quizzes and see if we like the type of questions being asked and whether we need to ask these questions of our students, and
3. To reflect upon our learners and note three things we know about our learners and three things we would like to know about our learners.

I find this a very useful and interesting topic. How often do we actually sit down and ask ourselves "ok, what type of learners are my law students", "how can I best fit my teaching to them". We may do when we first design our courses but after years of modifying and updating have we actually considered that student learning has moved on. Has the use of technology adapted the learning styles of students. I also think that we have some pre-conceived ideas of what our students are like. When I think of law students, I must admit I chuckle. They come to uni with the idea they are going to be the big shot lawyers that they see in films, they dress differently from other students in the uni. You can always tell a group of law students in the library - they are working and are dressed smartly with normally a very nice bag to hold their files in. I do not want them to lose this hope and desire as a law degree is a long old slog but I would like to fit their learning to who they are. I shall let you know how I get on with these tasks during the week. (hopefully I can hold off doing them all in one day!)
Any comments on learning styles greatly appreciated.

More haste less speed

Morning to everyone reading this. Today is the first day of the course and as you may have realised I have done all the work set for the week within the first hour. I honestly just couldn't help myself. I am familar with the programmes and vle (virtual learning environment) because of the course in Jan and so it was nice to get frequented with it once again. I did the time management quiz (I got 5/5 for the first one in Jan) and I got 1/5 this time. Apparently I am spending too much time on the course... Bah.... I also had a look through the wiki profiles and designed my one. I am much more relaxed on the vle than the last time when I was wondering about how I should portray myself as a leaner. Now I just went straight ahead and did it. I am now not sure this is a good thing. Perhaps more haste and less speed would be a good motto for me this course. I have outlined my aims and objectives that I would like to get from the course and although I am very busy with all the external examining for another uni and all my marking I think I have enough time to devote to the course. I shall try and temper how often and quickly I reply to things. The 'voice of reason', (other half - if you remember from before) has told me that to be a geek is not always a good thing. Right I shall of course keep you updated as to the goings on in the virtual cafe and all other exciting elements of the VLE!