In the post-LETR environment, many questions still currently hang over the position of ethics and legal values in undergraduate legal education. The clear disjunction between the centrality of ethics in the profession and its absence from education was highlighted by the review as an area of proposed improvement. Furthermore, our students continually seek new mediums to engage with important legal subjects and issues, especially in the age of social media. With this in mind, Plymouth Law School has begun to fill this lacuna through using contemporary video resources to encourage consideration of legal values. This article evaluates live screencasting of current affairs to incite critical reflection upon collective legal values.

To cite this article: Craig Newbery-Jones (2016) Ethical experiments with the D-pad: exploring the potential of video games as a phenomenological tool for experiential legal education, The Law Teacher, 50:1, 61-81, In contemporary society, video games have become a ubiquitous cultural medium, a popular pastime rivalling television and cinema. While many preconceptions exist about the audience of these sources, often perpetuated by stereotypes around "gamer" culture, recent surveys have shown their wide-ranging demographic. Additionally, the masculine gender bias that is perceived to exist within gaming communities has been shown to be rapidly decreasing. This emerging universality has inevitably encouraged educationalists to consider how best to utilise gaming and elements of video game technology in the development of e-learning tools. Alongside their audio-visual features, it is the experiential and phenomenological characteristics of video games that can be employed to allow students to conceptualise abstract principles and actively experiment with their own ethical beliefs in an environment free of real-world consequences. Building upon the work of Maharg and Owen, and Lettieri et al., this paper will explore the potential of video games as a tool for experiential learning, specifically the study of ethics and related jurisprudential themes, and will propose how existing video games can be used as an educational tool for phenomenological experimentation of concepts. Finally, this article will draw upon the author's previous work to assert how video games can be used as a learning tool for the conceptualisation of abstract themes, specifically justice.

The Successful Law Student provides insights, advice, and perspectives on the student experience in the field of law. The focus is on the things that will make a big difference to the student experience, including making a smooth transition to university level study, getting the most out of lectures and feedback from tutors, advice on how to approach law exams, and finding a rewarding career. Complemented by a variety of insider voices, which add valuable context and real-life insight, the text includes extensive experience from the perspective of law teachers to explore the learning process and look beyond it to consider the wider definition of success and to provide help against the pressures of legal study.

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This chapter considers the wide range of sources that a law student will need to discover and explore in their legal studies for a range of different purposes. Guidance is given on different legal and other sources and their importance, including the difference between primary and secondary resources and their place in legal learning. Guidance is also provided on navigating the way to the right resources and using them to guide the student to greater understanding. This chapter considers the various resources available in the modern university, both traditional library resources and additional digital resources, and resources in the wider context of how these sources can be accessed and other study tools. This includes consideration of the ‘virtual learning environment’ or VLE.