AinsworthShaaron, ‘How Do Animations Influence Learning?’ in RobinsonDanielSchrawGregory (eds), Innovations in Educational Technology that Facilitate Student Learning (Information Age Publishing, 2008) 37.
4.
See, eg, FieldDuffyJames, above n 1, for a summary of this evidence.
5.
Kelk, above n 2. This endeavour is obviously complicated by the fact that we cannot pinpoint exactly what causes decline in law student well-being across entire cohorts.
6.
As we discuss later in this section, this suggestion is informed by understandings from positive psychology.
7.
Compare this perspective to that expressed in ParkerChristine, ‘The “Moral Panic” over Psychological Well-being in the Legal Profession’ (2014) 37(3) UNSW Law Journal1103.
8.
See also DaicoffSusan, Lawyer, Know Thyself: A Psychological Analysis of Personality Strengths and Weaknesses (American Psychological Association, 2004).
9.
See, eg, FieldRachaelDuffyJamesHugginsAnna, Lawyering and Positive Professional Identities (LexisNexis, 2014).
10.
TangStephen, ‘Valuing Persons and Communities in Doing Wellness for Law Well’ in FieldDuffyJames, above n 1.
11.
Ibid.
12.
SeligmanMartin, ‘Positive Psychology Progress’ (2005) 60(5) American Psychologist410, 410.
13.
PetersonChristopher, A Primer in Positive Psychology (Oxford University Press, 2006) 5.
14.
SeligmanMartinCsikszentmihalyiMihaly, ‘Positive Psychology: An Introduction’ (2000) 55American Psychologist5, 5.
15.
PetersonTodd DavidPetersonElizabeth Waters, ‘Stemming the Tide of Law Student Depression’ (2009) Yale Journal of Health Policy, Law, and Ethics357, 362; SeligmanCsikszentmihalyi, above n 14, 7.
16.
PERM A stands for Positive Emotion, Engagement, Relationships, Meaning and Purpose, Achievement. See SeligmanMartin, Flourish: A Visionary New Understanding of Happiness and Well-being (Free Press, 2011); and see also the helpful summary of PERMA <http://www.mindtools.com/pages/article/perma.htm>.
17.
PetersonChristopherSeligmanMartin, Character Strengths and Values: A Handbook and Classification (Oxford University Press, 2004).
18.
See, eg, RyanRichardDeciEdward, ‘Self Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-Being’ (2000) 55(1) American Psychologist68; HugginsAnna, ‘Autonomy Supportive Curriculum Design: A Salient Factor in Promoting Law Students' Wellbeing’ (2012) 35(3) UNSW Law Journal683.
19.
FieldRachael, ‘Stimulating Strategic Change in Legal Education to Address High Levels of Psychological Distress in Law Students’ Final Report (Office of Learning and Teaching, 2014).
20.
See KiftSallyNelsonKarenClarkeJohn, ‘Transition Pedagogy: A Third Generation Approach to FYE – A Case Study of Policy and Practice for the Higher Education Sector’ (2010) 1(1) International Journal of the First Year in Higher Education1, 4.
21.
FieldRachaelDuffyJamesHugginsAnna, ‘Teaching Independent Learning Skills in the First Year’ (2015) 8(2) Journal of Learning Design 1.
22.
See, eg, CranneyJacquelynDunnDana (eds), The Psychologically Literate Citizen: Foundations and Global Perspectives (Oxford University Press, 2011); and MairCarolynTaylorJacquiHulmeJulie, A Guide to Psychological Literacy and Psychologically Literate Global Citizenship (Higher Education Academy, 2013).
23.
The QUT Law School is happy to share the animation and our hope is that other Law Schools might adapt or adopt it for their own students. Please contact the lead author if you would like to be given access to the animation.
24.
See, eg, LoweRic, ‘Animation and Learning: Selective Processing of Information in Dynamic Graphics’ (2003) 13Learning and Instruction157; and HofflerTimLeutnerDetlev, ‘Instructional Animation Versus Static Pictures’ (2007) 17Learning and Instruction722, 723.
25.
We are indebted to Will James' animation talents and skills and his generous contribution to this project while a student in his final year of animation at Griffith University.
26.
However, see SchnotzWolfgangRaschThorsten, ‘Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning’ (2005) 53(3) Educational Technology Research and Development47.
27.
LewalterDoris, ‘Cognitive Strategies for Learning from Static and Dynamic Visuals’ (2003) 13Learning and Instruction177, 177–8, 178.
28.
O'RourkeMaureen, ‘Engaging Students through ICTs’ (2002) TechKnowLogia57, 58.
29.
TverskyBarbaraMorrisonJulie Bauer, ‘Animation: Can it Facilitate?’ (2002) 57International Journal of Human-Computer Studies247, 258.
30.
KombartzkyUwe, ‘Developing and Evaluating a Strategy for Learning from Animations’ (2010) 20Learning and Instruction424.
31.
See, eg, BarakMiriAshkarTamarDoriYehudit, ‘Learning Science via Animated Movies: Its Effect on Students' Thinking and Motivation’ (2011) 56(3) Computers and Education839.
32.
For examples of the limited treatment of animation in legal education contexts see: MerrittDeborah, ‘Legal Education in the Age of Cognitive Science and Advanced Classroom Technology’ (2008) 14(1) Boston University Journal of Science & Technology Law39; SaxerShelley Ross, ‘One Professor's Approach to Increasing Technology Use in Legal Education’ (1999–2000) 6(4) Richmond Journal of Law and Technology21.
