Using ePortfolio in a virtual work placement unit to enhance learning outcomes - a reflection of the changing nature of student engagement with higher education
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The document discusses using ePortfolios in a virtual work placement unit to enhance learning outcomes for law students. It describes how the virtual placement unit was designed, including embedding ePortfolios and online tools, to provide authentic work-integrated learning experiences for students. Evaluation data showed that the virtual model helped address barriers to physical placements and allowed students to access a wider range of placement opportunities. The unit facilitated reflection, collaboration, and the development of work-ready skills through online project work, discussion forums, and ePortfolio assignments.
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The role of work integratedThe role of work integrated
learninglearning
Work integrated learningWork integrated learning (WIL) is generally accepted as
a powerful vehicle for developing generic or professional
skills and provides students with the opportunity to
improve their employability and work readiness.
– Harvey, Geall,& Moon, 1998; Knight, 2007; cited in the WIL Report p13
WIL– umbrella term for a range of approaches and– umbrella term for a range of approaches and
strategies that integrate theory with the practice of workstrategies that integrate theory with the practice of work
within a purposefully designed curriculumwithin a purposefully designed curriculum
– Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008,Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008,
December)December) The WIL [Work Integrated Learning] Report: a national scoping studyThe WIL [Work Integrated Learning] Report: a national scoping study
[Australian Learning and Teaching Council (ATLC) Final Report]. Brisbane:[Australian Learning and Teaching Council (ATLC) Final Report]. Brisbane:
Queensland University of Technology. Available online at:Queensland University of Technology. Available online at: www.altc.edu.auwww.altc.edu.au andand
www. Acen.edu.au, p9www. Acen.edu.au, p9
– definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999;definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999;
Boud, 2001; Dressler & Keeling, 2004; Groenewald, 2005.Boud, 2001; Dressler & Keeling, 2004; Groenewald, 2005.](https://image.slidesharecdn.com/eportfolio2010finaltinamelinda-101110184259-phpapp02/85/Using-ePortfolio-in-a-virtual-work-placement-unit-to-enhance-learning-outcomes-a-reflection-of-the-changing-nature-of-student-engagement-with-higher-education-5-320.jpg)
Using ePortfolio in a virtual work placement unit to enhance learning outcomes - a reflection of the changing nature of student engagement with higher education
- 1. Using ePortfolio in a virtual workUsing ePortfolio in a virtual work placement unit to enhance learningplacement unit to enhance learning outcomes – a reflection of theoutcomes – a reflection of the changing nature of studentchanging nature of student engagement with higher education.engagement with higher education. Associate Professor Tina CockburnAssociate Professor Tina Cockburn Associate Professor Melinda ShirleyAssociate Professor Melinda Shirley Faculty of LawFaculty of Law Queensland University of Technology, BrisbaneQueensland University of Technology, Brisbane
- 2. Virtual Law PlacementVirtual Law Placement Higher Education LandscapeHigher Education Landscape Pedagogy & DesignPedagogy & Design Embedding ePortfolioEmbedding ePortfolio Evaluation dataEvaluation data Where to from here?Where to from here?
- 3. Higher Education LandscapeHigher Education Landscape
- 4. 44 The need to produce work readyThe need to produce work ready graduatesgraduates Australian higher education sector under growing pressure from government, industry and the community to demonstrate ability to respond to skill shortages, the requirements of a professionalised workforce and the demand for work-ready graduates – AC Neilsen Research Services, 2000; Organisation for Economic Co-operation and Development, 2004. Universities are required to show how theory and practice combine in undergraduate and postgraduate degrees to generate graduates who are work-ready. – Bradley, Noonan, Nugent, & Scales, 2008, p. 2; cited in The WIL Report p3 Legal education should be more concerned with “what lawyers need to be able to do” cf. traditional Australian approach centred around “what lawyers need to know”. – Australian Law Reform Commission Review of the Federal Civil Justice System, ALRC DP 62, August 1999
- 5. 55 The role of work integratedThe role of work integrated learninglearning Work integrated learningWork integrated learning (WIL) is generally accepted as a powerful vehicle for developing generic or professional skills and provides students with the opportunity to improve their employability and work readiness. – Harvey, Geall,& Moon, 1998; Knight, 2007; cited in the WIL Report p13 WIL– umbrella term for a range of approaches and– umbrella term for a range of approaches and strategies that integrate theory with the practice of workstrategies that integrate theory with the practice of work within a purposefully designed curriculumwithin a purposefully designed curriculum – Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008,Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008, December)December) The WIL [Work Integrated Learning] Report: a national scoping studyThe WIL [Work Integrated Learning] Report: a national scoping study [Australian Learning and Teaching Council (ATLC) Final Report]. Brisbane:[Australian Learning and Teaching Council (ATLC) Final Report]. Brisbane: Queensland University of Technology. Available online at:Queensland University of Technology. Available online at: www.altc.edu.auwww.altc.edu.au andand www. Acen.edu.au, p9www. Acen.edu.au, p9 – definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999;definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999; Boud, 2001; Dressler & Keeling, 2004; Groenewald, 2005.Boud, 2001; Dressler & Keeling, 2004; Groenewald, 2005.
- 6. Student dataStudent data Changing nature of student engagement inChanging nature of student engagement in higher educationhigher education – McInnis & Hartley 2002; Anderson 2006; Patrick et alMcInnis & Hartley 2002; Anderson 2006; Patrick et al 20082008 Ensuring equity and access to authentic WILEnsuring equity and access to authentic WIL experiences for all law studentsexperiences for all law students – large number of QUT law students (approx 2500 students,large number of QUT law students (approx 2500 students, including 650 external students)including 650 external students) – limited physical placements and competition (undergraduateslimited physical placements and competition (undergraduates from other Universities and post graduate Legal Practicefrom other Universities and post graduate Legal Practice students)students) Virtual model of WIL overcomes barriers posed by distance,Virtual model of WIL overcomes barriers posed by distance, visa restrictions, family responsibilities and financial hardshipvisa restrictions, family responsibilities and financial hardship and broadens the range of employment opportunities to aand broadens the range of employment opportunities to a global market.global market.
- 7. Underlying Pedagogy andUnderlying Pedagogy and DesignDesign
- 8. AuthenticityAuthenticity Collaboration with community partners toCollaboration with community partners to incorporate the use of authentic webincorporate the use of authentic web technologies into the learning experiencetechnologies into the learning experience – blackboard, video, skype, discussion forums,blackboard, video, skype, discussion forums, ePortfolio, online chat, email and SharePointePortfolio, online chat, email and SharePoint New Information and CommunicationNew Information and Communication Technologies (ICT) are transforming theTechnologies (ICT) are transforming the practices of both universities and workplacespractices of both universities and workplaces which deserves recognition in the design of anwhich deserves recognition in the design of an authentic work-integrated learning experienceauthentic work-integrated learning experience
- 9. Learning PreferencesLearning Preferences Generation Y’s exposure to information technologyGeneration Y’s exposure to information technology media during their formative years has led to a shift inmedia during their formative years has led to a shift in learning preferences as compared with past studentlearning preferences as compared with past student generations (Frand, 2000, Oblinger, 2003)generations (Frand, 2000, Oblinger, 2003) – Virtual dimension enables both task based learning and effectiveVirtual dimension enables both task based learning and effective second level analysis and collaborative reflection on thesecond level analysis and collaborative reflection on the learning experience (Arnold, 2008).learning experience (Arnold, 2008). – Learners engage with their supervisors, teachers and teams inLearners engage with their supervisors, teachers and teams in an online environment sharing their expectations,an online environment sharing their expectations, preconceptions and experiences.preconceptions and experiences.
- 10. ReflectionReflection Importance of ensuring that assessment methods usedImportance of ensuring that assessment methods used in WIL programs encourage reflection and integration ofin WIL programs encourage reflection and integration of theory and practicetheory and practice – Jorgensen D and Howard P (2005) “Assessment for Practice OrientedJorgensen D and Howard P (2005) “Assessment for Practice Oriented Education, Rockhampton, Qld: James Goldson Faculty of engineeringEducation, Rockhampton, Qld: James Goldson Faculty of engineering and Physical Systems, Central Queensland University, p1and Physical Systems, Central Queensland University, p1 Potential for ePortfolio to help students becomePotential for ePortfolio to help students become reflective learners who are conscious of their personalreflective learners who are conscious of their personal and professional strengths and weaknesses, as well asand professional strengths and weaknesses, as well as to make their existing and developing skills more explicit.to make their existing and developing skills more explicit. – Hallam G, Harper W, McCowan C. Hauville K, McAllister L and CreaghHallam G, Harper W, McCowan C. Hauville K, McAllister L and Creagh T, Australian eportfolio project: eportfolio use by university students inT, Australian eportfolio project: eportfolio use by university students in Australia: informing excellence in policy and practice, final project reportAustralia: informing excellence in policy and practice, final project report August 2008 Executive Summary, piiAugust 2008 Executive Summary, pii By reflecting on their own learning and achievement,By reflecting on their own learning and achievement, learners are encouraged to plan for their personal,learners are encouraged to plan for their personal, academic and career developmentacademic and career development – Australian eportfolio project Final Report, Executive Summary,Australian eportfolio project Final Report, Executive Summary, Recommendation 6 p.vRecommendation 6 p.v
- 11. Virtual paradigm enables bothVirtual paradigm enables both synchronous and asynchronoussynchronous and asynchronous communication between teams andcommunication between teams and workplace supervisors to enable:workplace supervisors to enable: – flexibilityflexibility – greater level of reflectiongreater level of reflection enables learners to express and adapt theirenables learners to express and adapt their understandings and value systems as a result ofunderstandings and value systems as a result of their personal learning experiences (Arnold, 2008).their personal learning experiences (Arnold, 2008).
- 12. Embedding ePortfolio intoEmbedding ePortfolio into a virtual work placementa virtual work placement unitunit
- 13. The Virtual Law PlacementThe Virtual Law Placement Under the guidance of a real life workplace supervisor, students apply legal knowledge and skills to complete an authentic real world workplace project in a team using online communication technologies to enable students to be virtually, rather than physically present at the workplace. Enables law students to access an unprecedented range of law graduate destination workplaces and projects, including international and social justice placements, absent the constraints traditionally associated with arranging physical placements.
- 14. Unit contentUnit content The substantive law content of the unit will depend onThe substantive law content of the unit will depend on your virtual workplace and the project allocated by youryour virtual workplace and the project allocated by your workplace supervisor.workplace supervisor. – The unit consists of the followingThe unit consists of the following components:components: Application for the placementApplication for the placement Preparation for the placement;Preparation for the placement; Completion of a workplace project in a team; andCompletion of a workplace project in a team; and Reflection upon your learning during and after theReflection upon your learning during and after the placement.placement.
- 16. 1616 ePortfolio ResourcesePortfolio Resources Links toLinks to QUT ePortfolio resourcesQUT ePortfolio resources – Using the Student ePortfolio – ModuleUsing the Student ePortfolio – Module This resource is part of a new suite of Career DevelopmentThis resource is part of a new suite of Career Development courses and associated modules. This module will assist youcourses and associated modules. This module will assist you to produce digital stories and artefacts which reflect skills andto produce digital stories and artefacts which reflect skills and achievements gained during work placement. It is self-pacedachievements gained during work placement. It is self-paced and provides you with a completion quiz to check yourand provides you with a completion quiz to check your understanding.understanding. UUse the link provided below to begin working through these the link provided below to begin working through the module,module, Using the student ePortfolioUsing the student ePortfolio. You should complete. You should complete this module as soon as possible and in any event at leastthis module as soon as possible and in any event at least during week 8 prior to writing up your first ePortfolio entry,during week 8 prior to writing up your first ePortfolio entry, taking into account feedback from your workplace supervisortaking into account feedback from your workplace supervisor on your project outline and interim project report, as youon your project outline and interim project report, as you enter into the final phases of working on your workplaceenter into the final phases of working on your workplace project.project. Upon completion of this module you will receive a certificateUpon completion of this module you will receive a certificate of completion which you are required to submit with yourof completion which you are required to submit with your assessable Student e-Portfolio entries.assessable Student e-Portfolio entries.
- 17. Using online discussion forum toUsing online discussion forum to practice reflective writing andpractice reflective writing and learn from otherslearn from others During week eight please share a brief reflection on your work inDuring week eight please share a brief reflection on your work in this unit so far.this unit so far. – For example, you may wish to address one or more of the followingFor example, you may wish to address one or more of the following matters: i) Reflection on an incident: Describe anmatters: i) Reflection on an incident: Describe an incident/event/activity/opportunity/challenge/issue/researchincident/event/activity/opportunity/challenge/issue/research question/legal social or policy issue etc which has occurred during yourquestion/legal social or policy issue etc which has occurred during your placement. How did you feel about this? How did you resolve the issue?placement. How did you feel about this? How did you resolve the issue? What skills/resources did you draw on? What new skills did youWhat skills/resources did you draw on? What new skills did you develop? What would you do differently next time?develop? What would you do differently next time? This post will enable you to practice your reflective writing skills -This post will enable you to practice your reflective writing skills - you may wish to refine your post and submit as your eportfolio entryyou may wish to refine your post and submit as your eportfolio entry or alternatively you may wish to post an edited version of youror alternatively you may wish to post an edited version of your ePortfolio submission for this post.ePortfolio submission for this post.
- 18. 1818 ePortfolio AssessmentePortfolio Assessment • Three eportfolio entriesThree eportfolio entries – Entry 1Entry 1 formativeformative (end week 8)(end week 8) – Entries 2&3 (end swotvac) 20%Entries 2&3 (end swotvac) 20% Pass/fail assessmentPass/fail assessment
- 19. Assessment criteriaAssessment criteria ReflectionReflection – 4Rs of Reflective Writing4Rs of Reflective Writing Reporting and respondingReporting and responding RelatingRelating ReasoningReasoning ReconstructingReconstructing – Bain, J., Ballantyne, R., Packer, J., and Mills, C. (1999). Using journal writing to enhance student teachers’Bain, J., Ballantyne, R., Packer, J., and Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements.reflectivity during field experience placements. Teachers and Teaching, 5(1), 51-Teachers and Teaching, 5(1), 51- 73.73. – Carrington, S. and Selva, G. (2010). Critical social theory and transformative learning: evidence in pre-Carrington, S. and Selva, G. (2010). Critical social theory and transformative learning: evidence in pre- service teachers' service-learning reflection logs.service teachers' service-learning reflection logs. Higher Education Research & Development, 29(1), 45-57.Higher Education Research & Development, 29(1), 45-57. Presentation in ePortfolioPresentation in ePortfolio
- 20. Reflection upon experienceReflection upon experience Satisfactory evidence of knowledge and understanding of prescribed onlineSatisfactory evidence of knowledge and understanding of prescribed online resources relating to reflective practice and satisfactory application of theseresources relating to reflective practice and satisfactory application of these principles to your ePortfolioprinciples to your ePortfolio submission. You have satisfactorilysubmission. You have satisfactorily reflected on your experience and your reflection isreflected on your experience and your reflection is satisfactorily linked to your experience. 4satisfactorily linked to your experience. 4Rs of Reflective Writing:Rs of Reflective Writing: – a) Reporting and Responding: Satisfactory identification, description and analysis of keya) Reporting and Responding: Satisfactory identification, description and analysis of key aspects of an incident or experience during your studies in this unit and/or while working onaspects of an incident or experience during your studies in this unit and/or while working on your workplace project in your team. What happened or what was the issue or incidentyour workplace project in your team. What happened or what was the issue or incident involved? Why is it relevant? Respond to this incident or issue by making observations,involved? Why is it relevant? Respond to this incident or issue by making observations, expressing your opinion or asking questions.expressing your opinion or asking questions. – b) Relating: Satisfactory attempt at relating or making a connection between the incident orb) Relating: Satisfactory attempt at relating or making a connection between the incident or issue and your own skills, professional experience or discipline knowledge. Have you seenissue and your own skills, professional experience or discipline knowledge. Have you seen this before? Were the conditions the same or different? Do you have the skills andthis before? Were the conditions the same or different? Do you have the skills and knowledge to deal with this?knowledge to deal with this? – c) Reasoning: Satisfactorily highlighting in detail significant factors underlying the incident orc) Reasoning: Satisfactorily highlighting in detail significant factors underlying the incident or issue. Show why they are important to an understanding of the incident or issue. Refer toissue. Show why they are important to an understanding of the incident or issue. Refer to relevant theory and literature to support your reasoning. Consider different perspectives.relevant theory and literature to support your reasoning. Consider different perspectives. – d ) Reconstructing: Reframe or reconstruct future practice or professional understanding.d ) Reconstructing: Reframe or reconstruct future practice or professional understanding. How would I deal with this next time? What might work and why? Are there differentHow would I deal with this next time? What might work and why? Are there different options? What might happen if...? Are my ideas supported by theory? Evidence of planningoptions? What might happen if...? Are my ideas supported by theory? Evidence of planning for future actions.for future actions.
- 21. Presentation in ePortfolioPresentation in ePortfolio The structure of your ePortfolio entry satisfactorily complies withThe structure of your ePortfolio entry satisfactorily complies with requirements of form, including maximum word/character length.requirements of form, including maximum word/character length. ePortfolio entry shows that you have read and considered the onlineePortfolio entry shows that you have read and considered the online resources relating to ePortfolio. A copy of the certificate showingresources relating to ePortfolio. A copy of the certificate showing that you have completed the Using the ePorfolio online module isthat you have completed the Using the ePorfolio online module is included with your submission of ePortfolio entries for assessment.included with your submission of ePortfolio entries for assessment. Your ePortfolio entry is satisfactorily presented and sufficientlyYour ePortfolio entry is satisfactorily presented and sufficiently professional.professional. Your description and reflection on your experience is sufficientlyYour description and reflection on your experience is sufficiently coherent.coherent. Written communication skills are of a satisfactory standard, thoughWritten communication skills are of a satisfactory standard, though mistakes in spelling, grammar or use of language indicate lack ofmistakes in spelling, grammar or use of language indicate lack of thorough proofreading.thorough proofreading.
- 22. Unit evaluation data:Unit evaluation data: lessons learntlessons learnt
- 23. Evaluation MethodsEvaluation Methods University wide LEX unit survey & analysis of writtenUniversity wide LEX unit survey & analysis of written commentscomments Unit specific survey instruments administered online onUnit specific survey instruments administered online on LWB422 Blackboard siteLWB422 Blackboard site – unit administration, content, structure, assessmentunit administration, content, structure, assessment – ICT including Blackboard, Sharepoint and other technologiesICT including Blackboard, Sharepoint and other technologies Emerging themes from student reflections on onlineEmerging themes from student reflections on online discussion forumsdiscussion forums Direct student feedback during semesterDirect student feedback during semester – Student emailsStudent emails – Discussions with supervisorsDiscussions with supervisors – Discussions with unit coordinatorDiscussions with unit coordinator Feedback from workplace supervisorsFeedback from workplace supervisors Student Focus GroupsStudent Focus Groups
- 24. 2424 Lessons learntLessons learnt Teaching & learning supportTeaching & learning support – Unit materialsUnit materials Online instructions & guidelinesOnline instructions & guidelines Explain nature, purpose and relevance of reflectionExplain nature, purpose and relevance of reflection – Fostering life long learning, developing critical thinking, drawingFostering life long learning, developing critical thinking, drawing on evidence to plan for the future and improve future practiceon evidence to plan for the future and improve future practice – Online ePortfolio resourcesOnline ePortfolio resources Tip sheets and handbooksTip sheets and handbooks Online eportfolio moduleOnline eportfolio module Despite digital native status, students need specificDespite digital native status, students need specific ICT training and supportICT training and support early planning, access testing, resources, training for allearly planning, access testing, resources, training for all participants, dedicated IT supportparticipants, dedicated IT support
- 25. Lessons learnt cont...Lessons learnt cont... – Moving students from describing experiences to deep,Moving students from describing experiences to deep, critical reflectioncritical reflection Critical thinking and reflection must be scaffolded explicitlyCritical thinking and reflection must be scaffolded explicitly through pedagogythrough pedagogy Focus on documenting development of relevant employabilityFocus on documenting development of relevant employability skills rather than describing specific tasksskills rather than describing specific tasks Encourage use of frameworks eg 4Rs framework for moreEncourage use of frameworks eg 4Rs framework for more structured approach to reflectionstructured approach to reflection Provide exemplars of e-portfolio entriesProvide exemplars of e-portfolio entries – ALTC Grant: Developing a systematic cross facultyALTC Grant: Developing a systematic cross faculty approach to teaching & assessing reflective writing inapproach to teaching & assessing reflective writing in higher educationhigher education (Mary Ryan, M Ryan, S Carrington, N Bahr,(Mary Ryan, M Ryan, S Carrington, N Bahr, M Shirley, T Cockburn, R Nash, I Larkin, C Collis)M Shirley, T Cockburn, R Nash, I Larkin, C Collis) QUT: education, law, creative industries, healthQUT: education, law, creative industries, health
- 26. Lessons learnt cont...Lessons learnt cont... – Assessing reflectionAssessing reflection Detailed criteria sheetsDetailed criteria sheets – More explicitly link to 4Rs framework for reflection toMore explicitly link to 4Rs framework for reflection to provide structure for reflections and highlight importanceprovide structure for reflections and highlight importance of developing skillsof developing skills Importance of formative ePortfolio entry andImportance of formative ePortfolio entry and feedback from ePortfolio team prior to submissionfeedback from ePortfolio team prior to submission of the assessable entriesof the assessable entries – Technical supportTechnical support – Reflective writing skillsReflective writing skills
- 27. Student CommentStudent Comment – ““The Flexible learning environment …suits myThe Flexible learning environment …suits my learning style and fits very well with my “multitude” oflearning style and fits very well with my “multitude” of other responsibilities. The Assessment (with theother responsibilities. The Assessment (with the obvious absence of high stress “formal exams”) wasobvious absence of high stress “formal exams”) was also more suited to allow for my capabilities to bealso more suited to allow for my capabilities to be more accurately measured. The opportunity to learnmore accurately measured. The opportunity to learn relevant new contemporary skills (ePortfolio) andrelevant new contemporary skills (ePortfolio) and access to materials (eTutorials) designed to solidifyaccess to materials (eTutorials) designed to solidify levels of existing knowledge and identify new areaslevels of existing knowledge and identify new areas for later exploration (online collaboration), all in onefor later exploration (online collaboration), all in one workspace…I believe to have been previouslyworkspace…I believe to have been previously unequalled in my studies to date.”unequalled in my studies to date.”
- 28. Student comment:Student comment: The most significant lesson I learnt this semesterThe most significant lesson I learnt this semester in this unit was learning to be more aware of myin this unit was learning to be more aware of my approaches to certain areas of work, allowingapproaches to certain areas of work, allowing me to evaluate and develop better methods. Ime to evaluate and develop better methods. I say this because for the area of law I wassay this because for the area of law I was researching, given its novelty and the differingresearching, given its novelty and the differing issues it involved, initially I found my usualissues it involved, initially I found my usual research methods (for usual law assignments) toresearch methods (for usual law assignments) to be inefficient and thus I had to examine differentbe inefficient and thus I had to examine different kinds of sources until I found the right methodkinds of sources until I found the right method for the task.for the task.
- 29. Student Comment:Student Comment: Advice for future students:Advice for future students: ““Consider the whole way through whatConsider the whole way through what you are getting out of the project – like anyyou are getting out of the project – like any work experience, this should be able towork experience, this should be able to get put on your resume and work for you,get put on your resume and work for you, so the more reflective you are throughoutso the more reflective you are throughout the more you will achieve from thethe more you will achieve from the project.”project.”
- 30. 3030 Challenges for the futureChallenges for the future Increase placement opportunities and studentIncrease placement opportunities and student participationparticipation – Subsequent yearsSubsequent years Retention of existing workplace supervisors with increased capacityRetention of existing workplace supervisors with increased capacity Incremental inclusion and training of new workplaces andIncremental inclusion and training of new workplaces and supervisors representing diverse law graduate destinations,supervisors representing diverse law graduate destinations, including international and social justice placementsincluding international and social justice placements Retention of experienced academic staff and buildingRetention of experienced academic staff and building teaching team (recruitment and training of additionalteaching team (recruitment and training of additional academic staff team members, including sessional staff)academic staff team members, including sessional staff) Marketing of opportunity to students to increaseMarketing of opportunity to students to increase enrolmentsenrolments Marketing to profession and industry to increaseMarketing to profession and industry to increase workplace supervisor poolworkplace supervisor pool Resource and academic staff workload considerationsResource and academic staff workload considerations
- 31. Concluding CommentConcluding Comment ““Legal educators must be prepared and able to educateLegal educators must be prepared and able to educate tomorrow’s lawyers who will work in law offices which willtomorrow’s lawyers who will work in law offices which will operate in a dramatically different environment than thatoperate in a dramatically different environment than that which exists in the majority of today’s organisations …which exists in the majority of today’s organisations … Australian legal education should showcase technology,Australian legal education should showcase technology, train students and professionals in the use of technologytrain students and professionals in the use of technology and promote multi-disciplinary research on howand promote multi-disciplinary research on how technology and the law fit together from a social andtechnology and the law fit together from a social and legal perspective.”legal perspective.” Macrae, M. 2001. Academic leader calls for action.Macrae, M. 2001. Academic leader calls for action. E.Law PracticeE.Law Practice (8):21-24, interview with Eugene Clark(8):21-24, interview with Eugene Clark
- 32. 3232 Feedback and commentsFeedback and comments welcome:welcome: Melinda ShirleyMelinda Shirley Tina CockburnTina Cockburn Queensland University of TechnologyQueensland University of Technology Email:Email: m.shirley@qut.edu.aum.shirley@qut.edu.au t.cockburn@qut.edu.aut.cockburn@qut.edu.au