About | HeinOnline Law Journal Library | HeinOnline Law Journal Library | HeinOnline

LOG IN
LOG IN


7 Amicus Curiae 900 (2025-2026)
Shaping the Law Curriculum with Authentic Assessment: Online Dispute Resolution (ODR) Simulation and Dispute System Design (DSD) in Legal Education

handle is hein.journals/amcraesii7 and id is 932 raw text is: Amicus Curiae, Series 2, Vol 7, No 3, 900-921 (2026) SHAPING THE LAW CURRICULUM WITH AUTHENTIC ASSESSMENT: ONLINE DISPUTE RESOLUTION (ODR) SIMULATION AND DISPUTE SYSTEM DESIGN (DSD) IN LEGAL EDUCATION FAYE F WANG Brunel University of London Abstract This article updates the author's earlier study, Online Dispute Resolution Simulation: Shaping the Curriculum for Digital Lawyering (Wang 2021a), while advancing a distinct pedagogical contribution: it extends the original online dispute resolution (ODR) simulation framework to incorporate dispute system design (DSD) as a means of teaching students not only to participate in dispute resolution, but also to design, evaluate and govern technology-enabled dispute systems. The original study demonstrated how ODR simulation workshops create a virtual learning environment in which students develop both legal and digital competencies for future professional practice. Conducted since 2007 with undergraduate and postgraduate law students at Brunel University of London and other institutions and initially supported by funding from the Nominet Trust in 2010, these workshops promote active participation, intercultural communication and reflective practice, while strengthening skills in legal reasoning, problem-solving and digital communication. Building on this foundation, the article evaluates DSD as a new teaching initiative implemented within the University of London distance learning Alternative Dispute Resolution (ADR) module and Brunel University of London's Internet Law module. While ODR simulation and DSD differ in emphasis-practical dispute resolution versus system design- both employ authentic assessment, requiring students to apply knowledge and skills to realistic scenarios. Together, these approaches deepen engagement, foster critical reflection and enhance professional readiness for technology-enabled dispute resolution and digital lawyering. Keywords: online dispute resolution; dispute system design; artificial intelligence; authentic assessment; team-based learning; student-centred learning; research-informed teaching. Vol 7, No 3 (2026) 900