Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement
In this article, I argue that any significant change to legal education in Australia would require the abandonment of the Priestley Eleven subject requirements for a more refined, shorter list of core subjects. The Priestley Eleven currently act as a “dead hand” on curriculum reform, preventing law...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Bond University
2017-01-01
|
| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6100 |
| _version_ | 1797256734514872320 |
|---|---|
| author | Kylie Burns Mary Keyes Therese Wilson Joanne Stagg-Taylor |
| author_facet | Kylie Burns Mary Keyes Therese Wilson Joanne Stagg-Taylor |
| author_sort | Kylie Burns |
| collection | DOAJ |
| description | In this article, I argue that any significant change to legal education in Australia would require the abandonment of the Priestley Eleven subject requirements for a more refined, shorter list of core subjects. The Priestley Eleven currently act as a “dead hand” on curriculum reform, preventing law schools from innovating and experimenting with new subject choices for students. The Productivity Commission has argued that the Priestley Eleven provide a ‘strong base knowledge of the law [but] limit the flexibility of universities to compete and innovate’. Universities would need to move beyond the Priestley Eleven if they wish to give students a holistic or contextualized education in law. Part of this would require the abolition of several black letter law subjects, to be replaced by optional subjects that teach the law in context. |
| first_indexed | 2024-04-24T22:26:27Z |
| format | Article |
| id | doaj.art-b03b5b9bf9e34f0c97dd351ea01b3fc0 |
| institution | Directory Open Access Journal |
| issn | 1033-2839 1839-3713 |
| language | English |
| last_indexed | 2024-04-24T22:26:27Z |
| publishDate | 2017-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj.art-b03b5b9bf9e34f0c97dd351ea01b3fc02024-03-20T00:20:26ZengBond UniversityLegal Education Review1033-28391839-37132017-01-01271Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and EngagementKylie BurnsMary KeyesTherese WilsonJoanne Stagg-TaylorIn this article, I argue that any significant change to legal education in Australia would require the abandonment of the Priestley Eleven subject requirements for a more refined, shorter list of core subjects. The Priestley Eleven currently act as a “dead hand” on curriculum reform, preventing law schools from innovating and experimenting with new subject choices for students. The Productivity Commission has argued that the Priestley Eleven provide a ‘strong base knowledge of the law [but] limit the flexibility of universities to compete and innovate’. Universities would need to move beyond the Priestley Eleven if they wish to give students a holistic or contextualized education in law. Part of this would require the abolition of several black letter law subjects, to be replaced by optional subjects that teach the law in context.https://doi.org/10.53300/001c.6100 |
| spellingShingle | Kylie Burns Mary Keyes Therese Wilson Joanne Stagg-Taylor Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement Legal Education Review |
| title | Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement |
| title_full | Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement |
| title_fullStr | Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement |
| title_full_unstemmed | Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement |
| title_short | Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement |
| title_sort | active learning in law by flipping the classroom an enquiry into effectiveness and engagement |
| url | https://doi.org/10.53300/001c.6100 |
| work_keys_str_mv | AT kylieburns activelearninginlawbyflippingtheclassroomanenquiryintoeffectivenessandengagement AT marykeyes activelearninginlawbyflippingtheclassroomanenquiryintoeffectivenessandengagement AT theresewilson activelearninginlawbyflippingtheclassroomanenquiryintoeffectivenessandengagement AT joannestaggtaylor activelearninginlawbyflippingtheclassroomanenquiryintoeffectivenessandengagement |