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Developing a research on a prescribed case study LLB module

CLAD, LDU (2005) Developing a research on a prescribed case study LLB module. Project Report. University of Birmingham, Birmingham. (Unpublished)

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Identification Number/DOI: HIST057

Abstract

The project was designed to develop a 20-credit optional final year module on the LLB programme which incorporated several forms of ‘flexible’ (‘enquiry based’) learning into the School of Law curriculum, including: (a) the use of a multifaceted case study of a politically and/or legally controversial episode as the focus of study; and (b) embedding explicitly ‘reflective’ learning into a module.

Developing the new module brought with it an understanding of how student formative assessment of other students’ work can be supported and managed; how material collected for the multifaceted case study can be presented using WebCT; what staff skills are needed to organise and support collaborative team working by undergraduates; and (crucially) how methods for organising, supporting, and assessing explicitly ‘reflective’ and ‘enquiry based’ learning can be identified and incorporated into a module.

Type of Work:Monograph (Project Report)
School/Faculty:Schools (1998 to 2008) > School of 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:Developing a research on a prescribed case study LLB module, flexible’ enquiry based, WebCT, reflective, learning, new module, student, formative assessment, leap, multifaceted case study
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Funders:LDU LEaP
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:1617

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