Abstract—An experienced instructional designer and a legal
professional jointly designed an Instructional Curriculum Map
(“ICM”) and it’s rubrics for legal practice consisting of three
parts: 1) to recognize social problems; 2) to create rules; and 3)
to apply and amend/interpret such created rules. The learners
highly evaluated the course and learners’ skill levels increased
as a result of taking the course implementing the ICM, although
the necessity of improvements to the administrative aspects
thereof are suggested by specialists. However, through analysis,
it was concluded that the course could be improved if the
following changes were made, namely, 1) learners are enrolled
on a pre-program to enable them to acquire the skills to think
logically, and 2) redundant explanations or multiple questions
are avoided when a learner fails to progress and instead the
dialogue is repeated when a learner fails to progress.
Index Terms—Instructional design, layout of argument, learning strategy, legal education.
T. Ninomiya is with the Graduate School of Interdisciplinary Information Studies, the University of Tokyo, Tokyo, 113-0033, Japan (e-mail: firstname.lastname@example.org).
S. Teramoto is with the Graduate School for Law, Kyushu University, Fukuoka, 812-8581, Japan (e-mail: email@example.com).
Cite: T. Ninomiya and S. Teramoto, "Instructional Designand Strategy for Legal Practice," International Journal of Information and Education Technology vol. 5, no. 4, pp. 242-245, 2015.