| 作成者 |
|
|
|
| 本文言語 |
|
| 出版者 |
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 号 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| 関連DOI |
|
|
|
|
|
|
|
| 関連URI |
|
|
|
|
|
|
|
| 関連情報 |
|
|
|
|
|
|
|
| 概要 |
An experienced instructional designer and a legal professional jointly designed an Instructional Curriculum Map ("ICM") and it's rubrics for legal practice consisting of three parts: 1) to recognize s...ocial problems; 2) to create rules; and 3) to apply and amend/interpret such created rules. The learners highly evaluated the course and learners' skill levels increased as a result of taking the course implementing the ICM, although the necessity of improvements to the administrative aspects thereof are suggested by specialists. However, through analysis, it was concluded that the course could be improved if the following changes were made, namely, 1) learners are enrolled on a pre-program to enable them to acquire the skills to think logically, and 2) redundant explanations or multiple questions are avoided when a learner falls to progress and instead the dialogue is repeated when a learner falls to progress.続きを見る
|
Mendeley出力
Instructional Design and Strategy for Legal Practice