Recorded on Jun 12 2023. Enregistré le 12 juin 2023
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Notes from the Roundtable [These notes were produced by CALT, using the transcript of this Roundtable and liberally deleting and editing]
This session is part of ACPD-CALT Summer Sessions 2023.
Experts Chat about ChatGPT: Curriculum and Context
Monday June 12 2PM EST via ZOOM
Your expert colleagues talk teaching, evaluation and tech, helping law profs revise, augment and improve law teaching & (content and evaluation) in a world with easily accessible AI.
Registration required, here.
Prof Alexandra Mogoryos, Toronto Metropolitan University, Lincoln Alexander Faculty of Law
Audrey Fried Director, Faculty & Curriculum Development, Osgoode OPD, York University
Prof. Katie Szilagyi, University of Manitoba Faculty of Law
Prof. Kristen Thomasen Allard Faculty of Law, UBC
Prof. Jon Penny, Osgoode Hall Law School, York University
Prof Valerio de Stefano, Canada Research Chair in Innovation, Law and Society, Osgoode Hall Law School, York University
Prof. Wolfgang Alschner, Hyman Soloway Chair in Business and Trade Law, Ottawa Faculty of Law
Digital natives now comprise a major sector of law school entrants. Don’t be surprised if they appear in your Contracts 101 class this September expecting to use their Apple Watches or Google Glass in learning the law. Such a scenario raises a troubling discrepancy in legal education methodologies: while most students are quite adept with student engagement technologies (SETs) from undergraduate classes, the majority of their law school professors prefer the passive environment of lectures, podiums, and PowerPoint. There might be a variety of reasons for avoiding SETs: apprehension of the technology, the time required for set-up, or fears that techno-wizardry will bog down content-intensive curricula. Some might also hold deep ideological commitment to the timeworn Socratic method.
As the inventory of SETs increases to include both more functional clicker remotes and web-based mobile phones, as well as videos used in the flipped classroom, there is mounting empirical evidence that active learning can address alarmingly short attention spans, improve grades, and close gender and socio-economic gaps. Such benefits raise the ethical question for us all: are we not obligated as law teachers to employ active learning, including SETs, in the best interests of our learners?Read more