Technology and presentation skills teaching: activity theory as a tool for the design and evaluation of strategies for the use of video as a learning tool in presentation skills teaching
This study presents the results of an investigation into first year undergraduate law students’ attitudes toward the use of video review and video feedback as a learning tool to support self-regulatory learning in presentation skills teaching. The students who participated in this study were all enrolled on a first year undergraduate presentation skills module. The module is part of a qualifying law degree at a post-1992 university in England. The first oral presentation performance they delivered in class was recorded using iPads. The students were then provided with access to their individual performance and the tutor’s feedback via a link to a central server. The students were asked to review the video away from the classroom. Nine students were interviewed for this case study and a theoretical framework based on activity theory was used to analyse the data and consider the design implications. The research suggests that more opportunities for peer and tutor communication and peer collaboration need to be introduced if self-regulatory behaviours are to be fostered in students. In methodological terms the research concludes that activity theory offers a useful tool for designing and evaluating technology enhanced approaches to legal skills teaching.
Keywords: Self-regulatory learning; legal education; activity theory; self-reflective learning; video; presentation skills
EJLT is an open access journal, aiming to disseminate academic work and perspectives as widely as possible to the benefit of the author and the author’s readers. It is the assumption of the EJLT that authors who publish in the journal wish their work to be available as freely and as widely as possible through the open access publishing channel.
Authors who publish with EJLT will retain copyright and moral rights in the underlying work but will grant all users the rights to copy, store and print for non-commercial use copies of their work. Commercial mirroring may also be carried out with the consent of the journal. The work must remain as published – without redaction or editing – and must clearly state the identity of the author and the originating EJLT url of the article. Any commercial use of the author’s work - apart from mirroring - requires the permission of the author and any aspects of the article which are the property of EJLT (e.g. typographical format) requires permission from EJLT.
Authors can sometimes become no longer contactable (through, for example, death or retirement). If this occurs, any rights in the work will pass to the European Journal of Law and Technology which will continue to make the work available in as wide a manner as possible to achieve the aims of open access and ensuring that an author's work continues to be available. An author - or their estate - can recover these rights from EJLT by providing contact information.
The European Journal of Law and Technology holds rights in format, publication and dissemination.
EJLT, as a non-commercial organisation - which receives donations to allow it to continue publishing – must retain information on reader access to journal articles. This means that we will not give permission to mirror the journal unless we can be provided with full details as to reader access to each and every journal article. We prefer and encourage deep linking rather than mirroring. Encouragement is thus given for all users – commercial and non-commercial – to provide indexes and links to articles in the EJLT where the index or link points to the location of the article on the EJLT server, rather than to stored copies on other servers.
Please contact the European Journal of Law and Technology if you are in any doubt as to what this statement of use covers.