Blended Course Map: LAW — Wrongful Convictions

Blended Learning

This blended course map was created by a participant of the Blend@UW Course Design Series. It represents an example of how activities could be designed for one unit of a course to achieve the course and unit outcomes.

Name: Maria DeArteaga
SCID: UW Law School
Department: University of Wisconsin Law School
Course Name: Wrongful Convictions

Course Objectives:

• CO1: Students will identify the most common causes of wrongful convictions.
• CO2: Students will be able to create a map of pre- and post-conviction procedures.
• CO3: Students will be able to analyze a case to determine which potential post-conviction litigation options if any, are available to a client.

Course Units:

• CU1: Pre-Conviction Criminal Procedure
• CU2: Post-Conviction Criminal Procedure
• CU3: Post-Conviction DNA Testing

Unit Objectives:

• UO1: Students will identify the elements of Wisconsin Statute section 974.07, Wisconsin’s post-conviction DNA statute.
• UO2: Students will identify cases where filing a post-conviction DNA motion appears appropriate.
• UO3: Students will identify sources of information that will allow them to determine whether physical evidence still exists in a case.

Activity One

Activity: The DNA statute
Description: Read Wisconsin Statute section 974.07 and appropriate case las; create a personal reference guide
Modality: In class – Teamwork
Activity Sequence: Students will review the statute, then in teams of 2, develop reference guides that contain the basic elements of the statute.
Objectives Supported: UO1, UO2
Horton Type: Absorb/Do
Bloom’s Level: Knowledge/Describe
Evidence: Accuracy of reference guides
Time on Task: 30 minutes
Required Knowledge: Ability to read a statute
Pedagogical Role: Provide feedback on reference guides
Social Role: Ensure effective teamwork
Managerial Role: Monitor use of class time
Technical Role: NA
Technical Role:

Activity Two

Activity: The science of DNA
Description: Identify the basics of DNA testing
Modality: Online and In Class
Activity Sequence: Online readings, visual presentation in class, followed by a quiz
Objectives Supported: UO2, UO3
Horton Type: Absorb
Bloom’s Level: Knowledge/Understand
Evidence: Quiz
Time on Task: 60 minutes
Required Knowledge: NA
Pedagogical Role: Develop content that leads to student appreciation of the science behind DNA testing
Social Role: NA
Managerial Role: Communicate clear and consistent expectations of the depth of knowledge regarding the science of DNA testing
Technical Role: TopHat (ensure students feel comfortable using this technology)
Technical Role:

Activity Three

Activity: DNA in the news
Description: Read article addressing DNA testing in the news and reflect
Modality: Online and in class
Activity Sequence: Review article, journal thoughts, class discussion
Objectives Supported: UO2
Horton Type: Absorb/connect
Bloom’s Level: Evaluate
Evidence: Participation in class discussion of the article
Time on Task: 40 minutes
Required Knowledge: NA
Pedagogical Role: Choose an article that fosters deeper thinking about post-conviction DNA testing
Social Role: Cultivate student participation in the class discussion of the article
Managerial Role: Establish guidelines and expectations for class participation
Technical Role: DoIT Help Desk
Technical Role:

Activity Four

Activity: Requesting information from necessary sources
Description: Identify sources of information to determine if physical evidence still exists in a case; practice example
Modality: In class
Activity Sequence: Review actors (holders of information and decision makers) in the criminal justice system, demonstrate examples in front of the class using technology, students then practice using their own case
Objectives Supported: UO3
Horton Type: Absorb/Do
Bloom’s Level: Knowledge/Understand/Apply
Evidence: Accuracy of practice example
Time on Task: 60 minutes
Required Knowledge: General understanding of actors in the criminal justice system
Pedagogical Role: Ensure the practice examples are good representations of cases students will work on in the future
Social Role: Allow students enough time to digest the information before the practice example activity; encourage teamwork
Managerial Role: Ensure students have the foundational knowledge necessary for understanding how and from where to request information
Technical Role: DoIT Help Desk

Activity Five

Activity: Identification of a “DNA case”
Description: Review sample potential client applications; determine whether post-conviction DNA testing is a potential option for post-conviction relief; draft outlines
Modality: In class
Activity Sequence: Individually read cases and make an initial determination about the viability of DNA testing, discuss as a class, map out a motion outline in teams
Objectives Supported: UO1, UO2
Horton Type: Absorb/Do
Bloom’s Level: Analyze/Evaluate/Create
Evidence: Participation in class discussion on the accuracy of motion outline
Time on Task: 90 minutes
Required Knowledge: DNA statute; sample DNA motion
Pedagogical Role: Ensure students have an appropriate level of information necessary for drafting the outline
Social Role: Encourage teamwork and respectful class discussion
Managerial Role: Ensure students are comfortable with the determination of whether a case has the potential for post-conviction DNA testing before requiring the students to draft DNA motions
Technical Role: NA
Technical Role: