ORCID Profile
0000-0002-2911-4103
Current Organisation
University of Adelaide
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Publisher: SAGE Publications
Date: 02-2022
DOI: 10.1177/1037969X211065189
Abstract: The rapidly evolving legal landscape is changing the nature of law and increasing the need for lawyers to acquire new skills and capabilities suited to the future of legal work. Australia’s first dedicated design thinking unit in undergraduate law – Queensland University of Technology’s (QUTs) Law and Design Thinking – teaches students to respond to legal challenges in innovative and creative ways. Three years on, this unit provides a valuable case study that establishes design thinking as an essential addition to traditional legal curricula and one that will ensure graduates are equipped for the future of work.
Publisher: Informa UK Limited
Date: 21-09-2011
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-4666-8856-8.CH001
Abstract: This chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector—a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence).
Publisher: Oxford University Press (OUP)
Date: 29-08-2008
DOI: 10.1093/IJLIT/EAM010
Publisher: Bond University
Date: 2015
DOI: 10.53300/001C.6295
Abstract: Indigenous peoples in Australia are notably disadvantaged in the higher education context. The tertiary education sector must act constructively to increase participation rates and promote successful outcomes for Indigenous students. The Indigenisation of curriculum is a key means by which culturally competent and socially just education programs may be developed. In the legal education context, the incorporation of Indigenous-related content opens an avenue of critique of the Australian legal system and its differential impacts on Australia’s First Peoples. In this article, we review literature relating to the Indigenisation of curricula in four areas Indigenous issues, Indigenous perspectives, Indigenous law and Indigenous law students. Following this review, we present the findings of our exploratory study, which investigated the extent to which Indigenous-related content and perspectives are incorporated into the XXXX curriculum. We represent the Indigenisation of the curriculum as a key means of broadening the scope of student enquiry, and reinforcing the centrality of justice in teaching and learning about the law.
Publisher: Elsevier BV
Date: 09-2023
Publisher: Queensland University of Technology
Date: 03-08-2015
DOI: 10.5204/JLD.V8I2.242
Abstract: class="JLDAbstract" The increasingly integrated world has facilitated important international and trans-border trends, such as a progressively connected global economy, a significant growth in transnational business transactions and an increase in global regulation of global issues. Such globalisation has had a transformational impact on the legal profession in a number of ways. These include the need to provide advice on issues or transactions that have a transnational or international element the increasing globalisation of large law firms and the delivery of offshore services by legal service providers. This means that not only do law graduates need to be prepared to practice in an increasingly globalised economy and legal profession, there will also be new career opportunities available to them which require understanding of international law, for ex le in emerging international institutions and non-government organisations. Accordingly there is a need to ensure that law students develop the knowledge and skills they will require to succeed in a globalised legal profession. That is, there is a need to internationalise the law curriculum. This paper provides an insight into the recent progression of law schools in internationalising the law curriculum and provides practical avenues and strategies for the increased integration of international law, foreign law and a comparative perspective into core subjects which will develop the graduates’ knowledge and skills in international and foreign law, in order to enhance their ability to succeed as legal professionals in a globalised world.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 09-04-2022
DOI: 10.53761/1.19.2.9
Abstract: Higher education institutions universally need to maximise student engagement by modifying teaching practices in response to changes caused by globalisation, technological innovation, and community values. To do this, it is necessary to deeply understand the complexity of student needs and identify how to respond. The global shift to wholly online learning during COVID19 presented a unique opportunity to better understand the influences and outcomes of student engagement in practice. We conducted an extended 2-day focus group with students from an Australian university and applied Kahu and Nelson’s educational interface framework to investigate how the shift to online education affected students’ perceptions of learning and engagement. Students reported their primary needs related to digital competencies, flexible learning, and teacher care and enthusiasm. In these contexts, educators must support students to develop self-efficacy and a sense of belonging. However, most significant was the inextricable connection between students’ personal lives, including emotions and wellbeing, and their university lives. Students reported that they consistently prioritised lifeload over learning load, while consciously knowing their choices were at odds with their learning. We provide suggestions for improving future learning models, while also acknowledging more work is needed to better understand student lifeloads and decision-making. These insights are valuable for improving practice in higher education, as institutions internationally and sector wide continue to adapt to the evolving needs of students within global sociocultural contexts.
Publisher: Springer Nature Singapore
Date: 2022
Publisher: IEEE
Date: 12-2007
Publisher: Queensland University of Technology
Date: 27-07-2015
DOI: 10.5204/JLD.V8I2.237
Abstract: class="p1" class="JLDBodyText2" Welcome to this special edition of the em Journal of Learning Design /em which focuses on legal education and curriculum renewal in law. At the outset ,we would like to thank the editors of the Journal, Margaret Lloyd and Nan Bahr for agreeing to host this special edition. The special edition is timely as legal education in Australia is enjoying a lively period of renewal. class="p1"
Publisher: Emerald
Date: 06-11-2009
DOI: 10.1108/10650740911004822
Abstract: The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face‐to‐face classes are not feasible. The paper evaluates the use of assessable online discussion in facilitating collaborative learning and scaffolding reflection in work placement subjects. It reviews the literature regarding the use of online discussion, particularly for work placement subjects, and evaluates the use of an online discussion forum in a case study subject in the Queensland University of Technology (QUT) undergraduate law course. The paper suggests that assessable online discussion forums are appropriate to facilitate student collaboration and collaborative learning in work placement subjects. The paper is original in its examination of the assessment of online discussion in a work‐integrated learning context.
No related grants have been discovered for Judith McNamara.