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Digital Guide to Law

EDUC1104 - Assignment 2
by

Andrew Huxtable

on 19 May 2015

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Transcript of Digital Guide to Law

Digital Guide to Law
Introduction
Welcome to my digital guide! I will be discussing the uses of mobile technology in my major subject area, which is
law
.
Learning Objectives
E-Books
1
2
3
5
4
My undergraduate law student peers should be able to accomplish the following outcomes from this digital guide:

Gain insight into the variety of tools provided by mobile devices that could enhance their current and future legal studies.

Learn particular ways that law lecturers or tutors could incorporate mobile technology into their teaching styles for educational purposes.

Understand the myriad of educational approaches that underpin these examples of mobile technology.

Appreciate the importance of seeking peer feedback in order to improve your work

References
e-books
Educational
apps
Polling
QR Codes
AR Apps


From an educational point of view, the majority of e-books represent the simplest level of mobile learning (Pegrum, ongoing) due to the limited amount of interactivity exhibited.

One way that e-books could be used in a legal studies context is through the virtual library powered by LexisNexis. This is the main database for legal information therefore for law students, there are many advantages of using this LexisNexis e-book system compared to physical copies.


1. Portability and capacity
You don't have to lug around heavy law reports, journals or dictionaries because your much lighter mobile device can store them all (Gomez-Borbon, 2012).
2. Practical functionality
Unlike the library versions, you can freely annotate, bookmark and highlight any relevant information (LexisNexis, n.d.).
3. Convenience
E-books save you so much time as you don't have to go to the library and trawl through a physical copy for a particular page
Figure A.
Here I accessed a LexisNexis free sample of "Patent Law Digest" on my iPad.
Educational Apps
Apps are small, self-contained programs used to enhance existing functionality in a more user-friendly way (Cutlack, 2013). There are thousands of educational apps available for download on mobile devices.


The series of "Paper Chase" apps are examples of educational apps that are useful for my current legal studies. They're free, multiple-choice quiz apps that have four versions, each based on a different area of law (contract, property, tort and criminal).

* Amended following feedback provided by Nicholas Sarros
Pedagogically, these apps are very traditional because they rely on a behaviourist educational approach due to the inherent drill and practice nature associated with quizzes. As only human-machine interaction occurs, users can access lower-order thinking skills which works best when trying to memorise certain legal definitions and concepts.
Unlike many similar legal apps, "Paper Chase" provides explanations for the given answers along with references to the relevant statute. It also has simple worded questions which makes it a useful tool for exam revision.
Figure B.
These screenshots indicate the multiple-choice question style and the subsequent explanation.
Figure C.
An example of the simple worded-style problem question.
Polling
QR Codes
AR Apps
Feedback
Polling can be used as an learning tool to incorporate student's use of mobile devices in a more productive, educational way. Studies show that polling leads to increased engagement as well as an incentive to attend classes (Voelkel & Bennett, 2013).

An example of polling software is "Poll Everywhere", which allows voting via SMS or Twitter. This could be used effectively in law lectures as the lecturer could put up a poll to gauge whether the students have grasped certain concepts he/she has explained.
Figure D.
This quiz-style question employs a behaviourist learning approach which works best for retaining memory-based legal content.
Figure E.
"Poll Everywhere" also has the option of creating word clouds. Prompting a small group to discuss these cluster of words would promote collaboration between students which is characteristic of a social constructivist learning approach.




Figure F.
I adapted one of my LAWS2201 slides to include QR codes. These QR codes use an information transmission learning approach as they 'hardlink' to online versions of the full case report which promotes extra reading and information. There's also a convenience advantage, as you don't have to tediously search the case name via an online database.
Quick response (QR) codes function by manually 'hardlinking' the real world and digital data (Pegrum, ongoing). QR codes are becoming more widespread as they can be placed almost anywhere due their robust nature.

Teachers have found creative ways to utilise these QR codes as an educational tool, which takes advantage of the BYOD systems employed by many developed nation schools. Although their novelty factor immediately engages students, QR codes must only be a tool to support learning (NOT the primary focus) to be successful.
Figure G.
The map of the four location markers.
Figure H.
Using the example of the Supreme Court, the student must fulfill three conditions:
1. They must visit the location
2. They must read the content about the Supreme Court
3. They must answer the assessment question*
Figure J.
An example of a multiple choice assessment question. This employs a behaviourist educational approach as only lower-order memory and retention skills are developed.
Figure I.
The information given to the student once they reach the designated location. This is an information transmission learning approach as knowledge is being transferred from one person to another.
1. My original digital guide discussed an app called "Law Dojo" which was behaviorist quiz-style app that covered a range of legal topics. When I showed my presentation to
Nicholas Sarros
, he recommended the "Paper Chase" app. Unlike "Law Dojo", this app provides detailed explanations and there's no time pressure to complete the questions. Based on this constructive feedback, I incorporated this new app in my digital guide as it would be a better tool to memorise content.


2. My initial FreshAiR learning trail design didn't include any assessment items therefore
Cameron Harvey
suggested that I add multiple-choice questions for each of the four court locations. In light of this feedback, I modified my learning trail as it's important to examine what the students have learned via a simple quiz question to ensure consolidation of certain learning outcomes. It also means that students will pay more attention throughout the learning trail and not treat the excursion as a "day off school" but rather a educational experience.
* This question was added following feedback provided by Cameron Harvey
* This condition was added following feedback from Cameron Harvey
Augmented reality (AR) involves overlaying digital information and communication channels on real-world settings. This is done to supplement our perception and understanding of the environment around us (Pegrum, ongoing).

An example of AR in action is the app "FreshAiR", where you can design augmented reality learning trails. To fit with my legal studies context, I created a learning trail focused around the courts of Perth, where students will go around the city learning information about what happens in these different buildings.

This is an example of both situated and embodied learning, as students are pushed outside of the classroom to learn about certain court proceedings and the Australian legal system by being physically at the locations where these abstract concepts take place.

BarMax. (2014). Retrieved from http://www.libguides.law.ucla.edu/mobilelegalapps

Cutlack, G. (2013, April 1). Where are apps and how do they work with your smartphone? [Web log post]. Retrieved from http://www.techradar.com/

Gómez-Borbón, P. (2012, September 6). Ten Advantages of E-book Readers. [Web log post]. Retrieved from http://www.lifehack.org/

Pegrum, M. (ongoing). Augmented reality. Retrieved from http://www.e-language.wikispaces.com/

Pegrum, M. (ongoing). E-books. Retrieved from http://www.e-language.wikispaces.com/

Pegrum, M. (ongoing). QR codes. Retrieved from http://www.e-language.wikispaces.com/

Practical functionality. (n.d.). Retrieved from http://www.lexisnexis.com/ebooks/

Saiidi, D. (2013, November 4). BarMax Bar Exam App Review. [Web log post]. Retrieved from http://www.ipassedmybarexam.com/

Voelkel, S. & Bennett. D. (2014). New uses for a familiar technology: introducing mobile phone polling in large classes.
Innovations in Education and Teaching International
, 51(1), 1-13.
Images
Figure B, C:
Screenshot taken from the “
Paper Chase - Contracts
” application.

Figure D, E:
Screenshot taken from a custom-made “
Poll Everywhere
” poll.

Figure F:
Screenshot taken from an adaptation of LAWS2201 lecture 2, slide 11:“
Remedies for breach of fiduciary duties
”.

Figure G, H, I:
Screenshots taken from “
FreshAiR
” application.
Under the lens of a legal studies context, I will now explore five different uses of mobile technology along with the particular educational approaches that underpin these tools and techniques.
ANDREW HUXTABLE || EDUC1104
Full transcript