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Abstract
‘Acceptance of the online environment as just another space for learning does not deny its potential to reconceptualize what is possible in teaching and learning’ (Alexander and Boud)Footnote1 This paper considers how the development of this resource moves the use of interactive learning in law further, in the way posited by Alexander and Boud, into a new, flexible, learner centred environment. The philosophy behind both Legal Practice Course (LPC) Skills Online and LPC Accounts online is that the online learning space is the primary resource, rather than supplementing or enhancing a textbook. The interactive environment provides an opportunity to practise legal skills and accounts, combined with detailed feedback and tools for formal reflection. This structure guides learners through a complete learning cycle. The interactive exercises, mainly using case studies, are completed at the learner's own pace and a longer case study brings the skills together to provide context.
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Notes
Shirley Alexander and David Boud, ‘Learners Still Learn from Their Experience when Online’, in Teaching and Learning Online – Pedagogies for New Technologies, ed. John Stephenson (London: Kogan Page, 2001).
‘Information for Providers of Legal Practice Courses’ at para. 3.39, available at http://www.sra.org.uk/students/lpc.page
P. Maharg, ‘Simulated Learning and Professional Legal Practice’ paper presented at the Re-Engineering Assessment Practice International Online Conference on Assessment Design for Learner Responsibility, University of Strathclyde, UK, 29–31 May 2007, p. 8.
Pat Maier and Adam Warren, Integrating Technology in Learning and Teaching: A Practical Guide for Educators (London: Kogan Page, 2002), p. 12.
Diana Laurillard, Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies, 2nd edn (London: Routledge Farmer, 2002), p. 55.
‘Using e-Portfolios in Legal Education’, available at http://www.ukcle.ac.uk/research/projects/eportfolios.html