« "Neurolaw" | Main | The Good Student Who Writes the Bad Exam »
Monday, January 14, 2008
Laptops in class, redux
At Concurring Opinions, Donald Braman discusses Larry Mitchell's (glowing) report on his recent experience with "laptopless" law-classes. Braman notes, among other things:
One cautionary note about going laptopless for those who are considering the move -- it can leave both students and professors feeling a bit exposed. A crowd of people looking at screens and a crowd of people staring directly at you are two very different things.
Something to think about!
I decided, this semester -- after several years of hand-wringing -- not to permit the use of laptops or other electronic devices in my Constitutional Law and Freedom of Religion courses. So, the comments to Braman's post are helpful (and a bit sobering). I hope -- genuinely -- that my decision will enhance my students' experience, and help them learn. That is, the decision does not reflect a selfish desire to be the object of attention, or a hostility to technology, etc. I really have become convinced not just that the class will be more fun, but that the students will learn more and better. I could be wrong, of course. We'll see . . ..
Posted by Rick Garnett on January 14, 2008 at 01:05 PM in Teaching Law | Permalink
TrackBack
TrackBack URL for this entry:
https://www.typepad.com/services/trackback/6a00d8341c6a7953ef00e54fde8d148833
Listed below are links to weblogs that reference Laptops in class, redux:
Comments
The defense of laptops seems mainly to be that some students need/prefer them to take notes. The criticism of laptops seems mainly to be that they cause students to distract themselves using the internet. So wouldn't a good solution be to disable internet access in the classroom but allow laptops?
Admittedly, this does not solve all the problems. If you want class to encourage students to learn to take handwritten notes for practice, or if you want students to have access to an online textbook, these concerns aren't captured. But for the most part, merely turning off the wireless network (if that's possible) would capture most of the concerns.
Posted by: Dave | Jan 16, 2008 11:39:25 AM
Having had classes where laptops were permitted and where they were prohibited, I can attest to the palatable change each has on the classroom environment. While I must admit I prefer the tone of a class where laptops are banned, I must break the rule if I am to be in such a class. There are many students, like myself, who must use laptops to take notes because physical conditions prevent them from handwriting. This has put me in awkward situations on numerous occasions. For example, one particular professor I had would routinely forget why I needed to continue using a computer and more than once called me out during class and railed on me for using the "prohibited device." In order to defend myself, I had to reveal to the entire class why I was permitted to use the computer. In addition, even when professors have not forgotten, fellow law students have questioned me about it. I understand why they are asking -- after all, if a professor told an entire class that laptops were banned, why does one person get an exception? -- but that doesn't change the fact it leads to awkward discussions that can be avoided if a few precautions are taken.
To any professor considering banning laptops in his/her class, I would recommend the following:
1. Ask the disability coordinator at your school if anyone in your class has accommodation to use a computer. If no one does, great! Prohibit away...
2. But, if (1) is the case, ask for a volunteer notetaker in the class and ask the disability coordinator to ask the student(s) in question if they mind using the notetaker's notes instead of their own.
3. As an alternative to (2) (and assuming you have the disabled student's permission) you could announce to the class that you have designated the (disabled) student the official laptop user in case you need someone to rapidly find a case or confirm a fact. [This worked for me. As the only laptop user in one of my classes my professor routinely called upon me to retrieve random quotes and facts... it made the entire situation far less awkward because no one asked me why I was "the chosen."]
Furthermore, I would like to express my agreement with the earlier poster who noted the difference between small and large classes. In my experience as a student, banning laptops in small classes and seminars promotes discussion. There is not as great a benefit to banning laptops in large classes because despite the lack of a computer, students will find ways to distract themselves.. (doodling, texting on cellphones, organizing their calendars, etc.... )
Posted by: A K Bay | Jan 15, 2008 5:20:26 PM
Some empirical observations, which, though limited, might shed light on this discussion: last spring, once I knew I was going to become a law professor, I observed classes taught by an experienced and talented prof in my subject area. Almost every student had a laptop, and from where I sat, I could see almost every screen well enough to discern whether or not the student was taking notes. If what I saw is typical, the arguments for banning laptops are pretty powerful.
At the best moments, I'd say about 95% of the students were using their laptops only to take notes (with the other 5% instant messaging or shopping). At worst, about 80% of the students were doing something other than taking notes. Those 80% moments didn't last long--more typically, perhaps 70% of the students seemed tuned in--but they weren't just blips either.
The timing of students' attention also was interesting. While students will sometimes say they tune out because classes are dull or poorly taught, what I saw suggested otherwise. I watched an experienced professor do a very good job teaching difficult material, yet students still chose to tune out. They also tuned out strategically; paying more attention when the professor seemed to be explaining black-letter rules, less attention when the professor was addressing more policy-oriented questions (even if the policy questions seemed fairly interesting), and significantly less attention any time other students were speaking (which, of course was obvious to the speaking students, which can't have left them feeling particularly respected by their classmates). The motivation, it appeared, was to tune in when exam-worthy material was being explained, and to ignore most other discussion.
While the students appeared to be attempting to be strategic, they generally were bad strategists. First, the obvious: when the professor shifted from conducting discussion to lecturing, students generally tuned back in. But for most students, there was a lag; they finished what they were doing on-line and then started taking notes. And even though the lags seemed to last only thirty seconds or so, that was long enough for students to miss critical parts of the lecture, and I suspected they were then misunderstanding much of the material even when they did pay attention.
What I saw undermines the standard student argument that students are competent to choose when to pay attention, and should have the autonomy to make that choice. I watched students use that autonomy in ways that were overtly disrespectful of their classmates. And while I suspect most of the students believed they were using that autonomy carefully, and in ways that would not undermine their own education, they were mistaken.
Posted by: Dave Owen | Jan 15, 2008 4:38:37 PM
To Scott's question:
As a student who had privilege of using Spencer's civil procedure book, I would have to say that the students’ reception of the online aspects was at best mixed. Very few students had the online book up during class, instead opting to lug the conventional hardback to each class. Some people did use the online version at out of class but more than often it was used as a substitution when students did not have their book with them.
While I consider myself to be comparatively more computer savvy than your average law student, after the first few readings I quickly abandoned the online version. It is a bit hard to explain but there is just something about having the book in your hands and using a real highlighter (as opposed to the electronic substitute) that enhances reading and comprehension when one is dealing with heavier reading.
I think that the best thing that can be said about the Spencer book is that its layout is reminiscent of undergrad textbooks and gives law school neophytes a sense of comfort and familiarity in a class that is often foreign and overwhelming. Additionally, the ordering of the material seems to be in organized in a more logical manner than in other case books.
Posted by: Jason | Jan 15, 2008 12:16:33 PM
I am a lecturer, and understand the problem of students who are distracted in class by the Internet. At the same time, like many people, I can type much faster than I can handwrite. It's true that for preparing for a class exam, you don't need a transcript of what the professor said. But I've referred back to class notes on numerous occasions since graduating: studying for the bar, in private practice, and even as an academic.
Posted by: Sapna | Jan 15, 2008 9:48:42 AM
For those who use Ben Spencer's exciting new civil procedure casebook, banning laptops in class would deprive the students of a very useful functionality. The casebook is electronic (as well as print) and contains hyperlinks to relevant sources and Black's definitions. Disabling the Internet or banning laptops would eliminate what might be a very important interactive source. Not having adopted the casebook myself (yet), I speak from ignorance. But, I would like to hear from prawfs and students who have had experience in a class that uses interactive source materials like that. The question of laptops and the balance between enhancement of learning and distraction from learning may become more important as more and more class materials become electronic.
Posted by: Scott Dodson | Jan 14, 2008 10:40:13 PM
Just my $0.02:
I personally prefer allowing laptops in classes in which there are a lot of students and the teaching method involves calling on students. I type much better notes than I could ever write and am rewarded for my ability to (usually) pay attention. Also, there is nothing as boring and counter-productive as being forced to listen to a professor grill a student for half an hour on the facts, holding, etc, of a case. The exception is when the professor is trying to elicit arguments and responses from students, rather than a rote recitation of facts.
Even so, realistically, most classes are all about the quality of notes you take, which in turn generate a quality outline from which to study for the final, which in turn comprises pretty much the entire grade. I know professors are looking for ways to get the students engaged with the material, but from a student's perspective, most classes come down solely to that final exam; the exam and the resulting grade are all that matter. (There have been notable exceptions in my experience and I am trying to get more out of law school than that; however, there is simply no hope for some of the classes I've taken.) From a student's perspective, a laptop on which to take notes is essential to obtaining the grade and little else matters.
Personally, I think that evinces a deep flaw with the current structure and system of law school. I was terrible (not for the lack of trying) at class participation and discussion; however, I took great notes and therefore got high grades. My fellow students who truly contributed to the class and enriched our classroom experience often got lower grades.
However, I do believe that smaller discussion-based classes (e.g.: seminar classes, practical skills classes, etc) should be laptop-free. These classes don't require the student to take massive amounts of dictation-style notes and banning laptops would allow the students to be engaged in the discussion.
In my opinion, the best option is to ban the internet--not laptops--and to strictly enforce that ban. Alternatively, change the system.
Posted by: Alyssa (2L) | Jan 14, 2008 9:36:24 PM
One possibility is that banning laptop use in a class may increase student attention on that particular class just because the experience is so different. It's like printing a memo on gold colored paper -- do it once, and it stands out on your desk, but if you print every memo on gold paper, the effect is lost. If all professors ban laptops, it may be back to doodles.
Posted by: Bruce Boyden | Jan 14, 2008 6:36:54 PM
Doug -- I guess I think the no-laptop rule will tend to help the students be better students *and* (eventually) better lawyers. I understand the point that the link is not always so close, but here it seems (to me) to be.
Posted by: Rick Garnett | Jan 14, 2008 4:54:07 PM
Doug--
I am in a fellowship, teaching legal research and writing (making the move to tenure-track next year). I do not allow laptop use in my classroom (except for specific in-class assignments) because the ability to go laptopless is a skill that a lawyer needs, and many students do not have those skills. Senior attorneys, judges, clients, and deponents often do not want or expect junior attorneys to keep a screen between them when they discuss something. They do expect a person to be able to take notes.
In short, I do think that the ability to take notes by hand will help students to be better lawyers, at least in the current market (though I think that this will change over time, as laptops and other technologies become more commonplace).
I have not yet decided whether to keep the no-laptop rule next year when I'm teaching a doctrinal class. LRW is uniquely a skills course, so the argument is strongest in that context. But the argument maintains some force throughout the law school curriculum, since law school is, in the main, professional training.
Posted by: Hillel Levin | Jan 14, 2008 4:28:35 PM
Rick, Do you think banning laptops in the classroom will make your students better lawyers or just better students? Of course, we'd all like to believe the student/lawyer link is close, but I am not so sure. More generally, on this topic and others, I am trying out a hierarchy of goals for law school instruction and serving students at LSI:
http://lsi.typepad.com/lsi/2008/01/a-heirarchy-of.html
Posted by: Doug B. | Jan 14, 2008 3:57:45 PM
This should probably be posted on the other article (and, in fact, may be)...but I find I use IM to ask (and answer) potentially trivial questions of my fellow classmates. This ensures that the questions we actually raise in class are worth the precious time they consume.
Posted by: SFG | Jan 14, 2008 1:56:42 PM
The comments to this entry are closed.