Enlivening the law classroom: Let students speak, not just sit
Notice bibliographique
Résumé
To date, legal education in Hong Kong is still mainly carried out through teacherdesigned classes: law teachers are the ones selecting and preparing course materials whereas students as recipients are assessed through written examinations.Speaking from a student's perspective, I (Phoebe) feel that following this format, students learn passively.Most of the time, they stay quiet and jot down what their teachers say.There are, of course, innovative alternatives, such as flipped classrooms and experiential learning, but these are still invariably designed by teachers.Despite the growing awareness and adoption of student-teacher partnership in other disciplines, legal education has been slow in responding to this call.As a teacher, I (Alice) observe that many colleagues regard course design as the teacher's exclusive jurisdiction.When they try out innovative technology for learning, for example, they will enlist technical staff or invest in new hardware or software.From my own experience, successful pedagogical innovation depends much on understanding and meeting students' needs, and we can do so by involving students as partners and co-designers.In this reflective piece, we (a law student and a law teacher) reflect on our experiences of initiating and engaging in a learning and assessment activity called in-class optional niche, or ICON in short.We will share how students have been empowered and incentivised to co-create learning and teaching materials and collaborate with their teacher and peers in the teaching process.Our aim is to show that student-teacher partnership in legal education is not only viable, but also beneficial to both students and teachers.We hope the entrenched expert-novice divide could be bridged by "a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualisation, decisionmaking, implementation, investigation, or analysis" (Cook-Sather et al., 2014, pp.6-7) with an emphasis on decision-making. IN-CLASS OPTIONAL NICHE (ICON)ICON is a learning and assessment activity in an intellectual property law elective.The course is offered to final-year students in four undergraduate programmes at the University of Hong Kong and delivered through 12 weekly seminars in one semester.ICON is optional as it is meant to invite (rather than require) students to share the teaching and learning of the course.While other assessment components of the course, namely an optional research essay and a compulsory written examination, test students' ability to analyse legal problems and present their arguments in writing, ICON aims at raising
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,009 | 0,007 |
| Communication savante | 0,009 | 0,006 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,008 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».