Law, learning, technology: reiving ower the borders

Abstract

Serious consideration of our students’ learning requires us to engage with the theoretical constructs of other disciplines, some of which have much to tell us about how we teach law, how we might teach it more effectively; how our students learn and what they understand as learning. This interdisciplinary understanding is an essential component in the dialectic between theory and praxis of teaching and learning, and the law. If this is true for what might be termed more traditional learning methods, it is even more the case for computerbased educational interventions. In computer-based learning, the management of learning on many levels becomes critical to educational success, and the understanding and application of interdisciplinary theory plays an important role in the design and development of materials and in the learning events themselves.