Though law school classes are rarely cancelled, what can a professor do to “make up the class” if a class is cancelled.
Rescheduling is usually not an option due room schedules and student schedules.
Ignoring it is not an option because the course content needs to be covered.
One software that professors can use is Adobe Presenter. With this software, they can re-purpose their PowerPoint presentation for that class by adding narration. The presentation can then be uploaded as a PDF to the course’s LMS. Students with Adobe Reader can view and listen to the content.
Although professors may spend a lot time narrating their presentation, students may not spend the time to listen to it.
It would defeat the purpose to just review the content in class.
Instead, professors can create an online quiz where students are required to listen the PowerPoint presentation in order to answer the quiz questions correctly.
One of the professors at Albany Law School did just that. She narrated a PowerPoint presentation for her NY Practice class, posted it to TWEN and then asked students to take a 5 question quiz.
This professor can see by the graph above that most of the students answered the questions correctly. In other words, they listened to the presentation.
Anyone else have suggestions for making up cancelled classes?
Law school classes are over and students can study together for the Bar exam or stay in touch with their bar mentor using Skype group video calls. Now that Skype group video calling is available to everyone, free of charge, it makes group conversations even easier! Group video calling enables many important shared experiences, like study check-ins and post final exam reviews.
Skype is known for one to one video calling and for the last few years, they have offered group video calling to Premium users on Windows desktop and Mac and more recently Xbox One.
Now group video calling is free – for all users on these platforms. And, in the future, they will be enabling group video calling for all users across more platforms – at no cost.
Any one use Skype at law school? How?
Date: Tuesday, July 22, 2014
Time: 9:00 AM PT/ 12:00 PM ET
Speaker: Dr. Allen Partridge
A growing trend in Higher Education suggests – move the content delivery out of the classroom and bring the students back in. What this essentially means is, a large number of Higher Ed institutions are embracing Flipped Learning, which lets you make use of the precious class time better to encourage collaborative learning.
In this session you will learn, how with Adobe Presenter, you can achieve Flipped Learning. Now turn your teaching content into HD videos from your desktop and publish to popular video sharing sites. Repurpose existing PowerPoint presentations with out-of-the-box assets, add eye-catching quizzes, and deliver these courses to your students’ desktops and tablets. Enable video analytics to identify learners who need extra help. Track advanced learner performance metrics when you upload these courses on leading learning management systems.
At Albany Law School, many professors have been narrating their PowerPoint presentations using Adobe Presenter and then posting them as pdfs (with audio) in the course’s TWEN site. These recorded presentations are assigned as homework. In class, the professors now have more time for discussion and assessments.
Flipping the Classroom is a popular topic and the subject of a recent webinar given by Westlaw.
Many of the tools available in a TWEN course site can be used to flip the classroom:
- Class Materials for posting text, audio and video
- Weekly Discussions using the Forum
- Customized Polling to solicit student feedback
- Assignment DropBox for student assessment
- Email Options – communicate with students individually or in a group
- Quizzes – new functionality available starting in May (integrated into Gradebook & Assignments, can insert media, create sections, etc.)
- Wiki – group projects (collaborative)
- Cite Station – exercises available
How do your professors use TWEN to flip their course?
So if you couldn’t attend, listen here: http://media.wcl.american.edu/Mediasite/Play/60090ad2894d411fa52d53cb79b7b0771
This is the schedule of speakers:
8:15am: Welcome and Introduction
- Billie Jo Kaufman, Assoc Dean for Library and Information Services
- Michele Pistone, Villanova University School of Law, Visiting Professor American University Washington College of Law: “Why Law Schools Need to Change”
- William Slomanson, Thomas Jefferson School of Law: “Why Flip? & Macro Design”
- Jennifer Rosa, Michigan State Univ., College of Law: “Legal Writing on Steroids: The Art of Flipping Your Classroom”
- Debora L. Threedy, University of Utah, S.J. Quinney College of Law: “Flipping Contracts: The Making of the Videos”
- Wes Reber Porter, Golden Gate University School of Law: “A Better Class to Class Process to Accompany Flipping”
- David Thomson, University of Denver, Sturm College of Law: “Move 1L Online”
9:45am—Using the Classroom for Active Learning
- Jamie R. Abrams, University of Louisville, Louis D. Brandeis School of Law: “The Socratic Method, Revisited”
- Jeremiah Ho, University of Mass. School of Law (Dartmouth): “Not Your Father’s Case Method: Bringing Skills into Doctrinal Courses”
- Victoria Duke, Indiana Tech Law School: “Bringing Exercises in Large Classes”
- Enrique Guerra-Pujol, Barry University School of Law: “Using Film to Teach Torts”
- Victoria Szymczak, University of Hawaii, William S. Richardson School of Law: “An LLM, an Oral Presentation, and a Video Camera”
- Leah Wortham, The Catholic Univ. of America, Columbus School of Law: “Graduating Them Whole Not Broken”
- John P. Joergensen, Rutgers University School of Law (Newark): “Scaffolding”
- Paul D. Callister, University of Missouri, Kansas City School of Law: “The Metacognition Imperative: Beyond Research Training”
- Warren Binford, Willamette University College of Law: “How to Be the World’s Best Law Professor”
- Jeffrey B. Ritter, Georgetown University Law Center: “Mapping the Law: Building and Using Visual Mindmaps in Legal Education”
12:15pm—The Craft of Law Teaching
- Sharon Keller, University of the District of Columbia—David A. Clarke School of Law: “Old Professor Tricks”
- Kim Hawkins, New York Law School: “What Law Professors Need to Know About Visual Arts”
- Jill A. Smith, Georgetown University Law Center: “Going Hollywood on your Desktop: Creating Great Screencasts”
- Doni Gewirtzman, New York Law School: “Teaching and Theater: The Craft of Law Teaching”
- Leah A. Plunkett, University of New Hampshire School of Law: “An Improviser’s Guide to Law Teaching”
1:15pm Luncheon: Leo Martinez, University of California, Hastings College of Law, President, Association of American Law Schools (AALS)
- Shawn Marie Boyne, Indiana University, Robert H. McKinney School of Law: “Disaster in the Classroom: Using Simulations to Teach National Security Law”
- Renee Nicole Allen, Florida A&M University College of Law: “Metacognition and the Value of Reflection in Learning”
- Michele Gilman, University of Baltimore School of Law: “Why Use Clickers? To Provide Students Real Time Feedback”
- Sydney Beckman, Lincoln Memorial University, Duncan School of Law: “Using Technology For Engagement and Assessment”
- Margaret Hahn-Dupont, Northeastern University School of Law: “Learning Through Reflection and Self-Assessment”
- John M. Bickers, N. Kentucky University: Chase College of Law: “Using a Wok: How Non-Bar Tested Electives Can Teach Lawyering”
- Susan L. Brooks, Drexel University School of Law: “The ABCs of Communication for Teaching Relational Lawyering and Resilience”
- Ryan Dooley & Allison Robbins, CUNY School of Law: “The Law School as a Classroom”
- Vicenç Feliú, Villanova University School of Law: “Clinics and Librarians Collaborating”
- Elizabeth Keyes, University of Baltimore School of Law: “Teaching Narrative”
- James G. Milles, SUNY Buffalo Law School: “Returning the Client to Legal Education”
- Emmeline Paulette Reeves, University of Richmond School of Law: “Teaching with the End (Bar Passage) in Mind”
- Dan Jackson, Northeastern University School of Law: “Designing Lawyers: Leading an Experiential Law School Design Lab”
- Jay Gary Finkelstein, DLA Piper: “Get Real!: Using Experiential Learning and Collaborative Teaching to Train ‘Practice Aware’ Lawyers”
- Christine P. Bartholomew, SUNY Buffalo Law School: “Finding Time”
- Jeanne Eicks, Vermont Law School: “Game On! Educational Games for Law Students”
- Brett Johnson, Harvard Law School: “H2O: Remixing the Casebook”
Coming on May 1, 2014, there will be improvements to the quizzing function in TWEN.
- Totally integrated into Grade Book & Assignments (add a quiz option)
- Ability to insert media
- Ability to create sections
- More control over type and timing of feedback that professors provide to students
- Incorrect answer mode
- At a glance, professors will be able to see what concepts students are struggling with and who is having the most trouble
- Dig deeper and see the details of each student’s performance.
- Compare answers from student to student.
More improvements are planned for Summer 2014:
- New tool allows automatic enrolling of students into courses
- Registrar sends file to designated contact
- File in .csv format lists course name, first name, last name, email address an student ID
- Process matches uploaded
- File data to registration information and adds students to course
Westlaw TWEN is continuously looking at changes and are mapping their improvements to the new law school environment as recommended by the ABA:
If you use TWEN at your law school, will these changes be helpful to you?