Several Articles on Legal Educational Technology (Papers from BILETA 2012) in New Issue of EJLT

The new issue of European Journal of Law and Technology (Volume 4, Number 1, 2013) is a special issue that contains several papers on legal educational technology, first presented at BILETA 2012: Conference of the British & Irish Legal Educational Technology Association, held 29-30 March 2012 in Newcastle, England, UK.

Here are the contents related to legal educational technology:

• Jonathan Bainbridge, Karen Counsell, Freda Grealy, Paul Maharg, Joel Mills, Rory O’Boyle: iPads in Legal Learning (iLEGALL): mobile devices in professional legal learning
• Wai Shun Chow & Firew Kebede Tiba: Professional Legal Education Reviews: Too Many “What”s, Too Few “How”s.
• Graeme Broadbent & Pamela Sellman: Images of Law and Legal Education: Law School websites and the provision of information
• Janice Ann Denoncourt: Using Film to Enhance Intellectual Property Law Education: Getting the Message Across
• Patricia McKellar & Steven Warburton: Developing an e-reader and e-publishing model for flexible and open learning on a distance learning LLB programme
• Antoinette Muntjewerff: CASE reading, structuring and analyzing decisions by judges
• Philip Leith & Cynthia Fellows: BAILII, Legal Education and Open Access to Law
• Emily Allbon: Too cool for (law) school? Using technology to engage students in legal skills
• Sandra Meredith: Critical review of referencing software when used with OSCOLA

HT @nzjudi

Shackel on E-Learning in the Law Curriculum

Associate Dean Dr. Rita Shackel of the University of Sydney Faculty of Law has published Beyond the Whiteboard: E-Learning in the Law Curriculum, QUT Law and Justice Journal, 12, 105-132 (2012).

Here is the abstract:

This article discusses the development of an e-learning tool (the E-CAT) for teaching case analysis skills. The paper canvasses a range of issues that impact development of e-learning strategies in higher education and more specifically within the law curriculum. Of primary consideration are the pedagogical issues raised by the use of e-learning strategies and the need to balance clear educational objectives against the cost, time and technological limitations in developing and adopting e-learning tools and e-based teaching strategies. The paper argues that e-learning tools should be carefully crafted to promote active, critically engaged and reflective experiences for students that are consistent with the aspirations of higher education. The paper establishes the E-CAT as a pedagogically driven e-learning tool, which encourages deep and autonomous student learning and offers a model that can be adapted to teach a range of legal skills to students with diverse learning needs.

The article was published in a special issue of QUT Law and Justice Journal on the topic: Legal Education.