Authentic simulation in blended mode: Client interviewing and advising in a law unit

Title

Authentic simulation in blended mode: Client interviewing and advising in a law unit

Author(s)

Ms Nell C Rundle, Dr Olivia Rundle

Presentation Goals

• Be familiar with a story of the UTAS Blended Learning Model in action (5th year Law)
• Understand how discussion boards can be used to facilitate simulation
• Consider opportunities for implementation of similar ideas and approaches in your own context and practice

Subtheme

UTAS Blended Learning Model

Presentation Type

Spotlight on Practice

Keywords

simulation, high quality interactions, authentic learning, fishbowl learning from peers, blended learning environment

Room

Social Sciences 210

Time

14.05-15.05

Abstract

The presentation addresses the creation of a sophisticated blended learning environment in the final year core law unit Civil Procedure. The design was influenced by, and is an enactment of the UTAS Blended Learning Model 1-5 Framework. In particular, the MyLO discussion board tool has been used to simulate interactions between clients and legal practitioners. Students take the role of a legal practitioner through the unit, and to facilitate their learning, the lecturer plays the role of the client so that students can ask questions to supplement the information provided in problem scenarios. There are many advantages of using a blended approach to facilitate this activity, including: modelling authenticity, "fishbowl" learning from peers, opportunity to reflect on communication style when it elicits unexpected responses from the client, and the lecturer's ability to control the client-lawyer interaction and provide feedback. Some information can be withheld to give students the opportunity to recognise what they need to ask their client. Placing the client in the learning experience has been a highly successful way of engaging students in their learning, and the fictional characters have taken on personalities of their own, which has been enjoyable for both lecturer and students. This presentation will explain how and why the blended model was implemented, and will also share examples of the authentic and engaged learning that resulted from the design. Student feedback will also be shared. There will be an opportunity for discussion about how similar approaches might be adopted in other university classes.