Teaching & Learning Resources: More Resources

The article outlines the lessons about teaching in the classroom learned from the CALI authoring process.

Professor Galves proposes that "more law professors should teach law in a manner that is familiar to the way in which law students increasingly are accustomed to receiving information in society, at home, and at school –- through visual technology." He goes on to detail his own use of technology in the classroom.

This annotated bibliography covers articles on the the impact of computer technology on law schools and legal education from 1970 to 2001.

"To help legal educators locate materials that inform and enrich their teaching and writing, Professor Goldman offers an updated annotated bibliography of articles, commentaries, conference papers, essays, books, and book chapters that examine the impact of technology on legal education."

This article addresses the elements of a blended course, reasons for adopting this approach in legal education, and principles that should guide design of a blended course.

This article examines the way technology can assist in legal education reformanizations. The rest of the article provides examples of how technology can facilitate some of those reforms, including assessment, instructional models, and instructional materials.

"This articles suggests strategies for using, and knowing when not to use, popular classroom technologies," and recommends "a hybrid approach to classroom technology that blends traditional tools with new, digital ones in ways that better match our methods with the learning outcomes we seek."

The author identifies practical lessons she has learned relating to: "the kinds of skills that can most effectively be taught online; personnel requirements for developing and offering online courses; the pros and cons of asynchronous online formats; differing online social norms of behavior; optimum class size for online delivery; and, access and administration issues."

This brief essay summarizes the author's use of podcast summaries and quizzes and treasure hunts to reinforce learning in doctrinal classes.

This article "introduces several examples of how to use a number of today's technologies--both inside the classroom and outside the classroom--in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level."

"This article examines how live websites can be used to create engaging and holistic simulations that tie together doctrine, theory, skills, and values in ways impossible to achieve with the case method."

This article provides an overview of online course formats, and provides an overview of the opportunities and challenges students with ADHD may have in the online learning environment. It concludes with recommendations regarding how to best support students with ADHD in online learning environments.

This article includes an overview of some of the learning technologies employed in law schools.

The author describes the technological experience and abilities of new law faculty and the resulting need for them to communicate their skills to more senior faculty. He views new faculty as a catalyst for necessary change.

This essay addresses the author's shift to a blended learning environment.

"This article focuses solely on asynchronous and not synchronous, online courses that are part of an ABA approved law school curriculum. Synchronous learning requires students and teachers to be online at the same time because the learning activities happen at set times, while asynchronous classes give students a time frame to complete the learning activities on their own.15 While some of the discussion may be useful as applied to a synchronous online course, the course development and pedagogy of an asynchronous course differs significantly."

This article addresses how flipped classrooms can contribute to the students' development of analytical skills necessary for solving legal problems, and offers practical suggestions for moving doctrinal coverage online through the use of instructional videos.

 

Thanks to the University of Minnesota Law Library for compiling this list.