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Animation and multiple-choice questions as a formative feedback tool for legal education
journal contribution
posted on 2017-12-06, 00:00 authored by Stephen ColbranStephen Colbran, Anthony GildingAnthony Gilding, S ColbranTwo-dimensional animation when combined with multiple-choice questions affords an interesting and innovative formative feedback tool for engaging law students in problem-based learning. This article investigates methods for making animation a more accessible medium for legal academics. The article also describes, evaluates and reflects upon the results of a focus group and a survey of online law student perceptions on the combined use of animation and multiple-choice questions as a formative feedback tool. Ethical issues involving delinquent and guilty clients were used as the context in which to describe an animation workflow and explore student attitudes to animation. A website was created within which animations created by academics were included to provide feedback to scaffold student understanding of legal ethics. Students viewed the animations as a very positive learning experience, in the sense of making the lesson more interesting to learn, assisting them to learn and help visualise the ethical problems. Student comments highlighted design features which, when refined, may improve the quality of both the animations and the student experience in studying law using animation.
History
Volume
51Issue
3Start Page
249End Page
273Number of Pages
25eISSN
1943-0353ISSN
0306-9400Location
UKPublisher
RutledgePublisher DOI
Full Text URL
Language
en-ausPeer Reviewed
- Yes
Open Access
- No
External Author Affiliations
School of Business and Law (2013- ); University of Queensland;Era Eligible
- Yes