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Start Date
19-6-2020 12:00 PM
End Date
19-6-2020 12:45 PM
Presentation Type
Event
Description
This panel presentation considers asynchronous content from three perspectives. First, what can related disciplines teach about delivering asynchronous content? Specifically, how may evidence-based online teaching of technical writing inform on line teaching of legal writing? Second, the presentation will discuss strategies and corresponding online gadgets and gizmos for effectively converting a live legal writing course into an asynchronous course. And third, the presentation will address how to divide a legal writing course between asynchronous and live classes. What works for self-study and what should be preserved for live classes? The panel plans to leave plenty of time for questions.
Developing Asynchronous Content: Three Perspectives
This panel presentation considers asynchronous content from three perspectives. First, what can related disciplines teach about delivering asynchronous content? Specifically, how may evidence-based online teaching of technical writing inform on line teaching of legal writing? Second, the presentation will discuss strategies and corresponding online gadgets and gizmos for effectively converting a live legal writing course into an asynchronous course. And third, the presentation will address how to divide a legal writing course between asynchronous and live classes. What works for self-study and what should be preserved for live classes? The panel plans to leave plenty of time for questions.
Comments
The presenters provided the following additional content:
"Best Practices? Lessons from Technical Communication for Online Legal Writing Instruction," a bibliographic essay intended to transfer knowledge from the allied field of technical communication to legal writing.
"Demo of online peer-review tool Eli Review," a blog post outlining the pedagogy of online peer review and including links to videos with a demo of Eli Review, one tool, and links to videos of a previous demo of another tool, Peerceptiv, by Prof. Tracy Norton.