Clickers In Classrooms

The audience response system or “Clickers”, TurningPoint, is now available in each of the School of Law classrooms. Professors using the classroom PC do not need to bring a Clicker Receiver to class. Professors simply need to open their PowerPoint presentation on the classroom PC via TurningPoint.

Students need to tune their Clickers to the correct channel for the classroom, as noted on a sign in each classroom:

channel list

Used for informal Q&A, attendance and assessment purposes, professors can easily integrate multiple choice or True/False questions directly into their PowerPoint slides using the TurningPoint software.  Students then submit their “anonymous” responses on their own personal clickers, which look like small remote controls. Depending on the settings, the results of the question are then displayed on the slide. No one will know whether you got the question right or wrong so you don’t have to be afraid to respond! You also can see whether you are in sync with the rest of your classmates.

For additional resources view:

Recording Your Class

Interested in recording your class? Panopto is Pepperdine University’s lecture capture system. The software is installed on every classroom computer and is simple to use.

If you plan on recording your class more than once a semester, please contact support@law.pepperdine.edu to request an account. You’ll get your recording links emailed to you automatically if you have an account.

There are different recording options, such as:

  • Audio– all recordings capture audio by default
  • PowerPoint– records the presentation slides you show on the class computer by default
  • Video– available for classrooms with cameras, records the front of the room only
  • Primary Screen– records any applications you use on the class computer, such as Word Documents, Web pages, Excel Files, TWEN Course page, etc.

1.) To start, click the Panopto icon on the desktoppanopto icon, or search for Panopto in the Windows Start Menu to launch the application.

2.) The default login will autofill. If you need the password, call the IS Help Desk, or pick up the in-room IS Support Desk help phone to be automatically connected to the help desk. Feel free to use your own username, if you have one.

3.) Double check that the settings you prefer are selected. Then click the Record button. You can minimize this application (don’t EXIT or close the program or shut off the computer) to show your class materials.PanoptoRecord
4.) When your class lesson is over, click the Stop button.  Once you click stop and the recording begins to process, it’s okay to minimize the Panopto screen and leave the classroom. Contact the IS Help Line for help retrieving your recording link.

stop

New LexisNexis App for iPad

For those of you who are in law practice or hope to be in the near future, it is becoming clear that you will want to exercise every advantage you can to make your contributions as a lawyer as competitive and innovative as you can.

As in many professions, the use of technology to leverage your skills to greater efficiency is a boon to law practice.

Lexis and Westlaw and now Bloomberg Law are anxious to stay relevant in a world that is in an app frenzy.  Not to say that many apps are not valuable, in fact there are myriad apps that address specific needs very well.

Lexis Nexis’ release of TextMap for iPad leverages this mobile platform for those reviewing transcripts in TextMap  6.2 .  If you are not familiar with TextMap, it is a transcript summary tool most commonly used for summarizing deposition transcripts.

This product is a far cry from what we used for deposition summaries back in the early 1990’s when I was a young law student looking for extra work … “Depo summaries my boy!  That’s what you should do!”  At least we had WordPerfect 5.1 for DOS back then — much better than a manual typewriter — I’m not THAT old.  But in the end it was high pay, highly manual, and high eye strain!  A terrific combination!  I couldn’t hack it.

Facts of life: There will be depositions in law practice.  Where there are depositions, there will be transcripts.  Where there are transcripts there will be transcript summaries.

Yes, you can hire someone to take the transcripts for you but in the end, every party needs their own depo summaries.  Who’s gong to summarize your depo transcripts?  You?  Get a tool.  TextMap is a popular solution and now with the iPad app, you can do it on the run (while you are sitting in the hall outside the courtroom waiting for the next thing to happen).

This is not an endorsement for TextMap.  Think of it as more of an endorsement of getting tools that work for you.  In the end, I found that I wasn’t cut out for depo summaries at all so I’m hardly the person to recommend any product in this area BUT if it makes it easier, I’m a fan.  It’s certainly worth a look.

Screenshot of TextMap for iPad

Daily Finance: LexisNexis TextMap App for iPad Allows Litigators to Review Transcripts Anytime, Anywhere

Law Technology News: LexisNexis App Reviews Transcripts on iPad

 

 

TWEN

TWENTWEN, The West Education Network (http://lawschool.westlaw.com): This is an online course management system where students’ can access course materials, submit assignments via Drop Box, sign-up for office hours (if available), take polls and quizzes, participate in class discussions, and exchange e-mail messages with your students.  The extent of your class TWEN usage is up to you, the professor, and your course objectives and goals.

Register on TWEN: In order to use TWEN you must first register your username and password. If you have already done this in order to use Westlaw, then you do not need to re-register for TWEN .  Westlaw, Westlaw Next and TWEN are all included in the same web site and registration is only required once.

For more information on TWEN, attend the Coffee Talk session on June 27 from 2-3 pm in the Law Library Learning Lab (Room 219). Melissa Hagar will be presenting on commonly used features.

Change Your Password

Login Form Image

You’ve probably seen or heard of the myriad of recent news headlines where popular organizations like Twitter or Evernote have been hacked. These organizations assure us that our data is not compromised, and advise us to change our passwords or they promptly change our passwords for us to reduce the amount of damage a hacker can do. There is often more to the story, and even passwords we think are quite clever may be cracked with relative ease. The blog Ars Technica featured a couple of stories recently about passwords, which I recommend you read. There are a few examples of presumably safe passwords that were cracked with relative ease. The first article described how a blog editor managed to crack passwords with some basic tools, and can be found here. The second is a follow-up article, where the consulting hackers took a shot at the same list. You can view that one here. They are both fairly detailed but I encourage you to read all the way to the end.

There is a convenient graphic that illustrates the complexity of certain passwords, which I also encourage you to read. It can be found here.

Safe passwords are hard(er) to crack. You cannot rely on a website to properly encrypt your password, as we have seen in the news so often lately. Password managers can be a useful tool to generate random passwords for you, if you are concerned you cannot come up with a good password. The downside is that these passwords will be nearly impossible to remember, which then requires a master password that you can remember. There are a number of password applications out there, KeePass and LastPass among the more popular options. Which one you choose is up to you. Be sure to look for apps for your chosen smartphone as well, so you can be safe from whatever device you are using.

Our own Julie Tausend also recently wrote a post on information security. In it, you’ll find links to university services and policies that can be useful to you in securing your information. You can also go straight to the source for passwords and other types of security at community.pepperdine.edu/it/security.

Be safe out there, and be sure to CHANGE YOUR PASSWORDS!

Finding Legal Apps

The following article was published by School of Law Research & Electronic Services Librarian, Alyssa Thurston. The original post can be found at the Law Library publication View from the Library

Apps just aren’t for finding a new place to eat or improving your Words with Friends score. The past several years have seen the development of a staggering array of apps designed specifically for lawyers and legal researchers. Using apps, you can do everything from supplementing your bar exam study to annotating PDF documents and monitoring jurors during trial – all from your tablet or smartphone.

With all of the legal apps out there these days, how to get started with finding one that works for you? A recent article, “Good Apps Aren’t Hard to Find: Resources for Finding Legal Apps”, lists several resources for locating legal apps. App stores, legal technology blogs, and legal content providers such as Lexis, Westlaw, and Bloomberg Law are all great starting points. Check out the article for more information and to start APP-lying your legal technology skills!

Pepperdine Password Quiz

True or False: It is against Pepperdine policy to reuse your Pepperdine password for any other web service.

 

 

 

 

 

It’s true, it is against Pepperdine policy to reuse your MyID password for other accounts or sites.

When you reuse your Pepperdine MyID password on Internet sites or accounts, you are making yourself vulnerable to attacks on your Pepperdine account, finances, grades, and more. In 2011 alone, millions of passwords were stolen from Internet sites like Sony Entertainment and Gawker. In 2012, more than 6 million LinkedIn passwords were compromised.

If you use the same password over many sites, the security of your password is only as good as the security of each individual website you use that password. And if one site is compromised, your entire web presence is compromised. Your author actually uses a different 20 digit passphrase for every single website he uses and its actually quite easy to manage using a Password Manager.

Password Managers

A password manager is a software program that securely stores many passwords and IDs with the goal of making multiple passwords easier to access and use. A password manager can be very helpful to people who have lots of passwords. Read more about password managers here.

http://community.pepperdine.edu/it/security/password/passmgrs.htm

If that seems like too much work, its probably because it is, but that all depends on how you value your security. Strong passwords take a hacker with lots of computing power a very long time to guess. And if all your passwords are different, having your password compromised on LinkedIn just means that you only have to change that password and not have to worry about your Pepperdine account, Bank account, or whatever password that you may also be using that password on.

If the thieves find a connection to Pepperdine, they will use your account to send spam or attack your identity. This has already happened at Pepperdine!

Interactive Features of TWEN

Westlaw LogoThe West Education Network (TWEN) is an online extension of the law school classroom. It is a tool that many professors currently use to post syllabi, course notes and resources, and assignment information. However, there are many additional interactive features of TWEN that are either unknown or rarely utilized. I will highlight a few of those:

Sign-Up Sheets: These can be used to set up office hours and schedule student conferences. They can also be used for students to sign up for paper topics and/or in-class presentation times. Essentially, if there is something you need students to sign-up for, this is the tool for you! You choose the dates and times and set the parameters for cancellation. TWEN also makes it easy to set up regularly scheduled office hours for the entire semester in a matter of minutes.

Customized Polling: Create polls that students can respond to anonymously. You can poll the class with the following types of questions: yes/no, true/false, and multiple choice. Use these polls in class our outside of class. Polling is done within TWEN and you can view the results visually as a bar graph or pie chart.

Wiki: Within this section of TWEN, you set up pages that can be collaboratively edited by faculty and/or students. You can specify who can view each page and who can edit each page. This is a great feature for activities or assignments where two or more students or faculty are working together to create a product.

These are just a few of many interactive features now available on TWEN. Next time you, the faculty, are organizing your course on TWEN, consider ways in which you can integrate these components effectively into your classroom instruction.

 

Integrating Technology into Legal Education

I’m not new to educational technology, but I am new to legal education. I’m also new to Pepperdine School of Law. As such, I recently administered an anonymous technology survey to law faculty in order to gauge their level of interest in educational technology and how it can be used to enhance teaching and learning. I will use this post as an opportunity to share with you two key findings:

Faculty Take Interest in their Students’ Learning Experience: At Pepperdine, faculty care about their students’ learning experience. 100% of respondents indicated that enhancing student engagement during class was their primary objective. Other popular objectives included:

  • Incorporating Active Learning techniques and in-class exercises
  • Enhancing learning with multimedia
  • Enhancing student engagement outside of class
  • Improving student assignments

Faculty are Interested in Technology: Faculty are interested in incorporating a variety of technology tools into their classroom. Here are just a few specific approaches of interest mentioned:

  • Document Sharing/Collaboration
  • Multimedia
  • Delivery of Online Content
  • Simulations
  • Feedback Surveys/Instruments
  • Clickers
  • Online Tutorials (to supplement course work)
  • Lecture Capture

Information Services Department LogoOne way the Information Services Department at the School of Law will assist faculty in the integration of technology is by providing regularly scheduled, hands-on learning sessions. These learning sessions will present practical and relevant ways in which faculty can integrate technology effectively into their classroom. The first learning session will be held on Monday June 11th at 12:30PM. Professor McNeal will lead the session with his experiences using clickers, and will present meaningful ways in which others can join him in using this tool to improve student outcomes.

Click Your Way to Success!

I’m new to legal education, and in order to get up to speed on how things work around here, I’ve had the privilege of  sitting in on a few law classes during their final days of the spring semester. One thing I noticed was that student participation was quite low. The lectures were engaging and I definitely learned a few new things, but I wonder…. would these classrooms benefit from the use of clickers? Would clickers increase student participation and student engagement? How could they be integrated into the various legal subjects? In this post I will outline a few of the benefits and uses of clickers in legal education, and present an interesting clicker case study from Harvard. Perhaps after reading this, you too will be convinced that clickers would be an excellent addition to law classes in the upcoming fall semester.

What are Clickers? Basically, they look like little remote controls (see image below to the left). They vary in size, shape, screen, and buttons (depending on the manufacturer).

Image of a clickerHow are clickers used in the classroom? They are mostly used for informal Q&A, but have also been used for attendance and assessment purposes. Professors can easily integrate multiple choice or True/False questions directly into their PowerPoint slides.  Students then submit their “anonymous” responses on their own personal clickers. Depending on the settings, the results of the question are then displayed on the slide. No one will know whether you got the question right or wrong so you don’t have to be afraid to respond! You also can see whether you are in sync with the rest of your classmates.

Why are clickers appropriate for a law course? Typically law professors implement a Socratic style teaching method. The professor asks a question, then selects a student to respond. This process gets repeated over and over again. One issue with such a learning experience is the fact that only one student is actively engaged in the dialogue. The other students may or may not be paying attention and/or answering the question in their own mind. Clickers change all that! Now when a question is asked, every student has to respond. But the good part is – students are responding anonymously, so they can focus more on thinking critically about the question than on being embarrassed in front of their peers.

What are some ways law professors could use clickers in their classrooms?  To assess prior knowledge, test student’s engagement with the required reading, check for understanding, identify misconceptions, ask questions, determine students’ opinions, obtain feedback, break up the lecture session, foster a sense of community, and hold students accountable. Professors have the option of using clicker responses as an assessment tool. Rather than have your entire grade based on an end-of-semester final exam, why not let clicker responses throughout the semester count as a small percentage towards students’ final course grade? This option may be a more accurate assessment of students’ acquired knowledge.

Are other law schools using this tool? YES! Harvard Law School is using it with success! A visiting professor explained how she used clickers in her classroom, here is what she had to say: “Students work the problems in advance, as homework. When they do the reading many think a little bit about the problems but only get half way to the solutions. The first day of using clickers I figure out who in class does that. The group who solved the problems for homework buzz in right away, while the rest will delay. I ask, “Can this debt be discharged in bankruptcy?” The half that responded instantly prepared the problem sufficiently. I address the delayed responses at that time, explaining the value of working the problem all the way to a definite answer.  With the second class of using clickers, I see the number of delayed responses go down. And with the third class the number goes down further. Students are preparing more fully in response to the follow up possible with clickers” (Excerpt taken from: http://libguides.law.harvard.edu/tlc)

What’s next?? If you are a student, advocate for the use of clickers in your classroom! If you are a professor, talk to your Instructional Technology staff about specific ways in which you can use these tools in your classroom. At Pepperdine Law School we will soon be starting a series of hands-on technology-based learning sessions for faculty, where we provide practical ways in which clickers and other tools can be effectively integrated into your classroom. One-on-one individualized technology consultations are also available. For more details, email support@law.pepperdine.edu. Additional information will be posted on our web site shortly!

For more resources view:

TurningPoint Installation Directions

TurningPoint Training

Eight Steps to Run TurningPoint