An Integrated Law Curriculum: Balancing Learning Experiences to Achieve a Range of Learning Outcomes

Hall, Jonny (2018) An Integrated Law Curriculum: Balancing Learning Experiences to Achieve a Range of Learning Outcomes. Journal of International and Comparative Law, 5 (1). pp. 71-109. ISSN 2313-3775

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Abstract

This article explores the design of a law curriculum in any jurisdiction which might more closely achieve the range of outcomes expected of study (and therefore also legal study) in higher education. It is an argument calling for the integration of varied learning experiences across and within the years that students spend studying law. This article recognises the place for more traditional modes of learning and teaching directed at knowledge and understanding of legal principles and legal analysis (domain knowledge) while calling for the integration of inquiry-based and other experiential learning approaches. This integration should take place within more traditionally taught areas of the curriculum, recognising the role that inquiry-based and experiential learning approaches might play. The author also advocates a core thread throughout the curriculum where inquiry-based and experiential learning approaches are emphasised.

Item Type: Article
Uncontrolled Keywords: curriculum design, developmentally appropriate learning experiences, cognitive load, experiential learning, legal education outcomes
Subjects: M900 Other in Law
X900 Others in Education
Department: Faculties > Business and Law > Northumbria Law School
Depositing User: Becky Skoyles
Date Deposited: 29 Jun 2018 14:41
Last Modified: 11 Dec 2018 15:01
URI: http://nrl.northumbria.ac.uk/id/eprint/34766

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