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Stefania Passera - Contract Design & Visualization ConsultantAmicimore_vert

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Stefania Passera - Contract Design & Visualization Consultant

Amici del nord-est (Italia) interessati al #legaldesign, sarò ad Udine il 6 dicembre per un workshop pomeridiano sul tema, in collaborazione con Associazione Animaimpresa e paola fattori + Pietro Tonchia di LegalNext.

Iscrizioni via mail info@legalnext.it entro il 25.11.2019, l'evento è gratuito ma i posti sono limitati!

Il workshop sarà eccezionalmente in Italiano, per cui chiedo venia in anticipo per ogni inglesismo e strafalcione (se sapete come si dica #designpattern #userexperience #usercentereddesign e robe così in Italiano prego accorrete numerosi in mio aiuto!)


#contractdesign #legaltech #legalinnovation #designthinking #plainlanguage #informationdesign

Il 6 dicembre alle ore 15.00 presso lo spazio Coworking Lino’s & Co di Udine, si terrà un workshop per approfondire gli strumenti per rendere il linguaggio “Legal” fruibile ed efficiente, tramite il Legal Design.

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I use frequently tablet for my concept maps (mind maps).more_vert

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I use frequently tablet for my concept maps (mind maps). For me is the basic of every structure.

Please take note of learning methods and legal design, I path Margaret Hagan is doing.

Follow this notes: http://itecideas.pbworks.com/w/page/46598586/Concept%20Maps

Concept Maps last edited by MaryAnne Nestor 7 years ago

According to Jonassen, D., Howland, J., & Marra, R., “Building models using different computer-based modeling tools is perhaps the most conceptually engaging classroom activity possible that has the greatest potential for engaging and encouraging conceptual change processes.” (2011, Kindle Location 4564). The assumption is that if the student can’t model it, they don’t know it. Modeling may be created using concept mapping, spreadsheets, and databases, among others. When students use the computer "to model phenomena, students are teaching the computer, rather than the computer teaching the student.” (Jonassen, et al., 2011, Kindle Location 4601) Students cannot use concept mapping without deep thinking about the content. In other words, the user has to think harder about the content than how to use the computer to render the content.

Concept Mapping (Jonassen, 2006) helps students comprehend and remember what they are learning. Should the model be of systems and how they are integrated together, then it helps the student understand how the information is tied together. In addition, if the students compare their concept maps with other students they can see how others represent the same ideas, for deeper thinking. Working together on concept maps are also useful because this gives the learners a reason to reflect on knowledge in association with ideas presented by the others in the group.

A concept map is composed of nodes (or concepts and ideas) that are connected by links which are propositions or relationships. In software programs the nodes are represented by blocks and the links are represented by lines. According to Jonassen, et al., (2011) the ability to describe the links is the most important intellectual requirement and that concept mapping software without this ability is not useful. “The more exact and descriptive these links are, the better the map is.” (Jonassen, et al., 2011) For this reason, Jonassen, et al. do not think that adding graphics, etc. is prudent. It’s easy to get carried away with the graphics and give less importance to the links.

The following image is a great model to structure texts.

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David Jonassen (September 14, 1947 – December 2, 2012)more_vert

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David Jonassen (September 14, 1947 – December 2, 2012) was an educational reformer whose ideas have been influential in instructional design and educational technology. Although Jonassen is best known for his publications about constructivism, he also wrote about computer-based technologies in education and learning with media, not from it. (Wikipedia) https://en.wikipedia.org/wiki/David_H._Jonassen

Sorry, the best astract is in italian from http://www.pensierocritico.eu/apprendimento-significativo.html :

Differenza tra apprendimento meccanico e apprendimento significativo (difference between mechanic learning and meaningful learning)

Once more there are many similarities with legal design, describing the powerness of the points too often criticised.

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Poland, Finland, Uk, France, Greece, Spain, Italy, Germany and more.


 About Us

We are a group of professionals, researchers and entrepreneurs with the passion for legal design, to improve the visual shaping of legal concepts


There's an international group of professionals in different branches thinking that laws can be easier to understand.

Not only laws. Even agreements, fines, orders, and everything can help people to know their rights and duties.

We think that organizing visually legal contents can bring a better experience and completeness of legal documents.

We use presentations, mind maps, sketches and interactive tools.

It's a pletora of tecniques to visually describe rights and duties, processes; but even to organize legal thinking.

It regards:

  • contents
  • methods
  • results
  • interfaces
 Give me an example

Take a ticket. A simple bus ticket, for example.
  • What is it written on it, and what it isn't written ?
  • How is it structered ?
  • How is it designed ?
      That choises are legal design.
 What are our jobs ?
From different studies. We are:
  • lawyers
  • graphic designer
  • copy writers
  • software developers
  • social managers

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