ONCE UPON A TIME

I signed up for a course in those days (some 20 years ago) called Law for Law Librarians (now known as Legal Foundations) which was then, and still is, run for BIALL by the University of Westminster. Every Tuesday evening we rolled up at the Law department in Red Lion Square near Holborn and sat for more than an hour listening intently with a break for tea and biscuits. I'm not sure if the winters were worse then or the heating was inadequate, but the picture in my mind is of pale creatures huddled in coats and scarves. The format was very much chalk and talk with some time for a few questions at the end but no testing of any sort. Unfortunately, I missed the first session because I was on holiday and remember a manager at work telling me off and saying what poor planning and how could I hope to ever catch up…? I felt I had to turn up the following week even though I had a terrible cold and hacking cough. Maybe going on a road trip to Ireland in October was a bad move but it left me with a strong liking for the country which I still have.

Jackie Fishleigh

A NEW STYLE COURSE IS BORN

During my decade of active involvement with BIALL, a recurring item on agendas for Council meetings was how to relocate or expand the Law for Law Librarians course outside of London. This was discussed at length on more than one occasion but it proved impossible to find a location that suited everyone and was at the same time cost effective. Over the years an online version was suggested and gradually took shape. Around the time I finished my term as President it was clear that things were finally happening.

Given all the changes in law over the past two decades, I had been thinking that some sort of refresher would be useful and so when I saw the e-mails about the second running of the online course I jumped at it. Even better, my firm, which is very supportive of CPD activities, agreed to pay the very reasonable fee.

HOW DOES IT WORK?

I trotted down to the face-to-face initial meeting billed as ‘Induction: How to Access and Use the BIALL Legal Foundations Course’ at the University of Westminster campus on Regent Street and I had to smile when the person I happened to sit with in the computer lab said she was disappointed it was an online course as she thought a traditional class room style course would have been better! It was a good opportunity to see other students before communicating with them via Blackboard. Research has shown that online groups can often be more effective if initially formed face to face.

The University of Westminster use the Blackboard e-learning tool. Lectures are podcasts (audio recordings) with accompanying Power Point slides. Some sessions (not many it has to be said) are recorded using a talking head so you can actually see the person's face. And yes their lips actually move! Each week a new lecture is loaded on the system together with self-testing questions to check understanding.

This online testing after the session, really impressed me. To me this is a real breakthrough technically. The computer tests you to see if you have correctly understood the material. Admittedly it is all done by Multiple Choice Questions but you still need to know your stuff as every question has to be answered correctly to pass the course. The system tells you which ones you have got wrong or right, sometimes with some useful feedback depending on the type of question. You can then have as many attempts as you need to complete each exercise. Scores are saved and totted up electronically in a section called “My Grades”. To pass the course you need to get 6,580 points in the bag. So there are loads of questions and loads of points. The great thing, is that a human does not need to mark anything. I did an A level Law evening class some years ago and the tutor used to moan that she didn't get paid any extra for the marking she did at home. This explained why when I suggested we did some extra papers in the run up to the exam, she wasn't too keen!

WHICH TOPICS ARE COVERED?

Another benefit of the e-learning format is that, like the students/learners, the tutors do not need to turn up in person each week either, so there is a much bigger cast of law lecturers than back in the day. This leads to more subject coverage. The speakers can just record their sessions, in most cases only two or three each, and then these can be updated if necessary and then re-used the following years. New topics on the course compared to the one I did 20 years ago include:

• Immigration Law

• Human Rights Law

• Wills Probate and Administration

• Family Law

• Intellectual Property

• Media Law

• Business Organisations and Company

• Finance and Banking

• Each tutor is expert in their area. All the lectures are high quality and well delivered.

“THE END OF LAWYERS”: RICHARD SUSSKIND – THE PROF'S VIEW OF E-LEARNING

In his oft quoted, some might say notorious book, Susskind describes the conventional law lecture as the ‘audience’ being ‘spoken at’ for just under an hour. He found in his own student days, that not many lecturers are wonderfully articulate and inspirational. Many ramble and mumble, others simply dictate their notes. Outstanding live performances are not the norm. He believes the best lecturers should be identified and encouraged to speak regularly and students urged to attend. He suggests that these lecturers are invited to create webcasts for the benefit of others. The TED website provides “inspired talks by the world's greatest thinkers and doers”. The site has a wide range of webcasts – video clips from some of the world's thought leaders in a wide range of disciplines. He thinks we need a ‘Ted’ of world class law lectures.

Susskind feels that other law lecturers should move steadily from being the ‘sage on the stage’ to being a teacher or coach, who plays more of a counselling and tutoring role as a ‘guide on the side’, building on lectures that students have generally attended virtually. This marks a shift from a didactic to a facilitative role. He points out that busy lawyers are already turning to stand-alone web casts for CPD rather than attending training courses and conferences to keep up to date. They can do this from their desktops.

WHAT IS E-LEARNING? AN EDUCATIONALIST'S VIEW

According to Alan Clarke in his book ‘E-learning skills:’

“All parts of the education and training system are enthusiastically exploring and implementing e-learning in one form or another.”

E-learning includes the use of technology in a conventional course or an online course where learners and tutors never meet face to face. There are many variations on this theme. E-learning courses involve both formal and informal learning.

Clarke says e-learning is a major force for change. It offers more choice about the place, pace and time at which to study. In this way it frees the learner from a rigid timetable of attendance at a college or other learning institution. E-learners can be based across the country at a distance from their tutor and college. They can participate in online discussion groups. There is greater opportunity to take control of your own learning but you need to be able to learn independently and take responsibility.

One major plus point I found is that you can replay sessions if you get interrupted by a phone call, distracting thought or decide you are too tired and need a break. Everyone is different and I replayed the bits I didn't ‘get’ the first time. Whereas if you keep asking a lecturer to repeat parts of their live session they will probably lose their train of thought, overrun their allocated time slot and get cross with you! No ones dares and yet is everyone taking everything in? I suspect not. If the notes you have taken make no sense later you are in the soup. E-learning gives you as many times as you need to lodge the information in your brain.

To embrace e-learning you need to enjoy the challenge and new ideas. Personally I thought it was fun and that it provided a nice feeling of achievement as I progressed through the course testing myself as I went along.

WHERE CAN I E-LEARN?

Anywhere you have access to a computer and communication system such as a learning centre, cybercafé, mobile equipment, home or workplace.

FOR HOW LONG SHOULD I STUDY?

Alan Clarke says the concept of learning in 15–30 minute chunks is well established and is probably suitable in a workplace environment even if noisy. I think when studying law you do need to avoid overload. Try and absorb too much in one go and it is like attempting to eat one of those torpedo baguettes in just a couple of bites. Much better to munch it slowly and digest it properly. All the sessions were conveniently subdivided with regular testing.

WHAT TYPE OF PERSON WILL MAKE A GOOD E-LEARNER?

According to Alan Clarke the characteristics are: self-confidence, motivation, a positive attitude, being a good communicator and collaborator and a competent user of ICT.

Clarke says the learner needs to be able to adapt traditional learning skills (reading, writing, listening, problem-solving, time management etc) to a new context. This is very true. Watching a training video or listening to a podcast can feel rather like just watching TV or listening to the radio but you still need to analyse what you are being told, make notes and ensure you have understood it. I am currently receiving training as a Games Maker volunteer at the Paralympics. The orientation training was going to be held at a large outdoor venue like Wembley Stadium but I have now been sent three 20 minute videos fronted by triple jump champion Jonathan Edwards, together with some packages of e-learning which include self-testing exercises. I need to be sure I have grasped exactly the information that is being imparted.

The e-learner needs to be able to search, identify and evaluate content; in essence display a high degree of information literacy.

E-learners need to be more independent and self-reliant than traditional learners.

A good e-learning system should provide considerable support, opportunities for helpful dialogue and lots of choice. I don't know about the latter, as everyone studies the same material but otherwise the Foundations course ticked the boxes.

ADVANTAGES OF E-LEARNING – SOME KEY POINTS

‘Flexibility’ is the key advantage really.

Use of interactive multi-media learning materials should stimulate the learner according to Clarke. Interactive learning should be engaging and provide a motivating and interesting experience of subject studied. It should provide considerable freedom to explore the materials, retrace steps and have another go at exercises. The learner should be able to stop and mark their place so that they can return and start where they finished. Presentation of content should be of a high standard. The cost of developing quality professional materials is high. Some packages can be little more than electronic books. I'm pleased to report that the Legal Foundations Course was stimulating and well thought out.

E-learning is learner centred; e-learners are given significant choices of what, when and how to study.

Some courses involve collaborative, group and co-operative learning.

One can learn through the night (if you wish!) or in short bursts of activity etc. I'd be interested to know if anyone did this on the Foundations course. It is important to keep up as you have to be at a certain point by January. The course ends in May but earlier exercises are re-opened to provide another chance to complete them.

Potential for interactivity; making contact with others in an e-learning environment (e.g. e-mail, chat, bulletin boards.) I must confess I did not get involved in this side of things due to lack of time.

DISADVANTAGES OF E-LEARNING

Clarke feels that since the e-learner may be learning at quite a distance from peers and tutors they may need to be more self-sustained than a traditional learner. E-learners are more likely to drop out when the have too much responsibility, too quickly. All forms of distance learning, including e-learning suffer from higher drop out rates than conventional face to face courses. Support is critical; this could be formal e.g. tutor or informal – other learners, study group/circle, family, friends, learning centre staff, workplace instructors, mentors, tutors. Having family support, contact with other learners and a mentor and personal tutor are important. One of the reasons for writing this article is so others know what to expect from e-learning. I think if you are aware that it can be a lonely business, you can prepare your support strategies.

All learning can be stressful e.g. poor time management, not grasping the subject. E-learning is potentially more stressful as one is responsible for one's own learning to a greater extent. I did feel the pressure when I started the course a couple of weeks late because of my holiday. I made it a priority to catch up as quickly as I reasonably could. Once I had, I was like the cat that got the cream. And I managed to keep going until the end.

Traditional learning provides more informal opportunities to chat compared to sending an e-mail. There are no facial expressions in an electronic environment except emotions.

The tutor has less information about how the group is getting on in an e-learning context which means in online learning, it is difficult for the tutor to know when/if students have a problem. The tutor welcomes students to the course and gives them confidence in working in the online environment. The tutor answers questions and makes suggestions, provides feedback, encourages discussion and monitors the activities of each learner. I contacted Avis Whyte, the course leader on a number of occasions and she could not have been more helpful. She also sent out regular e-mails to everyone to update us on various matters. It was clear from the outset that she was available to help and support us.

Alan Clarke maintains that some people like to learn in a visual way, others in an auditory or kinaesthetic way (learning by doing). In addition, some prefer reflective, analytical or holistic approaches to learning. Most people have a mix of them. He says it is important to be aware of one's personal learning style in order to make sure the e-learning course you choose will meet your expectations. My personal style with law is to absorb as much as I can until I can't take any more. How much depends on the topic. The three areas I found particularly tricky were Criminal law; all those definitions are so important and yet hard to commit to memory. Civil procedure is quite a labyrinth too and defamation sounds reasonably straight forward but is not that easy to grasp beyond the basic concepts.

AND FINALLY…

I took the Legal Foundations Course as a refresher and as a personal challenge to see if I could e-learn effectively. Unfortunately I fell into the same trap as the first time and went on holiday while the first lectures were released on the system. Will I ever learn?! Or should I say e-learn?! Well one of the beauties of e-learning, is that unlike conventional lectures, the material was waiting for me upon my return. It took extra time to catch up but once I had, I tackled each new topic with gusto as soon as it became available.

Personally I think I could get quite addicted to e-learning. For the most part it's just you the learner and the subject matter itself, which is the way I like it. No travel, no Tuesday evenings taken up for months, and I can organise my own tea and biscuits! So yes it's a bit of a revolution! Why don't you give it a whirl yourself…