USING TECHNOLOGY TO PREPARE THE PRACTICE-

READY STUDENTKim Peterson

University of Wisconsin Law School

Incorporating Technology into the Law Class

◦Why incorporate technology?

◦How do I incorporate technology into my class?

Incorporating Technology

◦Incorporate technology in the classroom to enhance learning, not replace the traditional class. ◦Course websites◦Effective PowerPoint presentations ◦Games/quizzes ◦Simulations

Why do it?

Seven Principles for Good Practice in Legal Education

• Encourages student-faculty contact

• Encourages cooperation among students

• Encourages active learning

• Gives prompt feedback

• Emphasizes time on task

• Communicates high expectations

• Respects diverse talents and ways of learning

Gerald F. Hess, Seven Principles for Good Practice in Legal Education: History and Overview, 49 J. Leg. Educ. 367 (1999).

Active Learning & Prompt Feedback◦Active Learning - Achieved when students do more than listen –

◦Prompt Feedback – Allow students to test themselves, and see immediately whether they are understanding the material.

Different Learning Styles

◦PowerPoint presentations - may help visual learners.

◦E-mail and discussion forums – can benefit those learners that are less comfortable speaking in class.

◦Computerized tutorials and simulations - assist active learners.

Stephen M. Johnson, www.lawschool.edu: Legal Education in the Digital Age, 2000 Wis. L. Rev. 85, 101-02 (2000)

Student-Centered

◦Technology allows students to access course material at their own pace, and whenever and wherever they are. ◦Students have more control over their own learning. ◦More enjoyable learning experience.

Stephen M. Johnson, Www.lawschool.edu: Legal Education in the Digital Age, 2000 Wis. L. Rev. 85, 102 (2000)

How do I incorporate technology?

◦First – define the goals for your classroom. ◦What do you want students learn?

◦Second – determine what technology is available to effectuate or enhance your teaching in these areas.

Webcourse Format

◦Allow students to access material easier.

◦Can post informational material that you want students to review, but you don’t have time to cover in class.

◦Can be more “on the fly” – adjust your classroom materials to what the students need to learn.

◦Saves paper.

PowerPoint Presentations

◦Appeal to the visual learner. Enhances listening – less note-taking.

◦Students can review the information again later – gain more insight when the information is reviewed again.

◦Can provide examples that the students can assess, digest.

Computer Simulations

◦Make the problem more “real” for the students.

◦Engage the students – so that their writing might reflect the increased level of engagement. ◦Simulate a real “case file.” ◦Allow other activities

◦Use the simulation throughout a section of the course for a variety of in-class exercises to encourage more in-depth analysis of the law and facts.

Landlord Tenant Simulation

◦My Goals: ◦Learn how to read and brief a case. ◦Start learning how to read a case in depth, focusing on a client’s particular problem. ◦Learn how to recognize a legal issue. ◦Learn how to find and write about the “relevant” facts. ◦Learn how to describe the law on a legal issue and then apply the facts to that issue.

Slip and Fall Simulation

◦Similar goals – ◦Added a letter to the client seeking additional facts. ◦Students read the cases I provided, we worked on a synthesis of those cases in class. ◦The in-depth work – analysis and understanding the cases – was done in class. However, the students could prepare for that in-class activity outside of class, using the simulation.

Computer Exercises

◦Editing Exercise◦Reinforces self-editing techniques taught in class. ◦Explains legal writing concepts using a first-year student’s paper. ◦Allows students to review concepts at their own pace.

◦Case Reading Exercise◦Saves class time for other activities. ◦Reinforces concepts discussed in the reading.

Quizzes

◦Allow students to self-assess their knowledge of important concepts. ◦Reinforces concepts taught in class already, but works to apply those concepts in different ways. ◦Quiz #1◦Quiz #2

Software

◦Can use the Case Builder software from University of Wisconsin for a non-commercial use. ◦Need to teach yourself how to use this.

◦Other commercial software development tools available ◦Ask your technology department.

Don’t Forget! Assess What You Are Doing

◦Ask the students – ◦Periodic assessment of these techniques can be helpful. ◦Students will give you useful feedback on how they liked the use of technology.

◦Get out of your comfort zone – ◦But no need to go crazy.

◦Assess the writing at the end of the semester – ◦Better than before? ◦Were your goals accomplished?

Summary

◦Incorporate technology to enhance traditional course goals. ◦Just a different way to do things. ◦Can be faster, more convenient for students, and help with student learning.

◦Be sure you explain assignments clearly. ◦Don’t do too much.

◦Explain to students why you are incorporating this technology.

◦Periodic Assessment of what you are doing is important. ◦Be willing to alter the plan based upon student feedback.