Flipped classrooms for legal education / Lutz-Christian Wolff, Jenny Chan.
2016
K100 .W65 2016 (Map It)
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Details
Title
Flipped classrooms for legal education / Lutz-Christian Wolff, Jenny Chan.
Published
Singapore : Springer, [2016]
Copyright
©2016
Call Number
K100 .W65 2016
ISBN
9811004781
9789811004780
9789811004797 (eBook)
9789811004780
9789811004797 (eBook)
Description
ix, 138 pages ; 24 cm.
Other Standard Identifiers
9789811004780
System Control No.
(OCoLC)933567893
Summary
This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are tested by way of a case study which serves as the basis for the development of comprehensive guidelines for the concept's practical implementation. As Flipped Classrooms have become a very hot topic across disciplines in recent years, this book offers a unique resource for law teachers, law school managers as well as researchers in the field of legal education.
Bibliography, etc. Note
Includes bibliographical references (pages 131-138).
Series
Record Appears in
Added Author
Table of Contents
1.
Introduction
1
1.1.
General
1
1.2.
Why This Topic?
1
1.2.1.
Law Schools Today
1
1.2.2.
Modernizing Legal Education
2
1.2.3.
Digital Age
3
1.2.4.
Legal Education and Technology
4
1.3.
Goals
4
1.4.
Methodology
5
1.5.
Structure
6
2.
Denning Flipped Classrooms
9
2.1.
General
9
2.2.
Literature Review
9
2.2.1.
Flipped Classrooms
9
2.2.2.
Blended Learning and Hybrid Learning
10
2.2.3.
Podcasting
12
2.3.
Definition Adopted for This Book
13
3.
Pedagogical Feasibility of Flipped Classrooms
15
3.1.
General
15
3.2.
Arguments Contra Traditional Lectures
16
3.2.1.
General
16
3.2.2.
Is Traditional Lecture an Effective Law Teaching Method?
16
3.2.3.
Current Practice in the U.K., Canada and Australia
18
3.2.4.
Defending Lectures
20
3.2.5.
SAMR Model
22
3.3.
Arguments Pro Flipped Classrooms
23
3.3.1.
Improved Learning Experience
23
3.3.2.
Flexible Learning
25
3.3.3.
IT Literacy
26
3.3.4.
Improved Learning Outcomes
26
3.3.5.
Students' Feedback
28
3.3.6.
Learning Theories
30
3.3.7.
Learning Needs
34
3.3.8.
Bloom's Taxonomy
35
3.3.9.
Debate Regarding the Use of Technology
35
3.3.10.
Issues with `Flipping'
37
3.4.
Socratic Method Versus Flipped Classrooms
38
3.4.1.
General
38
3.4.2.
What Is the Socratic Method?
38
3.4.3.
How Does the Socratic Method Work?
39
3.4.4.
Active Learning Principle
40
3.4.5.
Arguments Contra the Socratic Method
41
3.4.6.
Students' Feedback
45
3.4.7.
Defending the Socratic Method
46
3.4.8.
Variations of the Socratic Method
47
3.4.9.
Comparing the Socratic Method and the Flipped Classroom Concept
47
3.5.
Video Flipping Versus Audio Flipping
49
3.5.1.
General
49
3.5.2.
Arguments in Favor of the Video Approach
49
3.5.3.
Arguments in Favor of the Audio Approach
50
3.5.4.
Conclusions
52
3.6.
Observations, Potential Problems and Open Questions
53
3.6.1.
General
53
3.6.2.
Limited Data
53
3.6.3.
Flip Sides of Flipped Classrooms
54
3.6.4.
Resistance
55
3.6.5.
Students' Time Constraints
59
3.6.6.
Law as an Unsuitable Subject for Multiple-Use Online Modules?
59
3.6.7.
Flipped Classrooms and Teacher Personality
60
3.6.8.
Flipped Classrooms to Deepen Particular Subject Areas
60
3.6.9.
Searching for the One and Only Teaching Mode: Mission Impossible?
60
4.
How to Develop Flipped Classrooms?
63
4.1.
General
63
4.2.
Planning
63
4.3.
Production
66
4.3.1.
General
66
4.3.2.
White Board Approach
67
4.3.3.
Screen Capture Approach
68
4.3.4.
Audio-Only Format
68
4.3.5.
Students' Preference
69
4.4.
Distribution
70
4.5.
Technical Challenges
71
5.
Costs
73
5.1.
General
73
5.2.
Costs to Develop Flipped Classrooms
73
5.3.
Can Technologies Save Cost?
75
5.4.
Open Educational Resources (OERs)
76
6.
Case Study: Flipped Classrooms for `The Law of International Business Transactions II'
81
6.1.
General
81
6.2.
LIBT II Course
82
6.2.1.
Course Contents
82
6.2.2.
Delivery Mode
83
6.2.3.
Hong Kong Specifics
84
6.2.4.
Pedagogical Underpinning
85
6.3.
Why `Flipping' LIBT II Lecture Modules?
86
6.4.
Developing `Flipped' LIBT II Classrooms
87
6.4.1.
Pilot Scheme
87
6.4.2.
Selecting Sessions for `Flipping'
87
6.4.3.
`White Board Approach', `Screen Capture Approach', `Audio-Only Format' or OERs?
88
6.4.4.
In Particular: Echo 360
89
6.4.5.
In Particular: Searching for LIBT II Compatible OERs
90
6.4.6.
Distribution
93
6.4.7.
Recording Process
95
6.4.8.
Preparing for the LIBT II for the Flipped Classroom Experience
95
6.5.
Evaluation
96
6.5.1.
Developing an Evaluation Framework
96
6.5.2.
Evaluating the LIBT II Pilot Scheme
99
6.5.3.
Conclusions
106
7.
Final Remarks
109
Appendix A
List of Law School Websites Searched
111
Appendix B
Checklist---Developing Flipped Classrooms?
117
Appendix C
Materials Related to the Case Study
125
References
137