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Taking the Instruction of Law Outside the Law Outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (For Professors and Students)

16 Pages Posted: 26 Oct 2013 Last revised: 3 Sep 2014

Peter Sankoff

University of Alberta - Faculty of Law

Date Written: October 24, 2013

Abstract

The future of law school requires faculties to focus on new learning models that recognize a growing student need for interactive learning and skill acquisition. Problem-solving is one way of changing the traditional law school classroom, for it allows students to work actively on "real life" examples during class time under the supervision of the professor. But problem solving can be challenging in larger classes, mainly because the process is time-intensive and students need to have an initial grasp of core concepts in order to learn from the tasks, and this knowledge is normally obtained through a lengthy professorial lecture. To ensure a productive problem solving environment, the author began using the model of the "flipped" classroom in his Evidence course by creating "capsules" - video podcasts of 10-20 minutes in duration - that he prepared beforehand and posted on-line. These capsules now provide the foundational law and explanation of basic concepts that is no longer delivered through lectures. The capsules have been widely embraced and have the potential to deliver multiple benefits. In addition to being available on demand (which allows students repeat viewings, and the choice of when to watch), capsules are watched before class, freeing up seminar time to focus on deeper learning objectives and explore additional topics that could never be reached before.

Keywords: Legal Education, Flipped Classroom, Pedagogy

Suggested Citation

Sankoff, Peter, Taking the Instruction of Law Outside the Law Outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (For Professors and Students) (October 24, 2013). (2014) 51 University of Alberta Law Review 891. Available at SSRN: https://ssrn.com/abstract=2344879 or http://dx.doi.org/10.2139/ssrn.2344879

Peter Sankoff (Contact Author)

University of Alberta - Faculty of Law ( email )

Edmonton, Alberta T6G 2H5
Canada

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