EduDretTIC2012: Planning teaching through ICTs

Communications session on Planning teaching through ICTs. Chairs: Patricia Escribano, School of Law and Political Science, UOC

Teaching methodologies to stimulate the interest in a subject with the help of ICTs
Antoni Carreras Casanovas, Universitat Rovira i Virgili.

This is an experience with undergrad (Labour Law, Journalism) students of Constitutional Law, that has been running for 4 years.

There is a mix of theory and practice. The practical part requires writing collaboratively an essay/dossier and presenting it in public, normally taped in video. Another practice consists in online debates on current issues that appear in the news. Last, a final test is performed on the topics that have appeared in each online debate.

Results: the assessment of the experience has been valued by the students with 8/10 for all the experiences (presentations, debates, news). The final marks have also increased in circa 15%.

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A proposal for teaching Law Philosophy with technology: interdependence knowledge-learning in thinking skills
Nuria Belloso Martín & Helena Nadal Sánchez, Universidad de Burgos.

We support the idea that ICTs should be used to enrich the traditional lecture, instead of substitute it. The problem of the traditional lecture is that the knowledge that is transmitted cannot be examined, the student cannot have a bound with that knowledge. Thus, the goal of this experience is to enhance participation.

During the first part of the lecture, the lecture is done as usual but a document is handled to the student with references and further reading. Then, a second document is handled with assignments that the student has to complete — normally assignments that require some browsing on the Internet.

Methodology and electronic resources to design and develop a subject in the area of Financial and Tributary Law in offline and online mode
Amable Corcuera Torres, Universidad de Burgos.

Use of Moodle not to make a difference between students that choose to attend classes and students that choose not to or just cannot attend classes.

Traditional lectures are also taped on video and then uploaded to the University repository, and linked from the class space on Moodle.

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Ismael Peña-López: where is the line that separates engagement and overwhelming the student with workload? Antoni Carreras: a first thing to take into account is that the topics have to be attractive and useful to the student. Having the news as a source of topics is usually a good idea to find out attractive and interesting topics. On the other hand, what the students have to do is just keep with the pace of the schedule. Assignments always deal with the most recent lecture, so that they are about reinforcing, with a little bit of effort, what has just been covered in the class. So, it is not a lot of burden, but what the student should otherwise do to review and study the latest lesson of the subject.

Q: should the use of ICTs be fostered on an cost-savings basis? Corcuera, Nadal: of course knowledge should be open and free, but the use of ICTs should be pedagogy-led and not economy-led.

Q: does taping conditions in any sense the way the lecture is imparted? Amable Corcuera: no, it does not.

Q: how does the syllabus change or is adapted to a different way of assessing the students? Antoni Carreras: there is no problem in adapting the syllabus to the new platforms or whatever.


3rd Conference on Law Education and Information and Communication Technologies (2012)

EduDretTIC2012: Paul Anthony Maharg: Assessing legal professionalism in simulations: The case of SIMPLE

Keynote speech Paul Anthony Maharg, Law professor at Northumbria Law School.

Assessing legal professionalism in simulations: The case of SIMPLE
Paul Anthony Maharg, Law professor at Northumbria Law School

In a course for professionals, a collection of outcomes must be reached. To measure how much the outcomes have been reached, both positive and negative indicators have been designed for performance assessment. Thus, not only professionalism but also unprofessional behaviour is also measured.

The SIMPLE platform is specially designed for professional learning:

  • Personalized learning in a professional environment.
  • Collaborative learning.
  • Use of simulation spaces.
  • Use of rich media.
  • Authenticity.

The whole system is based on transactions — transactional learning — where the students have an active learning by performing authentic transactions. The platform is used at three levels: as a workspace, as a learning space and as an assessment space.

Teaching with the SIMPLE platform, based on simulations, is very feasible, and the impact is big while the cost is relative low. Provided there is experience enough to write the simulations — which there usually is — the cost is reduced, as producing learning materials is usually more expensive than designing simulations and putting them into practice.

A next step could be the “appification” of the course, just like BarMax did with the US Bar exam.

The combination of simulations with other advancements of education like PLEs, aggregation of content (learning as aggregation). Think of aggregation as the social media of our student’s nested lives, a genealogy of knowledge, an ethical practice community.

Lee Shulman’s signature pedagogies:

  • Surface structure: observable, behavioural structures.
  • Tacit structure: values and dispositions that the behaviour implicitly models.
  • Deep structure: underlying intentions, rationale or theory that the behaviour models.
  • Shadow structure: The absent pedagogy that is, or is only weakly, engaged.


Ismael Peña-López: has assessment been done through e-Portfolios? Maharg: no, but this is definitely the way to go. Moodle+Mahara could be an option in the nearest future, but definitely an e-Portfolio would help in straightening the bounds between students and firms.

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3rd Conference on Law Education and Information and Communication Technologies (2012)