Matthew J. Homewood LLB (Hons) PGCHE FHEA


Matthew J. Homewood has a growing reputation in legal education as an expert in the use of educational technology and the impact that such technologies can have on student engagement and outcomes. The impact of Matthew’s work has been recognised with the award of a number of high profile national educational technology awards including the Association of Law Teachers Teaching Law with Technology Prize 2014 for his work involving the use of social media to enhance student engagement.

Matthew also has research interests in the area of EU law and is an active member of the Centre for Legal Education and the Centre for Conflict, Rights and Justice.


Lecture Abstract:

The lecture will discuss the ‘Twittery Vision’ project, a project developed in response to increased examination anxiety amongst students of the core EU law module at Nottingham Law School. The project focussed upon the adoption of a fully inclusive digital technology to enhance student engagement in revision opportunities. In so doing, it was shown that engagement among the cohort was improved with subsequent positive effects also found in student outcomes. Further beneficial effects were felt by academic staff who were able to use limited time more effectively resulting in the use of technology enhanced teaching achieving a ‘win, win’ solution to an increasingly prevalent problem in higher education nationally and internationally.

Workshop Abstract:

The workshop will explore the development and analysis of a bespoke and innovative virtual learning environment (VLE) which utilises engaging interactive multimedia resources. The VLE was specifically designed to address the identified male progression and BME attainment gap on English undergraduate legal studies with reference to existing and emerging research on the use of technology to enhance engagement and outcome. The results of the study will likely have significant implications for legal education, technology enhanced learning and the area of narrowing the gap initiatives both nationally and internationally. Should the study prove that such a resource can ‘close the gap’, it is likely to lead to a rethinking of interventions with greater use made of technology enhanced learning solutions and institutional resource being made available accordingly.