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Enhancing student learning of law by involving students (and colleagues) in developing multi‐media teaching and learning materials

EFFORTS TO improve the quality of teaching and learning have been a hallmark of the 1990s tertiary educational landscape in Australian universities. Various federal, state, and institutional schemes have been devised over the past decade or so to enhance the role of teaching and learning at tertiary level. One of the most notable is that promoted by the Committee for University Teaching and Staff Development (CUTSD), a federal government initiative that assumed some of the functions of the former Committee for the Advancement of University Teaching (CAUT). Both Committees have helped raise the profile of university teaching and learning by awarding various grants and prestigious fellowships to individuals and to groups. Although some of these prizes have been awarded for work in more commonplace areas of inquiry in education, many grants and fellowships have been awarded to academics who wish to design innovative teaching and learning materials for flexible learning, such as the one described in this article. One might well expect that project applicants would necessarily involve students actively in all aspects of the project in order to achieve the ultimate goal of enhancing student learning. Surprisingly, though, not all grant applications that are submitted to federal funding bodies for funding approval in Australia draw upon student knowledge to full advantage. Nor do they draw on the expertise of academics in other disciplines, such as