Coverart for item
The Resource Flipped Classrooms for Legal Education

Flipped Classrooms for Legal Education

Label
Flipped Classrooms for Legal Education
Title
Flipped Classrooms for Legal Education
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
SpringerBriefs in Law Ser
Flipped Classrooms for Legal Education
Label
Flipped Classrooms for Legal Education
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4391631
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Preface -- Contents -- 1 Introduction -- 1.1 General -- 1.2 Why This Topic? -- 1.2.1 Law Schools Today -- 1.2.2 Modernizing Legal Education -- 1.2.3 Digital Age -- 1.2.4 Legal Education and Technology -- 1.3 Goals -- 1.4 Methodology -- 1.5 Structure -- 2 Defining Flipped Classrooms -- 2.1 General -- 2.2 Literature Review -- 2.2.1 Flipped Classrooms -- 2.2.2 Blended Learning and Hybrid Learning -- 2.2.3 Podcasting -- 2.3 Definition Adopted for This Book -- 3 The Pedagogical Feasibility of Flipped Classrooms -- 3.1 General -- 3.2 Arguments Contra Traditional Lectures -- 3.2.1 General -- 3.2.2 Is Traditional Lecture an Effective Law Teaching Method? -- 3.2.3 Current Practice in the U.K., Canada and Australia -- 3.2.4 Defending Lectures -- 3.2.5 The SAMR Model -- 3.3 Arguments Pro Flipped Classrooms -- 3.3.1 Improved Learning Experience -- 3.3.2 Flexible Learning -- 3.3.3 IT Literacy -- 3.3.4 Improved Learning Outcomes -- 3.3.5 Students' Feedback -- 3.3.6 Learning Theories -- 3.3.7 Learning Needs -- 3.3.8 Bloom's Taxonomy -- 3.3.9 The Debate Regarding the Use of Technology -- 3.3.10 Issues with F̀lipping' -- 3.4 Socratic Method Versus Flipped Classrooms -- 3.4.1 General -- 3.4.2 What Is the Socratic Method? -- 3.4.3 How Does the Socratic Method Work? -- 3.4.4 Active Learning Principle -- 3.4.5 Arguments Contra the Socratic Method -- 3.4.5.1 General -- 3.4.5.2 The Socratic Method Does Not Teach Practical Skills -- 3.4.5.3 The Socratic Method Is Unexciting and Cannot Convey Large Amounts of Information -- 3.4.5.4 The Socratic Method Fosters Monopolization by à Vocal Few' -- 3.4.5.5 The Socratic Method Causes Distress Among Students -- 3.4.6 Students' Feedback -- 3.4.7 Defending the Socratic Method -- 3.4.8 Variations of the Socratic Method -- 3.4.9 Comparing the Socratic Method and the Flipped Classroom Concept
  • 3.5 Video Flipping Versus Audio Flipping -- 3.5.1 General -- 3.5.2 Arguments in Favor of the Video Approach -- 3.5.3 Arguments in Favor of the Audio Approach -- 3.5.4 Conclusions -- 3.6 Observations, Potential Problems and Open Questions -- 3.6.1 General -- 3.6.2 Limited Data -- 3.6.3 The Flip Sides of Flipped Classrooms -- 3.6.4 Resistance -- 3.6.4.1 Teacher Resistance -- 3.6.4.2 Institutional Resistance -- 3.6.4.3 Student Resistance -- 3.6.4.4 Communication Needs -- 3.6.5 Students' Time Constraints -- 3.6.6 Law as an Unsuitable Subject for Multiple-Use Online Modules? -- 3.6.7 Flipped Classrooms and Teacher Personality -- 3.6.8 Flipped Classrooms to Deepen Particular Subject Areas -- 3.6.9 Searching for the One and Only Teaching Mode: Mission Impossible? -- 4 How to Develop Flipped Classrooms? -- 4.1 General -- 4.2 Planning -- 4.3 Production -- 4.3.1 General -- 4.3.2 White Board Approach -- 4.3.3 Screen Capture Approach -- 4.3.4 Audio-Only Format -- 4.3.5 Students' Preference -- 4.4 Distribution -- 4.5 Technical Challenges -- 5 Costs -- 5.1 General -- 5.2 Costs to Develop Flipped Classrooms -- 5.3 Can Technologies Save Cost? -- 5.4 Open Educational Resources (OERs) -- 6 Case Study: Flipped Classrooms for T̀he Law of International Business Transactions II' -- 6.1 General -- 6.2 The LIBT II Course -- 6.2.1 Course Contents -- 6.2.2 Delivery Mode -- 6.2.3 Hong Kong Specifics -- 6.2.4 Pedagogical Underpinning -- 6.3 Why F̀lipping' LIBT II Lecture Modules? -- 6.4 Developing F̀lipped' LIBT II Classrooms -- 6.4.1 Pilot Scheme -- 6.4.2 Selecting Sessions for F̀lipping' -- 6.4.3 Ẁhite Board Approach', S̀creen Capture Approach', Àudio-Only Format' or OERs? -- 6.4.4 In Particular: Echo 360 -- 6.4.5 In Particular: Searching for LIBT II Compatible OERs -- 6.4.5.1 General -- 6.4.5.2 Choice of Source -- 6.4.5.3 The Experience of Searching for Suitable OERs
  • 6.4.6 Distribution -- 6.4.6.1 General -- 6.4.6.2 The Blackboard Approach -- 6.4.6.3 The Podcast Approach -- 6.4.7 The Recording Process -- 6.4.8 Preparing for the LIBT II for the Flipped Classroom Experience -- 6.5 Evaluation -- 6.5.1 Developing an Evaluation Framework -- 6.5.1.1 General -- 6.5.1.2 Measuring the Learning Experience -- 6.5.1.3 Measuring Learning Outcomes -- 6.5.2 Evaluating the LIBT II Pilot Scheme -- 6.5.2.1 General -- 6.5.2.2 Statistics Generated by Echo 360 -- 6.5.2.3 In-Class Observations -- 6.5.2.4 Student Feedback -- 6.5.2.5 Course and Teaching Evaluations -- 6.5.3 Conclusions -- 7 Final Remarks -- Appendix A: List of Law School Websites Searched -- Appendix B: Checklist---Developing Flipped Classrooms? -- Appendix C: Materials Related to the Case Study -- References
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9789811004797&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4384851'}
Extent
1 online resource (145 pages)
Form of item
online
Isbn
9789811004797
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

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      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
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