Engaging Students and Enhancing Skills: Lessons from the Development of a Web-supported International Environmental Law Conference Simulation

Mark Poustie

Research output: Contribution to journalArticle

Abstract

This article discusses a move from a traditional lecture and tutorial based environmental law class to a class involving a large element of websupported simulation in the context of a simulated international environmental conference in session 1999-2000. Lectures and tutorials were retained for support purposes, but much class time was devoted to plenary sessions of the conference. The key reasons for the change were (1) the desire to move to an active learning environment where students were at the centre of the learning process and would be learning by doing; and (2) to integrate and enhance negotiating, team working and IT skills in the class. Students were given a unique insight into environmental law decision-making. The role-playing of students acting as state and NGO delegations on the basis of the real positions of these delegations was a strong motivating factor in the learning process. Although the class co-ordinator established the framework for negotiations the progress of those negotiations and the ultimate outcome was a matter for the students. While the outcome was an important motivating factor it was not significant in terms of the learning experience as students were assessed by means of a reflective report which was designed to assess what they had learned from the process in terms of legal understanding, negotiating issues and team-working. Although there were some student concerns regarding a perceived lack of environmental law content identified in the evaluation of the class the assessed student reports demonstrated this to be unfounded. The web-support aspects facilitated: (1) asynchronous learning - particularly negotiation and the development of negotiation skills; (2) the provision of ready access to a range of conference documentation and learning materials; and (3) just-in-time access to documentation such as updated versions of the draft treaty as negotiations progressed. Although the design and prepCorrespondence: aration of the simulation was fairly onerous, once established little new effort was required to run the simulation again. There were departmental resource issues in terms of web-support staff which somewhat delayed the availability of the web-support facilities, but these have now been addressed. The evaluation of the project has demonstrated that the web-supported simulated conference has considerable educational value in facilitating active learning and the integration and enhancement of key skills in the law curriculum. It has also demonstrated that other types of simulation may be possible within the law curriculum.
LanguageEnglish
Pages331-344
Number of pages13
JournalInternational Review of Law, Computers and Technology
Volume15
Issue number3
DOIs
Publication statusPublished - Nov 2001

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environmental law
international law
Students
simulation
student
learning
Curricula
documentation
learning process
curriculum
Law
International cooperation
evaluation
treaty
non-governmental organization
learning environment
Decision making
Availability
staff
decision making

Keywords

  • student skills
  • tutorial based learning
  • environmental law
  • law teaching

Cite this

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abstract = "This article discusses a move from a traditional lecture and tutorial based environmental law class to a class involving a large element of websupported simulation in the context of a simulated international environmental conference in session 1999-2000. Lectures and tutorials were retained for support purposes, but much class time was devoted to plenary sessions of the conference. The key reasons for the change were (1) the desire to move to an active learning environment where students were at the centre of the learning process and would be learning by doing; and (2) to integrate and enhance negotiating, team working and IT skills in the class. Students were given a unique insight into environmental law decision-making. The role-playing of students acting as state and NGO delegations on the basis of the real positions of these delegations was a strong motivating factor in the learning process. Although the class co-ordinator established the framework for negotiations the progress of those negotiations and the ultimate outcome was a matter for the students. While the outcome was an important motivating factor it was not significant in terms of the learning experience as students were assessed by means of a reflective report which was designed to assess what they had learned from the process in terms of legal understanding, negotiating issues and team-working. Although there were some student concerns regarding a perceived lack of environmental law content identified in the evaluation of the class the assessed student reports demonstrated this to be unfounded. The web-support aspects facilitated: (1) asynchronous learning - particularly negotiation and the development of negotiation skills; (2) the provision of ready access to a range of conference documentation and learning materials; and (3) just-in-time access to documentation such as updated versions of the draft treaty as negotiations progressed. Although the design and prepCorrespondence: aration of the simulation was fairly onerous, once established little new effort was required to run the simulation again. There were departmental resource issues in terms of web-support staff which somewhat delayed the availability of the web-support facilities, but these have now been addressed. The evaluation of the project has demonstrated that the web-supported simulated conference has considerable educational value in facilitating active learning and the integration and enhancement of key skills in the law curriculum. It has also demonstrated that other types of simulation may be possible within the law curriculum.",
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