This Article examines the law school Vicarious Learning/Self Teaching Model in light of learning theory and instructional design. Further, it identifies both the good intuitions' and the many deficiencies
in how law professors develop and present instruction. More importantly, this Article offers a dramatically different approach to law school instruction, an approach more likely than current law teaching methodologies to produce effective, efficient, and appealing law school instruction.
Michael H. Schwartz,
Teaching Law by Design: How Learning Theory and Instructional Design Can Inform and Reform Law Teaching,
San Diego L. Rev.
Available at: https://digital.sandiego.edu/sdlr/vol38/iss2/2