Issue 5 By Timothy Sarder The lifeblood and composition of a student body is annually refreshed, with a new set of first-years replacing the final year students who’ve just left. By the end of a four-year cycle in the JD, we effectively have an entirely different set of people making up the cohort. Do the values and actions of the former students linger in that exchange of time? Yes, to an extent. Enough of a “handover” takes place that the impact made by prior years isn’t completely erased. This is formalised, institutionally, by student groups such as the LSS and LLSN that have constitutions, aims, and customs passed down. It also happens in informally, through discussions and friendships with students in earlier years, and learning about their experiences in the degree. And, to get a bit meta, it occurs through ‘constructive’ (yes, I read the comments section too) dialogue in formats like De Minimis. Unlike most other courses at this University, you do not, by default, have access to recordings of your lectures at law school. The reasons for or against this policy have been discussed in previous De Minimis articles. My concern is for new students who find themselves irked by the law school’s policy (or its implementation) on recordings. There may be those who are already questioning it. There will also be those who find themselves disadvantaged when they suffer from the realities of life that result in them not being able to keep up with classes through recordings, or having to jump through arbitrary administrative hoops in order to get those recordings. It used to be worse. There used to be effectively no recordings. However, in 2016 a petition was made in support of recorded lectures that ignited rigorous debate amongst both staff and students. It spurred on official support for fully recorded lectures in law from UMSU and the GSA, as well as consultation with the LSS and LLSN on the issue. The ultimate result was a policy change and the introduction of limited lecture recordings. Now, one lecture stream per subject (for a selection of compulsory subjects only) is recorded each semester for students who can demonstrate ongoing need or other particular considerations requiring them to access the recordings. This is the policy that has remained in place since, other than the requirement of 10-days consecutive absence needing to be shown being relaxed to only 10 days cumulative absence. 2018 is special. We don’t just have a new year of students. We have a new Dean with the appointment of Professor Pip Nicholson. I was fortunate to be present at an informal meeting with the new Dean and several stakeholders in the lecture recordings debate, namely Nicholas Parry-Jones (founder of the original petition), Toby Silcock (UMSU Education (Academic Affairs) Officer) and Brad Knight (GSA General Secretary). Dean Nicholson expressed an understanding of, and a willingness to listen to, our concerns and frustrations about the current policy. The Dean also noted that there are complex intersecting cultural, equity, and pedagogical issues underpinning this debate. The Dean suggested that if there is to be progress on the issue, it would not likely be made on a whim, but after a long process – such as through a student working group that would collect quantitative data. There is a very old De Minimis issue from decades gone by on the fears of the technology of using slide projectors adversely impacting upon the teaching style and character of law lecturing. In the decades since, we have seen not just slide projectors, but PowerPoint, laptops, and the capacity to record lectures come in, and I wonder whether any of them have or will substantially alter the fundamental mode of learning at the school. Point is, there has always, and will always be reactionaries drawing the longbow as a means to argue against the implementation of changes that may benefit students. If you are a first-year student who finds yourself dismayed by the state of lecture recordings at this law school – please be aware of, and consider the above. Think through what constructive steps you can take to advocate for change on this issue. If advances in student equity are always incremental, then we must, at the very least, make sure they keep up their momentum.
John
27/3/2018 12:31:15 am
Tim, remember that there are still plenty of students who are opposed to recording of all lectures. I don't think it's very nice of you to label them 'reactionary' just because they happen to disagree with your point of view.
He’s right you know.
27/3/2018 07:08:39 am
The existence of online recordings can be very damaging to a student’s educational experience. The availability of online recordings is a huge temptation which they can do without. When students skip class safe in the knowledge that they can just watch it online later, they commonly do not actually watch it later, or allow them to pile up and attempt to cram them all into a weekend before exams. Sure, some students are very highly organised and have a lot of self discipline, but the truth is many of us are suckers for procrastination and the more excuses we are given the more we will take. We frankly need saving from ourselves.
Ya, but
27/3/2018 08:01:18 pm
Whilst I agree with most of the above, unfortunately “just working less” isn’t a viable option for everyone. Just a thought!
Gross comment
27/3/2018 09:34:55 pm
Interesting Orwellian twist on the word "welfare" to describe not providing a student equity entitlement to students. Perhaps law school is the opportunity for you to learn that self-discipline you state you lack. You seem to believe those students "working too many hours" require more discipline but did you consider that those are the students who are most disadvantaged and most in need of support?
But you're not
27/3/2018 10:53:46 pm
Hmm, let's see, not being able to attend class because you have to work to survive vs not having the self control to stop procrastinating and commit to listening a recording. I wonder which deserves to come under the label of 'welfare'. Seriously dude, was your comment meant to be satirical ?
I'm right you know
27/3/2018 11:26:19 pm
Part time work is probably required for anyone living independently without family assistance and studying the JD, but anything more isn't really that necessary. This is why youth allowance and austudy exists, which along with rent assistance gives students living independently something like $550 per fortnight. Coupled with part time work of even just 10 hours a week should be sufficient for pretty much everyone. Its not luxurious but you can certainly survive and even survive comfortably. If you can't afford to pay rent, maybe you should be renting somewhere cheaper.
Living on Centrelink and Work
28/3/2018 08:42:40 am
It's barely enough to survive. The "$550" a fortnight you get from Centrelink starts to get reduced as you start earning money from part time or casual work. The Centrelink amounts themselves are below the poverty line.
No
28/3/2018 02:46:11 pm
A single person renting alone can get $580.6 per fortnight from independent youth allowance/Austudy and rent assistance.You can earn up to $437 per fortnight beyond which the payment starts to decrease. It doesn’t take much to reach $437, about 10-15 hours a week should do it, and this usually shouldn’t be enough to cause a conflict with classes.
Timothy
28/3/2018 03:50:02 pm
It's beyond living frugally, it is a severe amount of stress and hardship compared to someone who does not have that time. If you live out of home and have to work it does significantly cut into your time to attend classes, complete assignments, and perform the extra curricular activities.
Tim (addendum)
28/3/2018 03:52:37 pm
Meant to say - and their need is greater than those who haven't learned the discipline to attend lectures even though they have abundant free-time without work obligations outside university.
Probably Some rich asshole
28/3/2018 04:19:17 pm
I frankly don’t believe that anyone can legitimately claim class differences that mean they need to work make it too difficult for them to attend classes.
Timothy
28/3/2018 04:43:32 pm
A student here once told me that they thought students who have to work to survive actually have an "advantage" because they learn time-management skills that those who don't work lack the time to develop. The argument provided above about 'self-discipline' is a similar perverse twist on trying to assert the more lucky and well-off are the ones who truly suffer.
Timothy
27/3/2018 09:32:21 pm
Hi John,
Radical Conservative
27/3/2018 11:34:23 pm
"A reactionary is one who is opposing reform in favour of maintaining the status quo. The term is appropriate. "
Timothy
28/3/2018 04:53:30 pm
The anti-gay marriage in that scenario is probably more likely to be the reactionary there (being the regressive stance) but this article is about lecture recordings getting pretty tangential here
Conservative Radical
28/3/2018 06:53:42 pm
So does being a reactionary mean opposing a reform or does it only mean opposing a reform that you happen to personally agree with and support?
A grad
27/3/2018 06:59:05 pm
I think the above commenters should try entering a job market where the majority of those competing with you for jobs had recorded lectures and then see if they hold their views.
John
27/3/2018 07:26:22 pm
Hi A Grad, I am the first commenter and am currently a solicitor at a top tier firm, after graduating from MLS in 2016.
Genuinely interested
27/3/2018 09:24:36 pm
What do you think the correlation is between recorded/non-recorded lectures and performance in the job market?
A Grad
28/3/2018 09:01:04 pm
The correlation is a 24% grad placement rate, while paying 20% more than the nearest (imo only) competition. The correlation is a near 50-50 match with our G08 competitors at top firms. It should not be this way. When students (or the tax payer) pay 20% more we should be AT LEAST 20% better represented.
Genuinely Interested
30/3/2018 12:38:03 am
Thanks for your reply, A Grad. I'm still not sure that I'm convinced between your suggested connection between recorded lectures and performance in the job market. You point to Monash law students' better work experience at the time of graduating as giving them a possible advantage in the job market, but I would suggest that this is probably more likely due to the fact that they're seeking part time legal work/ volunteering throughout a 5-6 year law degree, as opposed to a 3-3.5 year one as we are in the Melbourne JD.
Reactionaries go Back Centuries
10/4/2018 07:44:20 am
Socrates was worried about the introduction of the use of books in schools impacting students' ability to remember things. We only remember this now because Plato wrote it down. Comments are closed.
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