Modernising Legal Education

Sonst. Personen	Denvir, Catrina (Hrsg.)
Titel	Modernising Legal Education
Quelle	(2020) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1084-7575-4
Schlagwörter	Legal Education (Professions); Educational Development; Job Skills; Skill Development; Role Playing; Educational Games; Computer Simulation; Active Learning; Student Projects; Design; Apprenticeships; Experiential Learning; Curriculum Development; Technology Uses in Education; Educational Innovation; Information Literacy; Ethical Instruction + Suchen Sie Ihr Suchwort? Juristischer Beruf; Bildungsentwicklung; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Rollenspiel; Educational game; Lernspiel; Computergrafik; Computersimulation; Aktives Lernen; Schulprojekt; Apprenticeship; Lehre; Experiental learning; Erfahrungsorientiertes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Instructional innovation; Bildungsinnovation; Informationskompetenz; Ethics instruction; Teaching of ethics; Ethikunterricht
Abstract	Over the last decade, cost pressures, technology, automation, globalisation, de-regulation, and changing client relationships have transformed the practice of law, but legal education has been slow to respond. Deciding what learning objectives a law degree ought to prioritise, and how to best strike the balance between vocational and academic training, are questions of growing importance for students, regulators, educators, and the legal profession. This collection provides a range of perspectives on the suite of skills required by the future lawyer and the various approaches to supporting their acquisition. Contributions report on a variety of curriculum initiatives, including role-play, gamification, virtual reality, project-based learning, design thinking, data analytics, clinical legal education, apprenticeships, experiential learning and regulatory reform, and in doing so, offer a vision of what modern legal education might look like. Following the foreword by Julian Webb and the introduction by Catrina Denvir, this book contains the following chapters: (1) Do lawyers need to learn to code? A practitioner perspective on the 'poly-technic' future of legal education (Alexander Smith and Nigel Spencer); (2) Experiential legal education: Stepping back to see the future (Jeff Giddings and Jacqueline Weinberg); (3) Skills swap? Advising technology entrepreneurs in a student clinical legal education program (Ian Walden and Patrick Cahill); (4) Scaling the gap: Legal education and data literacy (Catrina Denvir); (5) Bringing ODR to the legal education mainstream: Findings from the field (Genevieve Grant and Esther Lestrell); (6) Design comes to the law school (Margaret Hagan); (7) Developing 'nextgen' lawyers through project-based learning (Anna Carpenter); (8) Same as it ever was? Technocracy, democracy and the design of discipline-specific digital environments (Paul Maharg); (9) Ludic legal education from Cicero to Phoenix (Wright Andrew Moshirnia); (10) The gamification of written problem questions in law: Reflections on the 'serious games at Westminster' project (Paresh Kathrani); (11) Virtually teaching ethics: experiencing the discrepancy between abstract ethical stands and actual behaviour using immersive virtual reality (Sylvie Delacroix and Catrina Denvir); (12) Paths to practice: regulating for innovation in legal education and training (Julie Brannan and Rob Marrs); and (13) 'Complicitous and contestatory': A critical genre theory approach to reviewing legal education in the global, digital age (Jane Ching and Paul Maharg). (ERIC).
Anmerkungen	Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01