The pandemic introduced all of us to masks in the classrooms. Students were already hard to hear in some of our larger rooms and this only exaggerated the issue. We invite you to listen in on a novel solution that Rutgers Camden introduced to allow for virtual microphones in our classrooms. While this solution does require some programming expertise and a WebRTC service on the backend, the presenter will also discussion other alternatives that are commercially available.The pandemic introduced all of us to masks in the classrooms.
These sessions are presented live in person at Chicago Kent.
I go over a guide I made that has links to free teaching resources: https://law.uakron.libguides.com/lawschoolopensource. These include free casebooks (ELangdell among others), make your own free open casebook (ELangdell again, wow!), videos, gadgets and games, and even modules for race and human rights issues. I included a video of a nice lady from Wisconsin (Tricia Louis) demo-ing Cosmobuzz, a free buzz-in tool for your class. If I do a live session, I can demo this live.
This session is a counterpart to Deb Quental and Sara Smith’s proposal Course Building with CALI. In this session attendees will learn how AccessLex augmented the course content created by Quental and Smith to increase opportunities for monitoring student engagement and assess student performance across three areas of pre-law skills assessment. This presentation will focus on the Torts modules of the LexScholars Post-Baccalaureate program.
The NCBE is designing a brand new bar exam.
This point in time is an opportunity to collectively develop free and open bar exam materials. Free and open means that law schools can remix and repurpose them for their particular needs and law students can afford to study with the bar without paying thousands of dollars.
Our session gives an overview of why law schools should conduct assessments of faculty tech competency in light of technology's increasing importance in legal practice, how we created an in-house technology assessment for our faculty, and our plans for implementing it as a broader effort to build faculty tech skills.
Most law school courses are still centered around traditional, print textbooks. Why? Textbooks, after all, are expensive, heavy, and mostly contain materials (e.g., cases) that are publicly available without cost. In this session, I will imagine a different type of law school course, one centered around a learning management system and that draws educational materials from free resources or those that students are already paying for.
Educators have been discussing and testing the use of virtual reality in classrooms for decades. With VR becoming increasingly mainstream and less expensive, the use of the metaverse in education is quickly becoming plausible. A few law schools are currently testing the use of VR in the classroom by creating immersive environments such as crime scenes as well as using it to teach public speaking skills. Is it time to think seriously about using VR and the metaverse in legal education?
CALI's Lessonlink provides a way for law faculty to use formative assessment in their courses.
The goal of LessonLink is to provide a convenient way for students to see how they are doing and for faculty to see how they are teaching. LessonLink analytics can point to individual students are struggling or where particular topics are causing the entire class to struggle.
Review of syllabi and course materials posted in the CALI Syllabi Commons. Scholarly sources and topical materials used to teach technology and law practice are highlighted. Approaches to designing courses to stay current in these constantly changing subject areas are considered.
Anyone considering teaching a course related to lawyering and technology could benefit from the resources that have been uploaded to the Commons since 2015.
No prerequisite knowledge required.