Goal: Training skills
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This section provides examples of video clips that have been developed to support students in developing their skills and provides background information on how this has been used in education. This varies from skills for making a good plea, using a basilica, or developing information skills.
All clips given as examples have been used to give students the opportunity in their own time to prepare well for practicals or to deliver a final assignment.
1. Pleading Exercise
A total of 3 clips (in Dutch) were made for the Plea exercise course.
1. Tips for making a good plea
2. Tips for giving and receiving feedback
3. Presenting persuasively
By using these clips, students can optimally prepare for their final plea. During practice sessions they receive feedback from fellow students on their skills. They must watch the clips prior to practical training.
1. Tips for making a good plea
2. Giving and receiving feedback
3. Presenting persuasively
1.1 Plea exercise Intake
Intake form Video in Education
General
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Faculty
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Law
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Course
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Law
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Field
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Advocacy practice
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Contact
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Hedwig van Rossum
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Function
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Email and tel.
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....
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Engaged teachers
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Hedwig van Rossum
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Period
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Period 4
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Start date course(s)
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start 2 februari
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End date course(s)
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Eind maart
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Number of participating students
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400-450 students
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Content
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Structure of the course
(HC/ WG/practicum/ZS)
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The advocacy course consists of 3 training days with psychologists, during which the students are recorded during the 2nd training day.
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Course learning objectives
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See document study guide
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What do you want to improve with the use of multimedia?
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Better preparation for plea
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Which activating methods do you want to use?
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Clip is used as preparatory material so that students perform better during the Plea and can ask more specific questions.
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What do you expect to achieve with the redesign/de
adjustment?
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Quality of the final plea is increased.
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Organizational & practical
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Which tools are used to innovate the course?
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General:
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Video specific
Clips about presenting and giving feedback
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What IT support is needed/desired
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- Independently or with the help of AVC
- BYOD or book computer rooms
- WIFI
· Microphone…
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Experience with DLO?
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Yes
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Storage
(familiar with/wishes)
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Own storage/Kaltura/Mymedia/BB
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Evaluation/Monitoring
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What and how do you want the
measure (learning) effects?
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Evaluation and dissemination
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e.g. include specific questions in course evaluation/video interviews with student and teacher; making lecturer and student clips available (within VU, outside VU, etc.)
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Schedule
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Guidance by SOZ (estimation of hours/determination of dates)
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Number of hours of preparation for teacher (estimate)
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Follow-up appointments
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Intake: November
2e conversation: December 8
7 jan: conversation with AVC (Hans Wevers ?) (Hedwig elaborates the 2 clips in preparation)
29 jan: recording day? (reserve day: Feb 4?)
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Visualization of design:
-
Comments/other
In addition to using the clips in the practice of pleading, the clips must also be used for the career office and for preparation as a mentor for the mentorship.
1.2 Advocacy Study Guide
Purpose course
In the Pleading course, students argue against each other for the first time (in front of a multiple chamber of the Court), after they have written substantive documents in anticipation of this on the basis of a specific case (criminal, private or constitutional/administrative law).
The course is regarded as one of the most important and toughest skills training courses in the legal bachelor's degree programme. Because a lawyer cannot do without presentation skills and persuasiveness, those who do not opt for the gown professions will also benefit greatly from this profession. Advocacy therefore provides skills that are indispensable in any legal environment.
The course has as learning objectives for the student:
- The practical application of acquired theoretical knowledge about the applicable law, by applying this knowledge to issues derived from legal practice.
- Being able to assess these issues on their legal, constitutional, social and ethical value.
- The ability to take a well-founded position, to be able to formulate this point of view in a clear manner and to present it both in writing and orally on the basis of a logically valid, sound structure of arguments, with which an attempt is made to convince a judge or other body.
- The effective and efficient use of relevant and current sources from legal (digital) libraries and databases to substantiate a plea.
- Being able to connect legal practice with the social context in which the law manifests itself.
- Being able to (adjust) control one's own and others' learning process, by giving and receiving feedback and then applying this feedback to improve one's own writing and advocacy.
Content
Students register for a field of law (criminal law, private law or constitutional/administrative law) and are divided into groups of 12 students per jurisdiction. They are then presented with a case, on the basis of which they first write a procedural document as a group and then individually a pleading note. Feedback on these written documents is given by a subject teacher, who supervises the student during the entire process. In addition to writing these substantive documents, the student is required to participate in three skills training courses, which are given by experienced psychologist-trainers. The course is concluded with a plea before a multiple chamber of the Court.
Assessment
The student is assessed on the procedural document written as a group, on the individually written pleading note and on the pleading in court. The written part (procedural document and pleading note) counts for 50% for the final grade and the oral part (advocacy in court) counts for the other 50%. If a pass is not obtained for the written component, the student will not be able to participate in the pleading at the hearing. To successfully complete Advocacy, the student must obtain a pass for both parts.
Literature
Ankie Broekers-Knol and Bart van Klink, "Pleitwijzer, succesvol pleiten in de praktijk". Bert Bakker, Amsterdam, last press.
Required prior knowledge
- at least 100 Bachelor's credits, including the Legal Skills course
Other information
- For questions for which the answers cannot be found in the study guide or in the syllabus: pleitoefening.rch@vu.nl.
- Subscription procedure:
The course is taught twice per academic year: in the first semester (period 1 and 2, September-December) and in the second semester (period 4 and 5, February-May). Students register themselves via VUnet and choose a jurisdiction when registering. If the jurisdiction of choice is already full, another jurisdiction must be selected. There will be no post placement. After all, due to the entry requirement, the student is able to handle a case from any area of law, regardless of personal preference.
Please note: there is a registration deadline! You can register for the first semester until August 31, 2014, and you can register for the second semester until January 5, 2015.
For the first round of this course (first semester), the following applies: FULL=FULL. After the registration deadline has passed, registration for and participation in the course is no longer possible. Exemption requests for this course must be submitted to the Examination Board before the registration period closes.
2. Read judgment
How do you read a judgment? This clip (in Dutch) uses a practical example to explain step by step how to approach reading a judgment.
3. Legal Skills
1. Introduction
The project Knowledge clips legal skills aims to make improvements. By creating and making available instructional and knowledge clips on legal skills, students who write a paper, prepare a thesis plan or prepare a presentation, can receive appropriate education whenever they need it.
The aim of the project is to develop a set of knowledge clips on legal skills. Since legal skills is a collective term for various skills, they can also be taught to students separately from each other. This includes knowledge clips about writing a research plan, formulating a problem, drafting a correct and convincing argument, creating a clear structure and using sources.
From the Legal skills learning track, the teachers want to offer high-quality and even better education in a time of cutbacks in higher education. This project makes it clear to the student through the knowledge clips what the content and practice are of the different aspects of legal skills. Just when the student has to make a writing or presentation assignment, it is possible for him/her to pick up the knowledge clips again for support. As a result, lecturers do not have to give extensive instructions about the various written and oral skills during the contact hours, but can refer to the knowledge clips. This leaves more room during contact hours for, for example, professional discussions, while at the same time, thanks to the knowledge clips, extensive attention can be paid to the development of legal skills.
Moreover, uniformity with regard to legal skills within the program is guaranteed, because all lecturers use the same knowledge clips. Teachers can build on the general knowledge clips that this project aims to develop, if necessary and desirable, for example by making a subject-specific instruction clip.
2. How
The knowledge clips can be used in the different years of the Bachelor's and Master's degree program in Law and can be stacked as desired. When making the knowledge clips, we strive for broad support within the Faculty of Law, so cooperation between different departments is paramount. For example, the scripts for the knowledge clips are written in collaboration between the various departments and the knowledge clips are cross-curricular and can therefore be used in various courses, both in the bachelor's and master's phase.
Image: Snapshot while recording
Dissemination Project Video in VU education
3. Results
3.1. Relationship with Framework
3.2. Lessons learned
A positive point is that the recordings have ensured cooperation between the different departments. During the process, the teachers needed support and feedback on their scripts and their PowerPoint presentations. The tips the teachers received helped them improve the script and presentation.
The teachers experienced the feedback that they received during the recordings as pleasant.
The recordings were prepared and recorded under great time pressure. Communication about the planning helps enormously. It is clear to everyone what is expected. Important points for the teachers are the recording date, discussion of the script and presentation, turnaround time of a video production.
The teachers would have liked to know what the studio looks like so they know what to expect. Especially what you can expect in terms of support during the recording.
3.1 Resource usage
Three clips have been developed to make students more information literate when it comes to finding and referring to the right sources.
Part 1: How do I find good sources and how do I deal with them? (in Dutch)
Part 2: The usefulness of citing sources (in Dutch)
Part 3: Processing sources in the text (in Dutch)
3.2 Language and style
This clip (in Dutch) discusses:
- language and spelling errors
- writing style
Some tips are given at the end of the clip.
3.3 Research Question and Methodology
This clip (in Dutch) discusses how students can:
- Being able to set up a research question
- Choosing a Research Method
- And argue for the reason for this choice.
4. Basilica
The clip explains what the basilica is and how students can use it for their teaching applications.
