 Hynny'n ymgyrch yn ein ddweud y bydd y llwyffodau. Byddwn i'n ffrindio'n ddweud y byddai'n ei ddweud. Ymgyrch yn Siobhan Cullen, ac mae ymddoron dechrau. Rwy'n ei ddweud y Llyfrgell Llyfrgell Llyfrgell Llyfrgell. Mae'r partynau ar yng Nghymru, Gawdwy, ac Trinody. Mae'r ddweud yn ei ddweud. Mae'r ddweud yn ysgrifenni wedi'i gwybod i'r ysgolodau. felly mae'r bwysig iawn. Rwy'n cael ei wneud o'r ystod o'r Llyfrgell Llyfrgell, mae'r Llyfrgell Llyfrgell, a'r Llyfrgell Llyfrgell, yn gweithio'r ysgrifennu, a'r Llyfrgell Llyfrgell, a'r Llyfrgell Llyfrgell. Mae'r Llyfrgell Llyfrgell a'r Llyfrgell Ty, yn y Llyfrgell Llyfrgell yn all three of the areas in Donagol, in Galway, and here in Dublin. So, it's a type of community legal education, and we've targeted second level students in particular with what is now an accredited module. Whilst it has been done before street law exists internationally, this is the first time it's been done in Ireland at undergraduate level and as an accredited module, because very often these kind of pro bono law projects would be extracurricular. There would be voluntary things that students might do, whereas this is an accredited module at ten credits towards their degree. And all the lessons are made available and are open source, available on a website, and there's a permanent repository then of the lesson plans made available for all future street law users. So that's what street law is. I'm going to move on to tell you what we've done to date. I suppose we've consulted extensively, both with our partners and also with our consultants. We've two consultants on this project, one of the Law Society of Ireland, who in fact run street law, albeit at post-grad level and extracurricular, and also Georgetown Law School in Washington, who are the founders of street law, have worked closely with us in developing this. We've also looked at various international models and we spent a lot of time researching this. We wanted to create a street law model that is uniquely Irish and we were happy that we've done that. One of the steps was to create a logo. So quite a lot of work went into that. We wanted it to impact and we wanted it to demonstrate that this was an Irish street law model. And the students wear the t-shirts with the logo when they go out to the schools. So it's a very visual representation of this street law model. We've also registered streetlaw.ie and this is where the lesson plans are made available and where the blog that we'll mention later is used for students to interact. Interestingly, that was developed by the computing students in LIIT as part of a project that they worked on and they received a special purpose award in industry studies for developing our street law website. So we liked the fact that there was some additional collaboration there. Last semester, so before Christmas, we piloted street law by which I mean it wasn't an accredited module. Students did it voluntarily, extra curricular and we used that pilot to inform the development of the module. The teaching environment is blackboard which is being used as well as the website to use the digital resources. So those students will be eligible for a special purpose award in civic engagement but they essentially did it extra curricular. We wanted to develop a uniquely Irish brand and I suppose that kind of happens by itself with street law because it's Irish law, they're teaching so there can't be any other way of doing it. The answer is that you go into the schools and you ask the students which areas of law they'd like to learn about so it's almost like law for teenagers essentially in terms of the areas that they've picked. Those lesson plans have now been researched, prepared, drafted by the students who work in teams on this under our supervision and mentorship and they're now available on the website. It's been really positively received and we have to say our sense is that lots and lots of schools would like to do it. There's been a great demand. The house has been on going evaluation by our students, by the second level pupils who've all completed questionnaires at the conclusion of the pilot as have the teachers and we've used that to inform the development of the module. But certainly our take on it is that we could have delivered street law in double the number of schools at the very least than we have been able to date. So the module has now been accredited and validated by external panel and as I say we've used the feedback in order to inform that and the assessment is largely based on reflection but has been rigorously examined by the external panel. Reflection, exit interviews and ongoing supervision in seminar. The other things that we've done is that we've created resource packs which are sort of physically available as well as what's available on the website and a bespoke handbook for street law. The orientation programme was a big event in terms of the collaborative nature of this product. So this happened in January in Letter Kenney and our collaborating partners attended with all of their students so the great thing was we had students from Letter Kenney from Trinity and Galway all being trained together for three days over a weekend by the Georgetown trainers who came as did the Law Society of Ireland and they brought their own street law graduates to have a delivered street law. So it was a fantastic event and it was great to see the students working together from the three different institutions and that basically was their training to go out and deliver street law in the schools. So as we speak we are delivering street law in four schools in Donegal and this will culminate in a mock trial which we've scheduled for the 13th of March where the schools will compete with each other will bring them to the college and I think there's a positive aspect to bringing the secondary school students to the college and they'll compete in a mock trial which our students are training them for currently. In terms of what's happening in the two partnering institutions they are actually piloting street law this semester so they've taken our model, our schedule that we used in our pilot and we've shared that and they're piloting now as we speak and with a view to then comparing the pilot and our accredited module and refining the whole thing going forward. So that's, I suppose, in a nutshell what we've done to date. I'm now going to pass you on to Brona to talk about the impact and evaluation. Hi, good afternoon. Siobhan has briefly mentioned the evaluation and we're very conscious of making sure that the street law that we developed is a very diverse model as it were. So we've put in evaluation at loads of different stages. So the first one that we've put in is for our own students themselves. So effectively the students were very lucky. It's kind of a competitive process quite simply because more of them want to do it than we have places available. So that's, I suppose, made sure that we have interested students taking up the street law module now as it is but even in the pilot the same thing there were more of them wanted to do it than we could facilitate. So that's a big block when they're trained up to teach street law. And at the start of that the first thing we've done with them is they complete before they do anything at all a pre-orientation questionnaire and its purpose is essentially to assess their context so you're looking at what kind of experience they bring to it. Have they ever taught anything before because remember these are law students part of their training is certainly not teaching but you'd be surprised at how much good exposure they've had whether it's in youth groups or sports clubs or indeed just that but it's a really good, I suppose, icebreaker to see where they're coming from with that so you're looking at their experience but you're also looking at their expectation what are they expecting from street law and they know about street law and it's got great I suppose it's become a great buzzword already in the short time that we've been around it and so that in itself sells it so would you want to check that they're real that they know what it's really involved and a lot of them are on the civic engagement bent which is lovely as in they're all into public legal education and so on but I think that's probably because so far it's, you know, we've been able to offer it only in limited supply and that obviously gets people who are maybe more civic orientated than others we do a similar survey at the end so either last part of that questionnaire also asks them how would they go in and teach a topic and we pick something really simple like murder if they were to go in and teach second levels or a group who knew nothing about it how would they set it up and remember they're coming from a very academic mode where if they're getting taught murder it is and the law says and it does this and this case said this and this you know it's all about how it was held and so on so to change they're basically inducted to the interactive methodology over that weekend where they learn that it's going to be teaching by doing it's not going to be delivery of information it's going to be we'll do activities and generate information and what should the law be so at the end of the weekend even for themselves they have to redo that and to be honest it's really good evidence of the learning over a three day block how much they change themselves because they get more out of it they learn so I suppose they're converts by the end of the weekend and they know that you know you can actually really hard legal topic to people who know no law relatively easily so that's for our third level students who are going out that's initially to set them up for the program during the delivery of the program as Siobhan said at the moment we're delivering it with the TY pupils so for them we want to make sure that they're as engaged as possible so we assess them in two different ways the first one is at the start which we've just done for the current version is we do a digital survey and that's really for us to identify the whole well I suppose to tap into that idea that they're all very digitally literate and it's to check that and to see where they're most digitally friendly and what they like scarily unfortunately what they really like is YouTube so that's going to up the ante for us because it means instead of Snapchat is next best which is slightly less scary but you know that's the current cohort of them and then Facebook comes down the line obviously we're much more wordy and we prefer not to be putting pictures and videos of ourselves up there the good part is that they're probably not so afraid of that so we can use them and that's what we're going to have to do looking forward where we've all referred to our website at the moment it's very much you know words, documents and facilitating as a blog and so on but it's not as interactive as maybe they would like them we're going to have to up the ante there but hopefully our computing students will come back on board and facilitate us a little in that I have to say though the irony of that is is that they may love all these interactive mediums parts of that questionnaire ask them if you are you know if we'll provide a training for any aspect of digital interaction what would you want education on that they want you to do it for them but they're not so hot in it themselves which makes me feel a little less afraid as well at the end of the street law programme they also complete a questionnaire and there's this very superficial by that I mean it's about what did you learn what legal things did you learn did you like it what activities did you like best did you like working in groups and for the pilot we've had that feedback and the feedback was really really positive the depressing part of that might be that their ordinary day is so school textbook based and they're not allowed that interaction now you can sort of understand it because it would be hard to control for every maths class that they were chatting with their neighbours and so on but they really engage with it and they love that level of interaction and they all learnt lots which is ultimately what we want the third level students at the end of each teaching session we had them in the pilot complete and evaluation form now the purpose of that was to really get them thinking the third level students what we want them to develop out of these transferable skills and one of the key transferable skills is this ability to learn so that they go out as lifelong learners so what they really were trying to get them to do in addition to the whole teaching element it's to look back and assess their performance and learn what they can do about it to make it better so their evaluation form was much more directed at developing those reflective skills so that they would look back at what was good why was it good and how I can reinforce that pick out maybe the weaknesses and how they can undo those and try and work around them the next time out but ideally again to make them lifelong learning skills were trying to embed in them and that's what their evaluations are primarily about and as Siobhan said in the assessed module reflection will form part of their actual assessment so we're just kind of trying to set up the structures to help them out on that we're also very fortunate and we have Tilly here today she's doing masters by research evaluation of street law so she's standing in the wings watching everybody do all of this two minutes okay, I'm going to start flying now sadly so we have the product of that down that I'm just gave we've got through academic accreditation which was also great our partner institutist have yet to do it so we're ready to see how they'll get on we'll see the next slide national impact I go to fly over this because a lot of this is what Siobhan has already said it's an extension of that basically the more the merrier everybody we have connected with along the way has pretty much wanted more of it now that's going to pose its own challenges in terms of management I mean we'd love to have every student going out to do it every school would love to have it but there's quality control and there's actual facilitation of it and that will be a challenge but certainly what we want to do is continue that we want to I suppose specifically move we're delivering to transition year students because they were a very ideal target it fits a niche where they're looking for that kind of civic citizenship and all of that kind of information they have the time out to learn about that but we equally want to try and access the more marginalised groups and schools and we've had a good demand from we're going to do an outreach session this term with early school completion levers to try and see about feeling those kind of gaps as well because street law is about bringing law to those less likely to receive it otherwise so in terms of our collaboration we want to continue in the vein we're on but also extend it to include those kind of groups our website Siobhan has already alluded to and I'll do a quick click on it before we're out of here one of the big things about street law is it's about sharing so that sharing is us putting everything out there that anybody who wants to run it can have it but the lovely thing about it is is that people who've done street law are fantastic at coming back and then we had the orientation in January we had people from the states who came voluntarily to participate to spread the word and that's a big thing about street law they're so contaged by it that they feel that they have to spread it and put everybody else on the same wavelength and again it's coming back to the overall policy agenda we're sitting in the campus engage situation where we want our students to be more involved and not just solely academic and I am flying on to the last slide to keep to my time I'll click on the website if you want but I'll go forward to the last one is effectively what we want to create are you, if you're teaching heroes, we want to create street law heroes so that anybody who knows about street law is converted to it sees the merit in it and wants to take it to wherever forum they can use it and I have to say one of the issues are not issues one of the comments that came from our academic accreditation was that this could be multidisciplinary and that's for sure this whole approach could be taken to other disciplines and we could work with other disciplines in this in the states there are some who do it with their social care units where they provide that type of interaction as well but certainly that's what we want to create in terms of long term sustainability if people are converted to it we think they will spread the word and ultimately through that they will build belief capacity and community ok thank you very much sorry for the last bit on speed