This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences. For further details of the conference: http://bit.ly/1cRDx0p Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk IMAGINED WORLD Imagined world The Legal Education and Training Review (LETR) published its first report in June 2013. It was the first comprehensive independent review of legal education and training in England and Wales for 40 years. The purpose of the LETR was to survey the current state and future requirements of legal services education and training against a backdrop of unprecedented economic, technological and social change. Those who provide legal education waited with baited breath for the LETR publication. Whilst it was far from the radical reforms called for by some, the LETR still represents an ontological shift in terms of the primary goals of legal education. Post LETR and the Legal Services Act 2007, and as recognised by key academics (Susskind (2013), legal learning can no longer remain static and must change in the world of liberalization. Legal educators must embrace innovative ways of learning and utilise technology to deliver teaching that is fit for the next generation of lawyers. ABSTRACT Our HEA funded project focuses on the evaluation of the re-design of assessment methods and teaching and learning practice in an undergraduate law module. The re-design involved a shift away from the traditional end of year exam to a portfolio approach where students will evidence their learning journey through the module. The aim is to assess the “process” of learning rather than simply the “product”. As part of this approach to learning the project aims to ensure that skills of legal research and writing are embedded into teaching practice. Of particular importance is the skill of legal writing in different formats and for different audiences. The project also requires student to reflect on their learning journey in Land Law and evidence this reflection as part of their assessed ePortfolio.

1. HEA Social Science Conference 2014
Apocalypse Law?
Sarah King
Emma Flint

2. A Reflective Approach to this
Session …..
Adapted from Driscoll J. (1994) Reflective practice for practise. Senior Nurse. Vol.13 Jan/Feb. 47 -50

3. • Legal Education and Training Review published June
2013;
• First comprehensive and independent review of legal
education and training for 40 years;
• Reflects a changing legal profession and the need for
those working in higher education to respond to
change and develop law courses that prepare our
students for practice.
Context

4. • Evaluation of the re-design of a core module, Land
Law, on the LLB programme;
• Included review of learning outcomes, learning and
teaching activities and assessment;
• An aim to move away from traditional end of year
exam to a portfolio approach that assesses the
learning journey as well as the final “product”
The Project -
Overview

5. • A portfolio approach that aims to ensure that legal skills of
research and written communication are fully embedded
into the curriculum;
• A focus on writing in different formats and for different
audiences;
• The development of professional reflective practice;
• An aligned curriculum where professional skills are
developed but also assessed.
Land Law Re-Design:
Approaches

6. • A new assessment – the ePortfolio with three elements:
– A reflective piece
– An annotated bibliography
– A memorandum of advice to a training supervisor
• Assessment criteria that are clearly aligned to learning
outcomes and give credit for reflective practice, acting on
feedback, using a range of resources to undertake
research and critical analysis of the results and apply
knowledge acquired to answering a problem question in an
appropriate style of writing.
Land Law Re-Design:
Assessment

7. The Evaluation
• 100 students have responded to questionnaires;
• A small, student led, focus group has met;
• We are reviewing the results and reflecting on
the feedback!
• We are also marking them!!

8. Student
Comments With the
ePortfolio you
have to make
sure you work
hard all year.
It focusses more on
your process of getting
to your answer rather
than whether your
answer is right or
wrong.
It covers a wide
range of
understanding in the
module rather than
only focussing on
essays.
I hate Mahara.
I know this is all
in our best
interests.
Not as boring
as traditional
methods.
I would
rather be
tested.
It allows you to
be more creative
when illustrating
progress.
These skills are helping
to make me a well
rounded law student
and future lawyer..

9. Early Findings
• 82 out of 100 students thought there were advantages to
using the ePortfolio approach over traditional essays and
exams;
• 95 out of 100 students said they thought that the skills
they were developing would be of benefit to their future
careers;
• 62 out of 100 students thought they might continue to
use their ePortfolio as a means of supporting the
learning journey into their careers.

10. Challenges
• ‘Buy in’
– Students
• Concerns about use of reflection
• Lack of engagement
– Staff
• Workloads
• New methods & training
– Institution
• Progression & retention
• Digital Natives? (Prenskey, 2001; 2011)

11. Where next?
• More evaluation and analysis post-results!
• Benefits: Students
– Developing as a reflective practitioner
– Engagement with different forms of writing
– Research Skills
– Engagement with digital literacies
• Benefits: Tutors
– Encourage innovation
– Provide a toolkit via the online tutorials to evaluate
curriculum design and embed new techniques

12. ePortfolios: 5 top tips
1. Use a reflective model & embed reflective
exercises in seminars
2. Initial contact on Mahara
3. Manage student expectations on
feedback
4. Staff buy-in/training
5. Use students to promote new technology
& embed training within seminar sessions

13. Want to know more?
• HEA blog
• Project wiki
• eBook
emma.flint@bcu.ac.uk
@MrsGingerLawyer