General Information
Fundamentals of Legal Design is an elective subject in postgraduate programs offered by the Faculty of Law in which undergraduate students may be permitted to enrol. The subject is an examination of the emerging discipline of legal design and how it is shaping the evolution of legal services and legal products in the digital era. Students will learn about the fundamentals of legal design: what it is, the mental models it requires, how to implement the legal design process to deliver value, and how to take a data-driven approach to legal design.
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Details
Academic unit: Faculty of Law Subject code: LAWS17-810 Subject title: Fundamentals of Legal Design Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Mixed (Face-to-Face) Workload items: - Workshop: x1 (Total hours: 4) - Workshop 1
- Workshop: x1 (Total hours: 4) - Workshop 2
- Workshop: x1 (Total hours: 4) - Workshop 3
- Directed Online Activity: x6 (Total hours: 12) - Six online modules.
- Personal Study Hours: x12 (Total hours: 96) - No Description
Attendance and learning activities: Attendance at the workshop is required. -
Resources
Prescribed resources: Books
- Meera Klemola,Astrid Kohlmeier (2021). The Legal Design Book. n/a, Meera Klemola and Astrid Kohlmeier 330
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Law |
|---|---|
| Subject code: | LAWS17-810 |
| Subject title: | Fundamentals of Legal Design |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Mixed (Face-to-Face) |
| Workload items: |
|
| Attendance and learning activities: | Attendance at the workshop is required. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify and apply the principles of legal design to problem-solving in contemporary legal practice
- Identify and describe the key phases in the legal design process and use relevant design methods to innovate
- Identify key metrics to measure the value of legal design projects
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Research Report Research Project. 50.00% Week 10 1,2 Computer-aided Test (Open) Completion of online tests. 30.00% Ongoing 1,2,3 Student Engagement Workshop participation 20.00% In Consultation 2 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Research Report | Research Project. | 50.00% | Week 10 | 1,2 |
| Computer-aided Test (Open) | Completion of online tests. | 30.00% | Ongoing | 1,2,3 |
| Student Engagement | Workshop participation | 20.00% | In Consultation | 2 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a learner is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research.
Subject curriculum
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1
Thought leader panel discussion.
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2
Legal design as a tool for in-house lawyers.
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3
Building creative confidence.
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4
Tools & methodologies (including Generative AI tools)
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5
Morning motivation – guest speaker with focus on innovation & digital.
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6
Tools & methodologies (including Generative AI tools) continued.
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7
The art of storytelling.
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8
Reflections, next steps & closing.
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Online Module 1
Building Blocks of Legal Design: We begin our examination of legal design by establishing the key building blocks of legal design, which are required to successfully learn, adopt and use legal design. These include mental models, behaviours and philosophies.
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Online Module 2
What is Legal Design: To understand what legal design is, one must first understand design. We continue our examination of legal design by first diving deep into the essentials of design. We explore design holistically as a mindset – focussing on human-centred design principles; skill set – understanding the different disciplines of design and finally design as a process – focussing on design thinking as an innovation methodology. We then tie this holistic understanding of design into the context of law, to establish what is legal design.
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Online Module 3
The Legal Design Process: We establish the key phases of the legal design process and how to execute legal design in practice using a variety of practical tools and methodologies that can be implemented immediately to solve complex problems, enhance cross-disciplinary collaboration and support innovation.
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Online Module 4
Change Management in Legal Design: It is well acknowledged that organisational outcomes are the collective result of individual change. Integrating legal design into legal teams and organisations often requires individual change across mindsets, processes, tools and systems. We investigate the common existing barriers to implementing legal design and the supportive actions one can take to strengthen legal design efforts and manage change towards a more design driven legal team and organisation.
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Online Module 5
Industry Case Studies: In recent years legal design is moving from an emerging discipline to a well recognised methodology for legal innovation. We look at legal design in practice through the investigation of some leading industry use cases. You will learn how companies such as Linklaters, Gilbert + Tobin and Pfizer have used legal design to create more client-centric legal services and products.
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Online Module 6
Data informed Legal Design: In this final module, we navigate the role of data and key performance indicators in measuring the business value of legal design. We consider how to gather quality data and how to set objective, useful key performance indicators for legal design projects. We also look at ethical principles of legal design.