Law: Posts

The Routledge/ALT Teaching with Technology Prize 2017

Entries now open!

Routledge and the Association of Law Teachers are delighted to announce that we are now accepting nominations for the Routledge/ALT Teaching with Technology Prize for 2017.

Do you use high-tech, innovative techniques to engage your students? Or perhaps you'd like to nominate your lecturer for their top-notch lectures, or you have a colleague whose efforts deserve to be recognised? If so, read on to find out more...

The Routledge/ALT Teaching Law with Technology Prize recognises, rewards and champions innovation in teaching and learning, with a £1,200 cash prize. The competition is free to enter, and is open to all law teachers in the UK.

Read on for more information on the entry process, judging criteria and deadlines. Please read all of the information below carefully before submitting your nomination. 

Routledge and the Association of Law Teachers are delighted to offer the Teaching Law with Technology Prize in order to recognize, reward and champion innovation in teaching and learning. The competition is open to all law teachers engaged in higher education in the UK, including those at private institutions.

All prize entries are considered under the following criteria:

  • Demonstrating a use of technology that has influenced and enhanced learning
  • Demonstrating a use of technology that has improved student engagement and performance
  • Using technology to advance practical legal skills
  • Promoting technology within the department or in the context of a research study

Not all criteria need to be met by each individual entry, and entries may choose to emphasise one dominant theme for their project.

The prize will be judged by the Routledge/ALT committee, consisting of:

  • Caroline Strevens, Head of Law School and Reader in Legal Education, University of Portsmouth and ALT Committee Member
  • Emily Allbon, Lecturer in Legal Skills and Method, City University, London and Winner of the 2013 prize
  • Siobhán Poole, Senior Editor for Law, Routledge

Entering the Routledge/ALT Teaching with Technology Prize is simple. If you or someone you know is making a difference through technology, we want to hear from you! We welcome nominations from students, academics and department heads. We will ask that you submit a brief sample of the project or materials for the Judges’ consideration. If the materials are open access this could be as straightforward as providing a link to the relevant website, and if password protected, could either be temporary access to the materials (if appropriate) or screen shots showcasing their organisation and functionality. The sample should be concise and straightforward to provide, as it is intended to be a supplement to the main substantive entry; e.g. were this provided as a document with screen shots, it should be no more than two pages.

How to enter:

  1. Download the submission form here.
  2. Compile your sample materials for consideration by the Judges.
  3. Return your completed submission form, together with the sample materials by email to law@routledge.com, using the subject line ‘ALT/Routledge Teaching Law with Technology Prize’ no later than 17th February 2017.

Shortlisted entrants must be prepared to attend the ALT Conference at the School of Law, University of Portsmouth (10-11 April 2017), where they will be asked to contribute to a plenary presentation (time and date to be confirmed).

At the ALT, the shortlisted entrants will each take part in a plenary session on Teaching Law with Technology, and will attend the annual conference dinner, where the winner of the prize will be announced.

Plenary Session:
The Teaching Law with Technology plenary session will take place during the conference (precise date and time to be confirmed once the conference schedule has been finalised).

The shortlisted entrants are asked to give a brief 10 minute presentation as part of this plenary, focusing on how their experience of using technology in teaching has improved student outcomes and engagement, and considering any wider issues or questions raised by their experience of teaching with technology.

An audience Q&A session will follow, led by the panel chair.

The Judges will assess each shortlisted presentation, based on the following criteria:

  • Originality
  • Scalability (including cost to implement)
  • Pedagogical Principles
  • Outcomes
  • Commonality
  • Live Audience Vote

Conference Dinner:
The award and a cash prize of £1,200 will be awarded to the winning entry at the ALT conference dinner.

How to Submit an Entry

To submit an entry, please read the information below carefully, or download a PDF copy.

Then, download and complete the submission form, compile your sample materials for consideration by the Judges and return your completed submission form, together with the sample materials by email to law@routledge.com. Please use the subject line ‘ALT/Routledge Teaching Law with Technology Prize’.

All entries must be received by 17th February 2017 in order to be considered.

Previous winners...

2016: Thomas Dunk, University of Hertfordshire - The 'Virtual Town'

"The teaching of Land Law at the University of Hertfordshire [in 2016] has been assisted by the use of the Virtual Town. This is a 3D model of a small town whereby land law concepts can be demonstrated to students, for example an easement can be demonstrated on the town to give a better idea of what this legal concept actually is and how it works. The town is incorporated into all three elements of our teaching strategy within the law school; Lectures, Tutorials and Workshops. The Virtual Town has been integrated into the assessment strategy - it was central to an oral boundary dispute assessment, whereby the dispute focused on four neighbours on one particular street of the Town."

2015: Michael Doherty, University of Central Lancashire - OpenLaw Map

"My project involved setting up an induction walking trail around sites of legal importance in the vicinity of our law school. We used technology in three ways; first, students used their phones to navigate between sites, find answers to simple quiz questions about the sites and to photograph them; second, students then worked in groups to produce blog entries on each site based on further legal research; third, the best blogs were posted on OpenLawMap, an interactive national map of places of legal significance that I had previously developed."

2014: Matthew J. Homewood, Nottingham Trent University - Twittery Vision

The aim of the Twittery Vision project was to use digital technology to enhance student engagement and encourage active learning in revision opportunities within the core EU law module at Nottingham Law School (NLS), Nottingham Trent University.In so doing, it was hypothesised that if successful in engaging students and influencing and enhancing learning, related performance improvements may also be achieved.

Twittery Vision took the form of a 'Twitter Revision Session’ and was publicised at a set time for a set duration (30 minutes).The only rule was that a particular hashtag should be used to accompany all queries (#eulawrocks). Matthew's promise was to answer all queries posted within the start and finish time.

2013: Emily Allbon and Sanmeet Kaur Dua, City University London - 'LearnMore'

"The Lawbore website had been running since 2002 at City University London, developing new features to suit its changing student body. The site had become popular with students outside of City too, and each year Emily created new sections – a careers blog, the hub and Learnmore, a skills portal. The focus of Lawbore was around making law accessible, fun and visual, and getting the students involved in creating content for the resource.

A new lecturer, Sanmeet, joined City and she and Emily hit it off via their teaching of Legal Method, before joining forces to extend the reach of Learnmore. Sanmeet’s experience in teaching core subjects across different programmes combined with Emily’s background in research and learning materials made for an ideal baseline to begin to look afresh at teaching legal skills. With bold, hand-drawn illustration they used the law student brain as a starting point, splitting resources into exams, writing, careers, mooting and research, as well as providing a section for newbies

Learnmore’s aim was to create tailor-made learning objects to help students in these fundamental areas, using a mixture of multimedia. These ranged from simple articles or advice pieces (written by us or students) to short talking slideshows on everything from understanding law reports to modes of address in moots. The mooting section was packed full of video clips to illustrate different discrete points. We'd spoken with students about their experiences when first mooting, in order to nail what areas of concern to focus on, and decided to 'keep it real' by using footage from one of our internal competitions. We watched hours of moots in order to pick out just the right examples for illustration - editing hell!"