Program/Course Design and Development

William Byrnes: profbyrnes@gmail.comJason Fiske: fiskeja@tjsl.edu

Agenda

• Why flip the classroom?– TJSL online Graduate Programs moved online

program from live lecture based to flipped model • Challenges?• Implementing the Flip• Assessing outcome

Program Design

5 Concentrations:

1) Financial Services and Wealth Management2) International Taxation3) United States Taxation4) Compliance and Risk Management5) Bankruptcy and Restructuring

Agenda

•Why flip the classroom? • Challenges?• Implementing the Flip• Assessing outcome

Why is Comparative Law, and International Law, necessary ?– Example outcomeexpanding the universe of perspectives for the lawyer’s toolkit through exposure to foreign legal concepts and foreign legal solutions allows an expanded frame for creative problem solving of local issues

Identify Program or Course Outcomes

Identify the Program, Course, Unit “Occupational Standards”

1. Performance Criteria• Employee must be able to …

2. Knowledge & Understanding• Develop and monitor • Core knowledge specification • Role of stakeholders

3. Behaviors• Communication, Influencing, Problem Solving,

Decision Making, Professionalism

Establish the Outcome

Performance criteria Performance criteria

Agenda

• Why flip the classroom?

• Challenges?• Implementing the Flip• Assessing outcome

Identify Challenges

1) IT Support2) Differentiation

IT Support

1) Early intervention2) Make all steps as clear as is possible

Differentiation

1) Bolster entry-level learners–Study Guides–Guided Practice (Flipped/Oxford Style)–Asynchronous lectures, Synchronous

guided practice2) Engage student in active learning–Benchmarks for early intervention

Group Diversity

“Diverse groups of problems solvers – groups of people with diverse tools – consistently outperform groups of the best & the brightest”

Technical v. Professional

• Learn to Identically Repeat a Set of Tasks to Create a Result

• Obtain a Body of Knowledge & Able to Apply to Changing Facts

Agenda

• Why flip the classroom? • Challenges?

• Implementing the Flip• Assessing outcome

Leveraging Distance Education

– Communications Technology: Oral Tradition, to Codex, to Internet

– Best Practices See Distance Education Work Group Blue Paper)

http://www.law.harvard.edu/programs/plp/pdf/Distance_Learning_in_Legal_Ed.pdf

Supporting the Flip

• Study guides• Clear organization of dates/expectations• Robust Discussion Forums

Building Study Guides

Learning Frameworks• Schema• Matrices• Mind-mapping

Underlying Pedagogical Factors

– Law & Linguistics (linguistics in the context of language, as well as in the context of semiotics)– Contextualization: historical,

sociological, economic

Flipping the CLassroom

• Part 1: Recorded Sessions

• Part 2: Live Sessions

• Part 3: Dynamic Learning Environment

Flipping the Classroom

• Part 1: Recorded Sessions

• Part 2: Live Sessions

• Part 3: Dynamic Learning Environment

Weekly Live Session

Differentiation: Live Sessions

Engage and challenge advanced-entry learners

•Advanced planning strategies and scenarios•Publication Opportunities

New Generation of Information Accumulation

–Instructor as Mediator of Resources–Access of (Legal) Information expands

or contracts the universe of perspectives and potential solutions–Crowd Sourcing, Concept Mapping,

Algorithms, & Artificial Intelligence

How Information is researched and analyzed

–New Legal Research Platforms are emulating Google which is “Crowd Sourcing”–Algorithms that track meaningful

interactions with documents by all users of platform with results

Example: WestNext and LexisAdvance search 40,000 databases, over 1 billion documents

How Information is researched and analyzed

–Structure of law and legal analysis–Working knowledge of reliable

resources available–Identify appropriate sources of law–Efficient leveraging of resources

Flipping the Classroom

• Part 1: Recorded Sessions

• Part 2: Live Sessions

• Part 3: Dynamic Learning Environment

Agenda

• Why flip the classroom? • Challenges?• Implementing the Flip

• Assessing outcome

Assessments

Early/Active Intervention

Benchmarks- Formative Assessments- Summative Assessments

Formative Assessments

- Prompt, formative feedback- CALI Lessons- Feedback on assignments within 72 hours of submission (course manager)

New Skills – New Learning*

• knowledge management(superior information gathering and

discernment)

• techno-social skills(group work skill set)

*Berkman Center (Harvard) Study (Koo)

Blogs

• William Byrnes: profbyrnes@gmail.com http://profwilliambyrnes.com/

• Jason Fiske: fiskeja@tjsl.edu http://onlinetaxprof.wordpress.com/