Interaction and reflection:

a new approach to skills and accounts teaching on the LPC

PresentersJames Catchpole College of Law

Liz Polding Oxford Institute of Legal Practice

Jill Cripps Oxford Institute of Legal Practice

Skills, accounts and the LPCThe importance of skills and accountsOn the LPCIn practiceThe SRAs viewTeaching and assessing skills and accountsLPC3 and beyond

Just another space?acceptance of the online environment as just another space for learning does not deny its potential to reconceptualize what is possible in teaching and learning

A resource with an accompanying book, not the other way roundEmpowering the learnerBuilding in opportunities for reflection throughoutMaking it easier to build a portfolioCompleting the learning cycle by reflecting on your work and feedback becomes the path of least resistance

Putting it all together variety of exercisesAudioVideoWhat should they do next?Missing wordsMultiple choiceTrue/FalseComplete a flow chartAnimated Demonstrations

Drop-down BoxesFill in the boxesMatching Drafting and writing exercisesPLR exercises for paper and electronic resources

Putting it all togetherIntroductions from practitioners what they want from their traineesFeedback at every pointAdditional exercises to give another opportunity to apply what they have learntA practical approach

Completing the learning cycle every timeThe place of reflectionThe importance of feedback If it is wrong, why is it wrong?What other possibilities are there and are they equally valid?If it is right, why is it right?How can I use this in another context?Encouraging learners to take responsibilityTelling storiesCase studies extended exercises pulling all the skills together and applying all knowledge

Subscribers home page highlighting reflective diary link

My account page

Solicitors Accounts Rules Exercise 5 (True/false)Initial question screen:

Completing the ledgers:

Multiple choice questions following a completed ledgerInitial question screen:

Overall score for exercise and general feedback:

Individual feedback on answers:

Overall score and general feedback:

Case Study Exercise 1 (video with MCQ)Initial question and video screen:

Diagnostics and the importance of putting the learner in chargeSpelling, grammar and consistencyEncouraging the learner to ask for help when they need itPutting the learner at the centre of the processEmbedding teaching points in the feedback throughout guiding them to make a judgement about their work as compared with the suggested answer

Diagnostics and the importance of putting the learner in chargeAllowing the learner to print off or include what they have produced, together with a suggested answer and their reflectionsWhere is my answer different and why?Where is my answer the same and why?In my opinion, are any differences significant is it just a question of style, or is there something more fundamental?What have I learnt from this experience?

Learning stylesThe variety of exercises allows for different preferences in learning stylesPractise in an environment which steers the learner through a complete learning cycle Building confidenceA wake up call skills are not soft or unimportantAccounts rote learning is not enoughWorking at your own paceComplements face to face teaching

Taking the idea forwardFeedback from reviewers and studentsWeb-based resources allow flexible access more likely to be used and usefulRole playing and story telling Practical exercises based on what the profession has been telling us they wantHopefully enjoyable!

For business accounts, the change in emphasis has moved away from construction of business accounts to an understanding of the basic principles of accounting and interpretation to ensure clients are appropriately advised. This involves learning the basic accounting concepts, but understanding more how they are used in accounts and their significance.

Solicitors Accounts remains unchanged, but possibly a greater emphasis on the application and understanding of the rules.