VignaendraSumitra, Australian Law Graduates' Career Destinations (Centre for Legal Education for the Department of Employment, Education, Training and Youth Affairs, 1998) 39.
The importance of equipping law graduates for practice, including being lifelong learners, has been recognised in other contexts. For example, in America this need was noted in: SullivanWilliam, Educating Lawyers: Preparation for the Profession of Law (Jossey-Bass, 2007) 87–95 and StuckeyRoy, Best Practices for Legal Education (Clinical Legal Education Association, 2007) 1–5.
4.
In Australia this means knowledge of the ‘Priestley 11’ subjects.
5.
CornfordIan, ‘Imperatives in Teaching for Lifelong Learning: Moving beyond rhetoric to effective educational practice’ (1999) 27(2) Asia-Pacific Journal of Teacher Education107, 110.
6.
BagnallRichard, ‘Lifelong learning and the limits of economic determinism’ (2000) 19International Journal of Lifelong Education20, 20.
7.
See, eg, MondaleWalter F., ‘The Next Step: Lifelong Learning’ (1976) 8(9) Change42–45.
8.
CornfordIan, ‘Learning-to-learn: Strategies as a basis for effective lifelong learning’ (2002) 21(4) International Journal of Lifelong Education357, 358.
9.
This is consistent with the understanding of lifelong learning used by Mondale in 1976: ‘the premise of lifelong learning is that education can take place outside of school and inside the heads of those over 21’. Mondale, above n 7, 43.
10.
Cornford, above n 8.
11.
WeinsteinClaire and MeyerDebra, ‘Cognitive learning strategies and college teaching’ (1991) 45 (Spring) New Directions for Teaching and Learning, 15–26.
12.
The courses are: Dispute Resolution and Ethics (Semester 1) and Evidence and Proof (Semester 2).
13.
For an analysis of the development of constructionist theories, and a consideration of their affect on teaching, see Von GlasersfeldErnst, ‘Cognition, Construction of Knowledge, and Teaching’ (1989) 80(1) Synthese121–140.
14.
CannonRobert and NewbleDavid, A Handbook for Teachers in Universities and Colleges (Kogan Page, 4th Edition, 2000) 71.
15.
Le BrunMarlene and JohnstoneRichard, The Quiet (R)evolution: Improving Student Learning in Law (Lawbook Company, 1994); GoldringJohnSampfordCharles and SimmondsRalph (eds), New Foundations in Legal Education (Cavendish Publishing, 1998); ParkerChristine and GoldsmithAndrew, ‘“Failed Sociologists” in the Market Place: Law Schools in Australia’ (1998) 25Journal of Law and Society33, 48.
16.
Howard Sacks identified some of the benefits of engaging students with a realistic legal experience including that students have ‘more interest in the subject matter, and are better motivated to learn. They work harder, and pay closer attention to what is happening. They tend to learn things at a deeper level, and thus to remember them longer’: SacksHoward R., ‘Student Fieldwork as a Technique in Educating Law Students in Professional Responsibility’ (1968) 20Journal of Legal Education291, 294.
17.
BielaczycKaterinePirolliPeter and BrownAnn, ‘Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving’ (1995) 13(2) Cognition and Instruction221.
18.
CollinsAllanBrownJohn Seely and NewmanSusan (1987) Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No 403) Centre for the Study of Reading, University of Illinois, 16–18.
19.
For a discussion of the teaching to enable students to transfer their knowledge in this way, see MariniAnthony and GenereuxRandy, ‘The Challenge of Teaching for Transfer’ in McKeoughAnneLupartJudy Lee and MariniAnthony (eds) Teaching for Transfer: Fostering Generalization in Learning (Routledge, 1995) 1–20.
20.
FieldJohn, Lifelong Learning and the New Educational Order (Trentham Books, 2006), 25
21.
See, eg, OwstenRonald, ‘The World Wide Web: A Technology to Enhance Teaching and Learning?’ (1997) 26(2) Educational Researcher27–33.
22.
SansoneCarol, ‘Self-regulation of motivation when learning online: The importance of who, why and how’ (2011) 59(2) Educational Technology Research and Development199.
23.
RevereLee and KovachJamison, ‘Online Technologies for Engaged Learning’ (2011) 12(2) Quarterly Review of Distance Education113, 115. Chat sessions, wikis and blogs are also useful technologically-assisted means of engaging students, but have not been used in our courses at this stage.
The benefits of using online discussion activities are discussed in FlemingDebra, ‘Using best practices in online discussion and assessment to enhance collaborative learning’ (2011) (2008) 4(10) College Teaching Methods & Styles Journal21.
26.
WeinsteinClaire and MeyerDebra. ‘Cognitive learning strategies and college teaching’ (1991) 45 (Spring) New Directions for Teaching and Learning15, 16.
27.
Cornford, above n 8, 362.
28.
Oakeshott argued that both technical and practical skills are required in all aspects of human endeavour: OakeshottMichael, Rationalism in Politics and Other Essays, (Metheun, 1962), 6–10.
29.
RhodeDeborah refers to this as ‘facts in the wild’. RhodeDeborah, ‘Legal Education: Professional Interests and Public Values’ [2000] 34Indiana Law Review23, 36
30.
HinnetKaren and BoneAlison, ‘Diversifying Assessment, Developing Judgement’ in Burridge (eds), Effective Learning and Teaching in Law (Routledge, 2002) 52, 55.
31.
See, eg, DhindsaHarkirat, ‘Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures’ (2011) 20(2) Journal of Science Education and Technology186.
