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- SCHWENZER, Ingeborg, KESSLER, Ulrike, Den Lernprozess beflügeln. Werkstattbericht der Swiss international Law School, in: Zeitschrift für Didaktik der Rechtswissenschaft 2018, S. 88-95. Download pdf (in German).
- SCHWENZER, Ingeborg, Uniform Sales Law – Brazil Joining the CISG Family, in: Schwenzer/Pereira/Tripodi (eds.), CISG and Latin America, Regional and Global Perspectives, Netherlands, The Hague 2016, pp. 477-492. Download pdf here.
- MUÑOZ, Edgardo, The Swiss International Law School’s LL.M. in International Commercial Law and Dispute Resolution – a fascinating journey towards the global lawyer, in: Roth/Geistlinger (eds.), Yearbook on International Arbitration Volume IV, Netherlands, Antwerp 2015, pp 227-236. Download pdf here.
- SCHWENZER, Ingeborg, Legal answers to globalization, in: Schwenzer/Atamer/Butler (ed.), Current Issues in the CISG and Arbitration, Netherlands, The Hague 2014, pp. 1-14 (jointly with Claudio Marti Whitebread). Download pdf here.
To download more articles by Professor Dr. Ingeborg Schwenzer, please visit her website: www.ingeborgschwenzer.com.
XXIV Willem C. Vis Moot Song 2017: Harry Flechtner and Ingeborg Schwenzer performing at the Vienna Concert Hall on 7 April 2017
XXIV Willem C. Vis moot Final: University of Ottawa v O.P Jindal Global University on 13 April 2017 (full version)
LCIA – LSE debate “Quo vadis London? International Arbitration and Commercial Law in more or less cosmopolitan times” 17 March 2017 with Sir Bernard Eder, QC, and SiLS Dean Professor Dr. Ingeborg Schwenzer, moderated by Paul Klaas. The debate was organised by Dr. Jan Kleinheisterkamp (LSE) and Jacomijn van Haersolte-van Hof (LCIA Director General)
SiLS Webinar on International Arbitration September 2016 (organised jointly with RAA25)
Vis Moot Do’s and Don’ts (with SiLS dean Ingeborg SCHWENZER and SiLS module leader Louise BARRINGTON)
The SiLS LL.M. in 120 seconds
Why should you consider to take the SiLS Bond Dual Award Program?
Introduction to the SiLS Moot Academy (with SiLS dean Ingeborg SCHWENZER and SiLS Moot Academy Director David TEBEL)
The SiLS Teaching Approach (jpg)
Foundations of the SiLS Teaching Approach (by SiLS Educational Director Ulrike KESSLER, MSc)
How do people learn? Broadly speaking, there are two general theoretical approaches to this question.
One is influenced by positivism, according to which knowledge can be transferred from teacher to student by lecturing. This view – implicitly – underlies most traditional teaching: experts put forward their unique insights, while the role of the audience is to gratefully receive it.
The other claims that learners construct their knowledge actively and against the background of their existing knowledge and experience.
The latter applies especially to higher education, where learning is best organised in such a way that it takes place in an active and self-directed way. If students “own” their learning, they are much more motivated to actively participate and more likely to interact and work together with their peers.
There is growing evidence that traditional upfront lecturing encourages students to adopt a rather superficial learning approach, whereas learning in a self-directed way not only encourages deep learning processes, but also allows for the development of core skills and competences.
The SiLS LL.M. program is based on a student-focused model, which encourages such self-directed, active learning of students. It is designed using an outcomes-based higher education model as developed by Biggs & Tang (2011), according to which teaching is most effective for students’ learning if the Intended Learning Outcomes (ILO) of the education are carefully aligned with both Teaching and Learning Activities (TLA) and Assessment Tasks (AT) (“Constructive Alignment”).
Thus, all SiLS Courses offer a diversified learning environment with video lectures, reading materials, and specially designed teaching and learning activities. Classes are small (20 students max.), and two course leaders, one from a common law, the other from a civil law background, are available in each class for individual mentoring and academic supervision. Group projects and online activities add to students’ individual learning experience.
In this way, we train precisely the core skills and competences required of a “global lawyer”.
BIGGS, John, TANG, Catherine, Teaching for Quality Learning at University: What the Student does, 4th ed. Maidenhead: Open University Press, 2011.