Teaching law online is daunting. Because of the Covid 19 shift to remote learning, we are all being asked to change the way we have been teaching for years. And, we are doing this all in a vacuum because there are not many models for how to teach law online effectively. This webinar is designed to help you overcome some of the pain points of designing an online course. It derives from a several-session workshop co-facilitated by Professor Michele Pistone at the AALS Clinical Conference for several years. She will explain the theory behind effective online course design and facilitate exercises that will walk you through steps for designing an effective online course. She has more than ten years of experience designing online courses and videos for legal education. @profpistone

1. AALS Technology Section Webinar Series
Top 5 Tips for Teaching Law
Online
June 3, 2020

2. AALS Technology Section Webinar Series
Welcome & Introductions
April Dawson
Professor, North Carolina
Central University School
of Law
Chair, Webinar Committee,
AALS Section on
Technology, Law & Legal
Education
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3. Logistics
 Format
 How to ask questions
 Webinar will be recorded and available for
on-demand viewing
AALS Section on Technology, Law and Legal Education
3

4. AALS Technology Section Webinar Series
Michele Pistone
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 Professor of Law
 Villanova University Charles Widger
School of Law
 Founder & Faculty Director, VIISTA,
Villanova Interdisciplinary
Immigration Studies Training for
Advocates
 Associate Editor, Journal on
Migration and Human Security
pistone@law.villanova.edu
@profpistone

5. Pain Points
How do I . . .
 make the experience more like a
classroom?
 engage students?
 assess learning and provide feedback?
 maximize my impact?
 work with technology?

6. A large class, even in person, can be difficult
to engage each student and I found this to be
even more challenging on zoom
I can't imagine being able to read the questions in
the chat box if I am presenting
or trying to teach at the same time.
what do you suggest as good
ways to generate the
preparedness and excitement
that calling on students might
achieve in person?
How to have a lively
class discussion. How
not to fall flat — i.e.
get no response to a
comment or question
because students feel
they are more invisible
online.
Any tips on keeping track of 50 students, the
chat function, Power Point slides, and the class
narrative all at the same time?
I gave up on trying to read the chats . . .
how do I . . .
make the
experience more
like a classroom?

7. shift your
mindset
how do I . . .
make the
experience
more like a
classroom?

8. Student engagement
Student
Engagement
I would appreciate any practices or
observations on student interaction in
synchronous online classes.
I’m worried about keeping them engaged with activities—I think
the discussion board will get old quickly. I’m looking for other
ideas beyond the recorded lecture and the discussion board.
How to have a lively class discussion. How not to fall flat
— i.e. get no response to a comment or question
because students feel they are more invisible online.
I am especially interested in how to
keep students engaged
I would like Ideas for actively
involving students in virtual
classes.
how do I . . .
engage
students?

9. employ student-
centered design
how do I . . .
engage
students

10. In crafting goals, use Blooms’
taxonomy:
At the end of this unit, students will be
able to:
• Draft an opening statement
• Argue the defendant’s position
• Defend the government policy
• Articulate a cause of action
• Explain the basis of jurisdiction
• Appreciate the ethical issues that
arise in domestic relations cases
syllabus and
course goals
unit level
learning
goals
learning
activities
learning
activities
feedback &
assessment
What you want
students to:
• know
• be able to do
• value
• Syllabus
• Casebook
• Supplemental Readings
• Cases
• Statutes
• Regulations
• Law review articles
• Treatises
• Chunked
Videos/narrated
slides/podcasts
• Exercises
• Role plays
• Discussion
boards
• Reflections
• Break out rooms
• Socratic
dialogue
Formative
assessments
• Quizzes
• Feedback on
discussion boards
• Feedback on
written
drafts/exercises
• Peer to peer
feedback
Start with your
syllabus & course goals

11. Assessment
Make sure students know
whether or not they've
understood the doctrinal
points well enough?
Create
interactive
lessons and give
feedback?
My particular pain point is
including polling in online
sessions to get student
feedback.
Know if students
are learning what I
want them to
learn?
how do I . . .
assess learning &
provide feedback

12. use formative
assessments
how do I . . .
assess learning
and provide
feedback

13. We do a lot of skills training that up to now
has depended on in-class demonstration
and dialogue, students working in pairs or
teams and then comparing notes, and
coming together as a group to break down
individual or team responses to posed
questions.
One of my pain points is getting a
discussion going. Then, once the
discussion gets going, how to make sure
everyone is heard and they don't talk
over each other. The hand raise and
waiting to be called on works, but is a
bit clunky.
how do I . . .
maximize my
impact
Are there concrete tools/ideas for creating community
online. I normally strive to create a tight-knit clinic
community that is characterized by deep engagement,
vulnerability, and generosity.
Use my time in the
most impactful way?

14. use space &
time
differently
how do I . . .
maximize my
impact

15. How to use the
polling feature on
zoom?
I am eager to hear your tips for
utilizing technology to support
active learning, especially in a
synchronous context.
Use technology
to support
active learning
Being able to see all students
(or more of them) when sharing
my screen to show power point
What do you think is/is not the
feasibility of blending in-person
and online approaches through
Zoom, or otherwise?
On Zoom, are you able to retain Zoom
controls and shared PPT on your laptop,
but move a gallery view of the class onto
a 2d screen?
how do I . . .
work with
technology?

16. jump in,
ask Qs, &
have fun!
how do I . . .
work with
technology

17. Coursetune
AALS Section on Technology, Law and Legal Education
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18. AALS Technology Section Webinar Series
Questions & Answers
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Michele Pistone
pistone@law.villanova.edu

19. Upcoming Webinars
 What Law Professors Should Know About
Cybersecurity (June 10)
 Using Technology to Advance Law Student
Professional Identity Formation (June 17)
 Using Technology to Assist in Providing
Meaningful Feedback (June 24)
For full list: www.aals.org/sections/list/technology-law-and-
legal-education/
AALS Section on Technology, Law and Legal Education
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20. AALS Technology Section Webinar Series
Wrap Up
Survey – Your Feedback is Important!
Please consider joining the Section on
Technology, Law and Legal Education
Thank you for your attendance!
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