ABSTRACT

Around the world law schools are embracing intensive and online modes of content delivery in response to both student demand and institutional transitions away from face-to-face educational experiences. This presents a range of pedagogical challenges for teachers, including challenges associated with measuring teacher impact and student engagement within these new learning environments. One renowned 10 Australian educational expert, John Hattie, has pioneered a new ‘visible learning’ approach to maximising teacher impact following a meta-analysis conducted in 2015 that has been employed in primary and secondary schools across Australia and New Zealand. This article explores the extent to which Hattie’s techniques can be employed in the context of tertiary legal education and provides practical examples of how the visible learning approach can be integrated into course design, course delivery, assessment and feedback practices when teaching law courses intensively 20 or online. The article argues that when used as a beneficial supplement to existing active learning strategies for teaching law, visible learning techniques may offer new opportunities for developing practical responses to the challenges of online and intensive modes of delivery in modern law schools.

摘要

世界各地的法学院都在采用密集和在线的内容交付模式，以响应学生的需求和机构从面对面教育体验的转变。这给教师带来了一系列教学挑战，包括与衡量教师影响和学生在这些新学习环境中的参与度相关的挑战。澳大利亚著名的 10 位教育专家约翰·哈蒂 (John Hattie) 在 2015 年进行了一项荟萃分析后，开创了一种新的“可见学习”方法，以最大限度地提高教师的影响力，该方法已在澳大利亚和新西兰的中小学使用。本文探讨了 Hattie 的技术在高等教育法律教育背景下的应用程度，并提供了实际示例，说明在密集教授法律课程时如何将可见学习方法整合到课程设计、课程交付、评估和反馈实践中 20 或在线的。文章认为，当用作现有法律教学主动学习策略的有益补充时，可见学习技术可能会提供新的机会，以应对现代法学院在线和密集授课模式的挑战。