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Promoting peer feedback through a judicial review exercise

CLAD, LDU (2010) Promoting peer feedback through a judicial review exercise. Project Report. University of Birmingham, Birmingham. (Unpublished)

PDF - Accepted Version
[img]PDF - Accepted Version
Restricted to Repository staff only until March 2037.

[img]PDF - Accepted Version
Restricted to Repository staff only until March 2037.


Identification Number/DOI: HIST055


Over the lifetime of this project the School aims to explore the potential for providing dedicated opportunities for developing learner independence through interactive, iterative teamwork exercises where students play the roles of the professional participants in hypothetical legal case studies.

The School aims to explore the learner experience as well as logistical and organisational issues associated with running such exercises. Upon completion of the project the School aims to have developed a framework for learning, teaching, and assessment using this methodology which can supplement the orthodox didactic methods presently employed in our large-cohort (circ 250 students) core modules.

Type of Work:Monograph (Project Report)
School/Faculty:Colleges (2008 onwards) > College of Arts & Law
Department:Birmingham Law School
Additional Information:

The original papers that comprise this project are stored at Centre for Learning and Academic Development (CLAD), University of Birmingham. Please contact CLAD using the email address cladprojects@contacts.bham.ac.uk for any further information.

Series/Collection Name:Education Enhancement Projects
Keywords:Promoting peer feedback through a judicial review exercise, resource effective alternative learning, orthodox didactic, group work, student directed, group work exercises, interactive, iterative, teamwork, exercises, case study, RIT, Research Informed Teaching, EBL, Enquiry based learning, LIP, Learner independence,
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Funders:LDU LiP
Copyright Status:This project report is copyright of the author and the University of Birmingham. Any use made of information contained in this project must be acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
Copyright Holders:University of Birmingham
ID Code:1615

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