Description
Over the last decade, cost pressures, technology, automation, globalisation, de-regulation, and changing client relationships have transformed the practice of law, but legal education has been slow to respond. Deciding what learning objectives a law degree ought to prioritise, and how to best strike the balance between vocational and academic training, are questions of growing importance for students, regulators, educators, and the legal profession. This collection provides a range of perspectives on the suite of skills required by the future lawyer and the various approaches to supporting their acquisition. Contributions report on a variety of curriculum initiatives, including role-play, gamification, virtual reality, project-based learning, design thinking, data analytics, clinical legal education, apprenticeships, experiential learning and regulatory reform, and in doing so, offer a vision of what modern legal education might look like.
- Informs curriculum development for legal educators by drawing on new ways of teaching with technology
- Provides cutting edge, practical examples of innovations in legal technology
- The authors explore how their educational innovations were designed, developed and deployed
Table of Contents
Foreword Julian Webb
Introduction Catrina Denvir
- Do lawyers need to learn to code? A practitioner perspective on the ‘poly-technic’ future of legal education Alexander Smith and Nigel Spencer
- Experiential legal education: stepping back to see the future Jeff Giddings and Jacqueline Weinberg
- Skills swap? Advising technology entrepreneurs in a student clinical legal education program Ian Walden and Patrick Cahill
- Scaling the gap: legal education and data literacy Catrina Denvir
- Bringing ODR to the legal education mainstream: findings from the field Genevieve Grant and Esther Lestrell
- Design comes to the law school Margaret Hagan
- Developing ‘nextgen’ lawyers through project-based learning Anna Carpenter
- Same as it ever was? Technocracy, democracy and the design of discipline-specific digital environments Paul Maharg
- Ludic legal education from Cicero to Phoenix Wright Andrew Moshirnia
- The gamification of written problem questions in law: reflections on the ‘serious games at Westminster’ project Paresh Kathrani
- Virtually teaching ethics: experiencing the discrepancy between abstract ethical stands and actual behaviour using immersive virtual reality Sylvie Delacroix and Catrina Denvir
- Paths to practice: regulating for innovation in legal education and training Julie Brannan and Rob Marrs
- ‘Complicitous and contestatory’: a critical genre theory approach to reviewing legal education in the global, digital age Jane Ching and Paul Maharg
Afterword
Index.
