Author ORCID iD
Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.
Law schools should emulate museums. Having long understood the need to appeal to a diverse audience to convey an educational message, museums are old hands at leveraging the power of multimedia to teach visitors in an enjoyable, entertaining, equitable way.
This Article calls for professors to take cues from museums to curate students’ classroom experiences. By integrating five high-impact, low-friction strategies borrowed from the museum world, we can upgrade our classroom presentations and remove the barriers to entry long associated with hidebound, text-based law.
Cecilia A. Silver,
The Writing’s on the Wall: Using Multimedia Presentation Principles from the Museum World to Improve Law School Pedagogy,
Dick. L. Rev.
Available at: https://ideas.dickinsonlaw.psu.edu/dlr/vol126/iss2/4
Communication Technology and New Media Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Technology Commons, Instructional Media Design Commons, Legal Writing and Research Commons, Online and Distance Education Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Science and Technology Law Commons, Speech and Rhetorical Studies Commons