Virtual Live Blogging from the CALI Conference – Day 2

June 14, 2013


Again I am watching the sessions via YouTube.

In this session, Smith discussed lessons learned from this year’s 1L Legal Research’s flipped classroom.

    • They used the tools below to create a varied and interactive set of classes:
      • Camtasia videos and quizzing,
      • review exercises using Blackboard’s “test” tool,
      • video narratives of former student experiences,
      • interactive clicker response slides in the classroom, (class set of TurningTechnologies)
      • CALI lessons (both homegrown and “official”),
      • and an early focus on print resources to introduce students to tools like indexes and tables of contents.
    • In class exercises were collaborative
    • They did not abandon the “Socratic” Method
  • One Less Textbook To Drag Around: Creating an Online Learning Experience for 1L Legal Skills Students – Lucie Olejnikova & Cynthia Pittson, Pace University School of Law
    • team taught legal research as part of legal skills course
    • already had created videos to teach some tech topics (available on youtube)
    • tried many legal research books but none fit the needs of their first year students
    • they decided to make their own and put it online
    • couldn’t do it in-house, had to outsource – used LibGuide bySpringShare – inexpensive & easy to use (about $100 per year)
    • platform must be easy to use, accessible at all times and from any device
    • must appeal to all learning styles, incorporating text, graphics, audio, video & self-testing options.
    • They used a wide variety of tools, information, and websites already available – Westlaw, CALI
    • Each module must have a consistent look and be easy to navigate
    • private online course pack – only for their students
    • used Google analytics to track its use
    • next – link videos, add more content for moot court and writing competitions
    • add Bloomberg Law in the fall

 In this presentation, Ginsberg, Barney & Farrell  discussed what they saw at the April 2013 ABA TechShow such as:

    • the Cloud
    • going Paperless
    • Trial Tech
    • social media to market their practice
    • Mac lawyers
    • in the courtroom – AppleTV
    •  social media and geolocation technologies (sometimes in unexpected places) to uncover evidence
    • mobile technologies to “practice on the go
    •  iPad apps – Dropbox, Docstogo, Evernote, Goodreader, iThoughts
    • opening statements
    • predictive coding

Virtual Live Blogging from the CALI Conference – Day 1

June 13, 2013


I call it “virtual” because I am NOT actually at the conference.  I am watching the sessions live on YouTube.

    1. Mobile users are rushed and distracted.
    2. Mobile = Less
      • Don’t confuse context with intent
    3. Complexity is a dirty word
      • Simple is not simplistic
      • Complex is not complicated
      • Clarity trumps density
    4. Extra taps and clicks are evil.
      • Progressive disclosure
      • Quality is more important than quantity
    5. Gotta have a mobile website
      • There is no mobile web
      • The web experience must be good
      • One web? Yes, do it with one web site
      • Don’t avoid hard decision decisions
      • Start with the mobile look and edit, edit, edit
      • This is only the beginning… (many devices, platforms…)
      • Content (and API) run the show
    6. Mobile is about apps.
      • It is about website.
      • Apps is not a strategy.  It is just an app.
      • Presentation deprecates.
      • Build from the content out.
      • We are ALL cloud developers.
    7. CMS & API are for database nerds.
      • Metadata is the new art direction.
      • Repurpose content NOT design

In this session Quentel discussed how creating an authentic learning environment for students in an online course is more than simply posting videos of the professor online. She also shared some of the learning theory and best practices behind effective online learning courses, and explored some of the tools that schools can use other than a full-blown learning management system.

    • Interaction – students must be required to participate such as threaded discussions
    • Use existing CMS
    • Video is the same as “Sage on the stage” – encourage students to use the pause button…so that it mimics class
    • Students need to be engaged
    • (Talking Head) Video is perfect for “guest speakers”
    • Include CALI Lessons
    • Offer an LLM, offer it online
    • NYS Bar has strict requirements – no asynchronous credit for JD courses
In this session, Bohl & Tausend shared tips that they have found to be successful in moving faculty forward in the effective use of technology in order to enhance student learning outcomes.
    • 50% of their faculty are comfortable with technology
    • role of the Instructional Expert
      • builds relationships
      • advocacy
      • support educational mission
      • accommodate, redirect and compromise
      • never say “no”
    • Challenge: getting faculty to think about innovation without invoking resistance
    • Motivational communication
      • simple, specific, visual
      • move forward with familiar terms
    • Get faculty to share what they do
    • Craft your nomenclature carefully ex: “Coffee talk” vs. “training session”

This presentation offered several models for a flipped classroom in a law school setting.  Then, presenters shared their experiences in running a flipped classroom for a Bar Exam prep course.

  • Flipped classroom began in K-12 with classroom time being used for hands-on activities rather than teaching concepts.  Concepts were presented in chunks via short videos that students watched at home.  They can watch at their own schedule as long as they are watched before class.
  • Several ways to flip:
    • blended classroom – short lecturettes to introduce basic material and guide student reading
    • some lectures occassionally and some assigned videos at home with classroom activities
    •  full lectures online with all class time devoted to hands-on work
  • use Clickers or Response software
    • gauge student understanding
    • use without giving correct answer, have discussion and then re-poll
    • perfect for skills classes
  • grade class activities so students take it seriously
  • case study – Bar Prep
    • course teaches bar exam skills
    • focuses on 6 concepts that appear on bar exam
    • only multiple choice questions
    • required for students whose gpa was 3.0 and below
    • 2 credits – 2x a week, each class was 1.5 hours
    • BarBri already offers video lectures
    • students were able to watch them on their own time
    • all of class time was spent on dissecting multiple choice questions
    • clickers were used also
    • in the future, Sangchompuphen plans to index the lectures so students don’t have to watch a 2 hour video

*** Unfortunately, all the presenters used PowerPoint slides which were very difficult (or impossible) to read. As a result, my notes are a little sketchy.

Look what else I missed:
cali shake
Click HERE to watch.