HEA Law Summit 2014

Land law for the next generation?

Emma Flint

Senior Lecturer

Birmingham City University

emma.flint@bcu.ac.uk

@MrsGingerLawyer

Project Overview

• Re-design of assessment methods, teaching and learning practice in core LLB module

• Shift away from traditional end of year exam

• Use of e-Portfolio approach to assess ‘process’ not just ‘product’

Key Project Themes

1. Embedding legal research/other skills into teaching practice through innovative curriculum design and assessment;

2. Developing student skills of writing in different formats for different audiences;

3. The role of digital literacies and technology in developing legal skills

Project Outcomes• Evaluation report

– Teaching and learning design – Staff and student perspective– Involving practitioners & students in the

evaluation Advisory Group

• Publication – theoretical account of the value and purpose of the re-design

• Open resource online tutorials

Benefits

• Students– Developing as a reflective practitioner– Engagement with different forms of writing– Research Skills– Engagement with digital literacies

• Tutors– Encourage innovation– Provide a toolkit via the online tutorials to

evaluate curriculum design and embed new techniques

Use of ePortfolios and reflection

• Since 2010 within the Law School

• Stand alone Level 4 Skills module– PDP

• Extended & developed use at Level 5– Professional Skills– Land Law

• Recognised the need to embed to avoid being viewed as ‘bolt-on’

How does it work in land law?

• Usual lecture & seminar format– ‘experiential’ learning– Assessment and formative opportunities

embedded into curriculum design

• Assessment by way of:– Exam (40%)– ePortfolio (60%)

• Reflective journal – 4 seminar reflections – Structured & use of reflection model (Driscoll)

A Reflective Model

Adapted from Driscoll J. (1994) Reflective practice for practise. Senior Nurse. Vol.13 Jan/Feb. 47 -50

Assessment

• Annotated Bibliography

– Citation– Summary &

analysis of the source

An example – in relation to fixtures and chattels

Sexton R and Bogusz B, Land Law Text, Cases and Materials (OUP 2013)

There was relatively little information about fixtures and chattels in this textbook. What was included was a reasonable introduction to the topic and it was particularly useful to read extracts of the judgment of Lord Lloyd of Berwick in the Elitestone v Morris case. There was a useful distinction between a substantial structure that could not be moved without destruction and one that was built in such a way to be removeable. This is potentially useful when applying the case to the problem question. Although the facts are different, could you argue that the damage caused to the building by the removal of the wardrobes points to them being wardrobes? Further reading will be required to establish this – in particular Holland v Hodgson is a case I must read.

Assessment

• Memorandum of advice based on a problem question– Applying skills of

problem solving to more complex legal problems (Bloom)

– Builds on seminar work

– Reflective of practice

Challenges

• ‘Buy in’– Students

• Rejection of reflection• Lack of engagement

– Staff• Workloads• New methods & training

– Institution• Progression & retention

• Digital Natives? (Prenskey, 2001; 2011)