ABSTRACT
The last two chapters have described, inter alia, how ICT can facilitate transactional learning in legal education across an entire curriculum. Such learning depends, as we have seen, not just on doing transactions but on the quality and depth of support from staff and the student collaborative environment built around the transaction. The process also depends on the placing of digital resources around a transaction so that students can use materials to guide their learning within a transaction. This chapter explores the design, implementation and use of such digital resources to support transactional learning. It involved the creation of resources that would not merely enable students to understand law conceptually, but would enable them effectively to transfer that learning to practical, transactional activities. Transfer of learning is always difcult for students, as well as problematic for curriculum designers; but it is essential if a transformational curriculum is to be achieved.
