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"Maharg, Paul"
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Digital games and learning
The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development.The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can games be used to motivate, deepen and accelerate learning? How can they be used to greatest effect in learning and teaching? The contributors explore these and many other questions that are vital to our understanding of the paradigm shift from conventional learning environments to learning in games and simulations.
eBook
Prometheus, Sisyphus, Themis
In almost every jurisdiction regulatory review of legal education has become more complex. It has not been matched by concomitant increase in the sophistication and complexity of the empirical research base, nor in the organisation of that research. As we pointed out in the LETR Report (2013), there are significant gaps in legal educational research. There is little co-ordination of research initiatives between academy and regulatory bodies on a sustained basis. There is little organisation by the academy of the increasing volume of research that it produces on legal education: a significant lack of longitudinal studies, very few ongoing and sustained data studies, almost no systematic reviews of literature. Such lack of organisation and the thin historical awareness that it gives rise to, I argue, constitutes a bar to the development of a rich legal educational research paradigm, and seriously affects our ability to generate, curate and argue from evidence-based data. In this chapter, I explore reasons for the situation, and on a practical level discuss initiatives that seek to improve the situation. Finally, I draw an iconography of approaches to legal education research that constitute three rival futures for the state of legal education research.
Book Chapter
Law, Learning, Technology: Reiving Ower the Borders
Serious consideration of our students' learning requires us to engage with the theoretical constructs of other disciplines, some of which have much to tell us about how we teach law, how we might teach it more effectively; how our students learn and what they understand as learning. This interdisciplinary understanding is an essential component in the dialectic between theory and praxis of teaching and learning, and the law. If this is true for what might be termed more traditional learning methods, it is even more the case for computerbased educational interventions. In computer-based learning, the management of learning on many levels becomes critical to educational success, and the understanding and application of interdisciplinary theory plays an important role in the design and development of materials and in the learning events themselves.
Journal Article
Associated Life': Democratic Professionalism and the Moral Imagination
This chapter describes the situated forms of educational praxis as one way in which we can exercise the play of imagination and direct it towards some of the critical debates about professionalism in our society. It discusses pedagogical approaches only to the development of democratic professionalism. W. M. Sullivan contrasts technocratic professionalism with civic professionalism, which invests professional practice with moral meaning and with democratic value. In legal education experiential learning can be the foundation for the development both of professionalism and a commitment to democratic behaviour, whether in clinic, simulation or in some other pedagogy. The critical literature on professionalism itself analyses the deep structures of the term as a social construct, and this needs to be brought into educational processes and inform the regulatory process. The macro-design envisaged a core consisting of professionalism statements that would define the professional standards that lay at the core of the professional legal educative process.
Book Chapter
The Moral Imagination and the Legal Life
What role can resources that go beyond text play in the development of moral education in law schools and law firms? How can these resources - especially those from the visual and performing arts - nourish the imagination needed to confront the ethical complexities of particular situations? This book asks and answers these questions, thereby introducing radically new resources for law schools and law firms committed to fighting against the moral complacency that can all too often creep into the life of the law. The chapters in this volume build on the companion volume, The Arts and the Legal Academy, also published by Ashgate, which focuses on the role of non-textual resources in legal education generally. Concentrating in particular on the moral dimension of legal education, the contributors to this volume include a wide range of theorists and leading legal educators from the UK and the US.
eBook
