Learning Summary

During the fall semester of EME5050, I have had a chance to look at my own learning, my ideas about learning, and how technology affects both of these things. As with each of the formal classes I’ve taken in my graduate work, this class has taught me some unique things. Some of those items are as follows:


• I’ve significantly added to my portfolio of educational ideas and resources to reflect on and access in the future when I have a classroom of my own. I have organized both a written folder that I maintain in my home office and also keep a database of useful tips and resources in an electronic form on my office computer for easy access.

• I’ve been able to update my database of useful webpages and resources for both future class work and for when I have a classroom of my own. These resources have come from not only the assignments and readings, but also the postings from classmates to the discussions and the blogs reflection pieces.

• I’ve become more comfortable with utilizing social networking sites such as Facebook and blogging in both my personal and professional lives. Putting information “out there” on the web has been a learning experience and continues to be a great tool not only for staying in touch with family, friends, and colleagues, but has also resulted in some unexpected events like Wendy Drexler commenting on my Module 3 discussion posting. It has been important to me to integrate the new skills I’ve learned into my own personal and professional life, which tends to be a bit different than others!

• I’ve utilized a wiki for the first time, which hasn’t left a good impression on me, but it has helped me to understand what I don’t want to work with, which is also very helpful.

• I’ve become more familiar with the use of rubrics and have gained a new appreciation for those who draft them regularly.

Final Project for EME5050 Fall 2009 Semester

This is my final project for EME5050, which includes:

• My lesson plan, posted on my blog.
• My Curriculum Page displayed on my wiki;
• My digital storytelling rubric utilizing irubric; and
• My exemplar completed project for your viewing pleasure.

Lesson Plan-Digital Storytelling Project

Lesson Plan—Digital Storytelling Project—Abigail M. Johnston, Esquire

I. Grade Level

First Year Law Students, which includes adults of all ages and backgrounds and experience levels.

II. Curriculum Area

Legal Research & Writing, required by the American Bar Association for all first year law students, and satisfying the major writing project of the first year.

III. Related NETS-S Standards

A. Basic operations and concepts as applied to communication of basic information.

• Students demonstrate a sound understanding of the nature and operation of technology systems and how to utilize same to communication information.

• Students are proficient in the use of technology and its quirks.

B. Social, ethical, and human issues as applied to technology.

• Students understand the ethical, cultural, and societal issues related to technology along with the effect of same.

• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

C. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

D. Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

E. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.

• Students use technology tools to process data and report results.

• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

F. Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.

• Students employ technology in the development of strategies for solving problems in the real world.

IV. Appropriate American Bar Association Standard Codes

Standard 301. OBJECTIVES

(a) A law school shall maintain an educational program that prepares its students for admission to the bar, and effective and responsible participation in the legal profession.

Interpretation 301-2 A law school may offer an educational program designed to emphasize certain aspects of the law or the legal profession.

Interpretation 301-3 Among the factors to be considered in assessing the extent to which a law school complies with this Standard are the rigor of its academic program, including its assessment of student performance, and the bar passage rates of its graduates.

Interpretation 301-4 Among the factors to consider in assessing compliance with Standard 301(b) are whether students have reasonably comparable opportunities to benefit from regular interaction with fulltime faculty and other students, from such co-curricular programs as journals and competition teams, and from special events such as lecture series and short-time visitors.

Interpretation 301-5 For schools providing more than one enrollment or scheduling option, the opportunities to take advantage of the school’s educational program, co-curricular activities, and other educational benefits for students enrolled under one option shall be deemed reasonably comparable to the opportunities of students enrolled under other options if the opportunities are roughly proportional based upon the relative number of students enrolled in various options.

Standard 302. CURRICULUM

(a) A law school shall require that each student receive substantial instruction in:

(1) the substantive law generally regarded as necessary to effective and responsible participation in the legal profession;

(2) legal analysis and reasoning, legal research, problem solving, and oral communication;

(3) writing in a legal context, including at least one rigorous writing experience in the first year and at least one additional rigorous writing experience after the first year;

(4) other professional skills generally regarded as necessary for effective and responsible participation in the legal profession; and

(5) the history, goals, structure, values, rules and responsibilities of the legal profession and its members.

(b) A law school shall offer substantial opportunities for:

(1) live-client or other real-life practice experiences, appropriately supervised and designed to encourage dedication by students on their experiences and on the values and responsibilities of the legal profession, and the development of one’s ability to assess his or her performance and level of competence;

(2) student participation in pro bono activities; and

(3) small group work through seminars, directed research, small classes, or collaborative work.

Interpretation 302-1 Factors to be considered in evaluating the rigor of writing instruction include: the number and nature of writing projects assigned to students; the opportunities a student has to meet with a writing instructor for purposes of individualized assessment of the student’s written products; the number of drafts that a student must produce of any writing project; and the form of assessment used by the writing instructor.

Interpretation 302-2 Each law school is encouraged to be creative in developing programs of instruction in professional skills related to the various responsibilities which lawyers are called upon to meet, using the strengths and resources available to the school. Trial and appellate advocacy, alternative methods of dispute resolution, counseling, interviewing, negotiating, problem solving, factual investigation, organization and management of legal work, and drafting are among the areas of instruction in professional skills that ful_ ll Standard 302 (a)(4).

Interpretation 302-3 A school may satisfy the requirement for substantial instruction in professional skills in various ways, including, for example, requiring students to take one or more courses having substantial professional skills components. To be “substantial,” instruction in professional skills must engage each student in skills performances that are assessed by the instructor.

V. Lesson Description

During the course of the first semester of Legal Research and Writing, the first year law students will prepare and present a digital representation of a hypothetical case along with the required formal written memorandum of law. In doing so, the students will utilize IRAC, beginning with the Issue(s)/Facts, then laying out the applicable Rule or Rules of law (both the statutory authority and the applicable caselaw), continuing with the Analysis of the application of the law/rules to the facts at hand, and then finally drawing a Conclusion supported by the application of the law/rules to the facts. During the course of the semester, students will create each step of the IRAC process in both formal written and informal digital storytelling along with journaling about their reactions to the hypothetical case. To prepare for the project, students will review the assigned readings, participate in discussions in class, meet individually with the staff for approval of the proposed project and provide draft versions of the projects to their peers and the staff for review prior to the final submission. Presentations will be evaluated during a criterion-based rubric.

VI. Technology Integration

Students will be provided a great deal of leeway on the types of technology utilized in preparing and presenting their final project. The use of wikis or Prezis are encouraged, but not required. The specific technology utilized for the project will be discussed with each student and staff will provide support based on each student’s desire. Special emphasis will be placed on the technology available in the typical courtroom, including projectors, PowerPoint, and video.

VII. Research Component

ABA Rules and Regulations: http://www.abanet.org/legaled/standards/2009-2010%20StandardsWebContent/Chapter3.pdf

Discussion of Legal Writing issues and recommendations from practitioners and academicians: http://www.abajournal.com/blawgs/topic/legal+research+and+writing/

Lesson Plans, in general: http://www.lessonplanspage.com/edulinks.html