Transactional learning environment (TLE 2.0)
Download
1 / 38

transactional learning environment (TLE 2.0) - PowerPoint PPT Presentation


  • 73 Views
  • Uploaded on

transactional learning environment (TLE 2.0). Brian Henderson Paul Maharg Martin Owen. Transactional Learning Environment (TLE) 1.0 – what is it?. Administration: 280 students, 70 firms, 7 anonymous information sources 70 document sets, 35 transactions

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' transactional learning environment (TLE 2.0) ' - julinka-horvath


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

transactional learning environment (TLE 2.0)

Brian HendersonPaul MahargMartin Owen



Personal injury negotiation project

Administration:

280 students, 70 firms, 7 anonymous information sources

70 document sets, 35 transactions

students have 12 weeks to achieve settlement

introductory & feedback lectures

discussion forums

FAQs & transaction guideline flowcharts

voluntary face-to-face surgeries with a PI solicitor

personal injury negotiation project


Pi project assessment criteria

We require from each student firm a body of evidence consisting of:

fact-finding – from information sources in the virtual community)

professional legal research – using WestLaw + paperworld sources

formation of negotiation strategy – extending range of Foundation Course learning

performance of strategy – correspondence + optional f2f meeting, recorded

PI project: assessment criteria


Statistics
statistics consisting of:


Statistics1
statistics consisting of:


Statistics2
statistics consisting of:


Statistics3
statistics consisting of:



Learning via simulation

close to the world of practice transform with , but safe from the (possible) realities of malpractice and negligent representation.

enables students to practise transactions, discuss the transactions with other tutors, students, and use a variety of instruments or tools, online or textual, to help them understand the nature and consequences of their actions

facilitates a wide variety of assessment, from high-stakes assignments with automatic fail points, to coursework that can double as a learning zone and an assessment assignment

encourages collaborative learning. The guilds and groups of hunters in multi-player online games can be replicated for very different purposes in professional education.

students begin to see the potential for the C in ICT; and that technology is not merely a matter of email, word-processed essays & LMS quizzes, but a form of learning that changes quite fundamentally what and how they learn.

learning via simulation …


Pi project some of what students learned

extended team working transform with

real legal fact-finding

real legal research

process thinking in the project

setting out negotiation strategies in the context of (un)known information

writing to specific audiences

handling project alongside other work commitments

structuring the argument of a case from start to finish

keeping cool in face-to-face negotiations

more effective delegation

keeping files

taking notes on the process...

PI project: (some of) what students learned


Pi project student reflections

‘At the beginning we thought we perhaps lost sight of the fact that we had a client whom we had a duty to advise and inform. On reflection we should have issued terms of engagement and advised the client better in monetary terms what the likely outcome was going to be.’

‘[…] unlike other group projects I was involved in at undergraduate level I feel that I derived genuine benefit from this exercise in several ways:

1. reinforcing letter-writing, negotiation, time-management and IT skills

2. conducting legal research into issues of quantum

3. working effectively in a group as a group - not delegating tasks at the first meeting and then putting together pieces of work at the second meeting.’

PI project: student reflections…


Pi project student reflections1

‘In tackling this project I think that our group made two main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

PI project: student reflections…


Large scale implementation in disciplines
large-scale implementation in disciplines main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

University of Strathclyde:

Three law schools in three separate institutions in the UK


Inter professional example architecture

Staff will use TLE 2.00 to create: main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

Virtual architectural offices, including client correspondence files, style contracts & letters, design briefings, links to specialist tools including DigiMap, AutoCad, etc

Realia in the town, eg clients, buildings, other professional firms, etc.

Document matrices for learning & assessment

TLE 2.0 will be used in:

BSc Part 1, Third year, Introduction to Practice module

MArch Part 2, Sixth year, Design Management & Practice module

Teaching, learning & assessment will be built around the transactions.

inter-professional example: Architecture


Context of implementation in architecture dept

Architecture dept. already working with: main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

Association of Scottish Schools of Architecture

Centre for Education in the Built Environment

Centre for the Built Environment, The Lighthouse – a centre to transfer knowledge and innovation from 3 universities in Glasgow to industry & professional practice

Dept. also in the process of creating a Business Management Game which could also include the Business Faculty.

context of implementation in Architecture Dept


Which areas of student experience

active learning, relevant assessment main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

based on performance in authentic transactions

involving reflection in & on learning,

deep collaborative learning, and

holistic or process learning

with relevant professional assessment

Mobile learning – how, what, why, where, when…?

which areas of student experience?


How will we measure this? main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’


Evaluation of student experience

activity theory base main mistakes. The first mistake we made was in approaching the task as law students as opposed to Lawyers. By this I mean we tried to find the answer and work our way back. Immediately we were thinking about claims and quantum and blame. I don’t think we actually initiated a claim until a week before the final settlement. I think the phrase “like a bull in a china-shop” would aptly describe the way we approached the problem. […] Our group knew what area of law and tests to apply yet we ended up often being ahead of ourselves and having to back-pedal’

learner logs and staff logs

interviews with students and staff – academic & administrative

learner focus groups within each Dept course

use cases of learning within and across the four Faculties & seven departments or schools

comparison use-cases of student experience within TLE 2.0 and more traditional approaches to learning & assessment

small-scale phenomenographic variation studies in student learning

evaluation of student experience


Other key evaluative measures

What will TLE 2.0 enable us to do in assessment that we currently avoid doing?

How easy is it for staff to adopt & adapt TLE 2.0 methods?

To what extent can we develop an emergent model of innovative assessment based on simulation?

How do we drive institutional change from ground-up in learning, teaching & assessment practices?

other key evaluative measures


ad