1. professional education and ICT: two case studies from Law Professor Paul Maharg Glasgow Graduate School of Law

2. Glasgow Graduate School of Law JISC seminar, 18.1.062 presentation 1. Key issues 2. Examples of ICT in action: simulation learning & discussion forums Multimedia, knowledge & professional learning 3. Questions & discussion

3. Glasgow Graduate School of Law JISC seminar, 18.1.063 key issues How can we best use ICT in professional legal education? How can we use ICT to help students > professional lawyers? How can professional lawyers best use ICT in CPD?

4. Glasgow Graduate School of Law JISC seminar, 18.1.064 How can we best use ICT in professional legal education? Students… Help students learn skills & knowledge Support identity change: student > practitioner Give students practice in developing professionalism Staff… ICT can be… loss of power, control & authority distrusted because it is disruptive of normal routines … and always is a re-negotiation of professional practice

5. Glasgow Graduate School of Law JISC seminar, 18.1.065 example 1: web-based simulations at the ggsl 1. 276 students divided into 70 firms of 4 per virtual firm 2. Students & tutors see: student virtual firms – passworded office environments virtual community -- Ardcalloch discussion forums FAQs 3. Tutors are given: assessment web pages administration environments

6. Glasgow Graduate School of Law JISC seminar, 18.1.066 simulations in legal learning… Are close to the world of practice, but safe from the (possible) realities of malpractice and negligent representation. Enable students to practise legal transactions, discuss the transactions with other tutors, students, and use a variety of instruments or tools, online or textual, to help them understand the nature and consequences of their actions Facilitate a wide variety of assessment, from high-stakes assignments with automatic fail points, to coursework that can double as a learning zone and an assessment assignment Encourage collaborative learning. The groups in multi-player online games can be replicated for very different purposes in legal education. Students begin to see the potential for the C in ICT; and that technology is not merely a matter of word-processed essays & quizzes, but a form of learning that changes quite fundamentally what and how they learn.

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18. Glasgow Graduate School of Law JISC seminar, 18.1.0618 transactional learning: personal injury negotiation project Administration: 276 students, 70 firms, 7 anonymous information sources 70 document sets, 35 transactions students have 11 weeks to achieve settlement introductory & feedback lectures discussion forum voluntary face-to-face surgeries with PI solicitor & commercial lawyer re negotiating strategies

19. Glasgow Graduate School of Law JISC seminar, 18.1.0619 PI project: assessment criteria We require from each student firm a body of evidence consisting of: fact-finding – from information sources in the virtual community) professional legal research – using WestLaw + paperworld sources formation of negotiation strategy – extending range of Foundation Course learning performance of strategy – correspondence + optional f2f meeting, recorded

20. Glasgow Graduate School of Law JISC seminar, 18.1.0620 PI project: (some of) what students learned extended team working real legal fact-finding real legal research process thinking in the project setting out negotiation strategies in the context of (un)known information writing to specific audiences handling project alongside other work commitments structuring the argument of a case from start to finish keeping cool in face-to-face negotiations more effective delegation keeping files taking notes on the process...

21. Glasgow Graduate School of Law JISC seminar, 18.1.0621 PI project: what students would have done differently… In tackling this project I think that our group made two main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don't think we actually initiated a claim until a week before the final settlement. I think the phrase "like a bull in a china shop" would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal The second mistake we made was estimating how long it would take to gather information. We started our project quite late on and began to run out of time towards the end. None of us appreciated the length of time it would take to gather information and on top of this we would often have to write two or three letters to the same person as the initial letter would not ask the right question.

22. Glasgow Graduate School of Law JISC seminar, 18.1.0622 PI project: what students would have done differently… At the beginning we thought we perhaps lost sight of the fact that we had a client whom we had a duty to advise and inform. On reflection we should have issued terms of engagement and advised the client better in monetary terms what the likely outcome was going to be. […] unlike other group projects I was involved in at undergraduate level I feel that I derived genuine benefit from this exercise in several ways: 1.reinforcing letter-writing, negotiation, time-management and IT skills 2.conducting legal research into issues of quantum 3.working effectively in a group as a group - not delegating tasks at the first meeting and then putting together pieces of work at the second meeting.

23. Glasgow Graduate School of Law JISC seminar, 18.1.0623 transactional learning Transactional learning: Transactional learning is active learning. Learning to do legal transactions. Transaction + reflection. Collaborative learning. Holistic process learning.

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29. Glasgow Graduate School of Law JISC seminar, 18.1.0629 place of the discussion forum? Diploma in Legal Practice

30. Glasgow Graduate School of Law JISC seminar, 18.1.0630 example 2: multimedia and knowledge management Three questions: 1. Multimedia is a highly effective learning tool – but how can it best be used in professional legal education? 2. Can simulation and multimedia be combined? 3. Can simulation, multimedia and knowledge management be leveraged to provide a powerful professional training environment?

31. Glasgow Graduate School of Law JISC seminar, 18.1.0631 Interviewer:[…] do you think the webcast environment helped or hindered your exam study? Student: I think they helped Interviewer: Why? Student: Because you have just got more explanation when you are going over things that you can never get down in lecture notes or in handouts, to understand it. I think you learn better when you are sitting listening as well, instead of sitting reading, because you have a tendency just to skim through things when you are reading. Youve done it all before and you should know it, but if you havent listened to something you can speed it up a bit. But you are stillhaving to listen to it all, you cant just skip big bits out. So Ithink it definitely helped. quality of learning

32. Glasgow Graduate School of Law JISC seminar, 18.1.0632 quality of learning Interviewer: Do you think the webcast environments helped or hindered your study for the exams? Student:Definitely helped. It was very, very positive. I know some people have complained that they found it hard to work and all the rest of it. But I just thought in comparison – I have sat four years of exams before I came here, I am an expert as far as exams are concerned, and this has really, was two of the easiest exams I have sat, in terms of revision for them. I felt that I came in well prepared – maybe my results will show that this was not the case! I definitely felt that I was really learning the material. I understood it better.

33. Glasgow Graduate School of Law JISC seminar, 18.1.0633 VLE research… http://www.ggsl.strath.ac.uk/ltdu /research/default.htm

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35. Glasgow Graduate School of Law JISC seminar, 18.1.0635 further developments… Four principles: 1. Integration: All technologies (electronic, paper, vellum, clay tablets…) should integrate to support learning across the curriculum 2. Convergence: electronic technologies need to converge seamlessly to provide an integrated learning environment. 3. Communication is the heart of a VLE 4. Creativity (sustaining or disruptive) is essential to re- design

36. Glasgow Graduate School of Law JISC seminar, 18.1.0636 … to become a flexible immersive environment… For: professional & commercial e-learning Inter-professional simulations Global simulations within a professional body, eg global law firm International commercial applications Use of shell applications for range of users Use of 3-D environments & avatars

37. Glasgow Graduate School of Law JISC seminar, 18.1.0637 … in partnership with others Other professions & commercial bodies WS Society College of Law in England & Wales Large law firms Universities of Rotterdam & Leiden, Netherlands (KODOS Project) New York Law School and Cardozo Law School, USA

38. Glasgow Graduate School of Law JISC seminar, 18.1.0638 contact details Professor Paul Maharg Glasgow Graduate School of Law Lord Hope Building 141 St James Rd Glasgow G4 0LT E:paul.maharg@strath.ac.ukpaul.maharg@strath.ac.uk Blog:http://zeugma.typepad.comhttp://zeugma.typepad.com T:0141 548 4946 F:0141 552 4264