ABSTRACT
I first became involved in the use of simulations for learning in a litigation and advocacy context in 1994 when an innovative LLM in Advanced Litigation for practitioners, the whole first year of which was devoted to a complex litigation simulation, began at my institution. I was very new to academia then, with limited knowledge of educational theory and, if I am honest, rather scared of my students, all of whom were established practitioners and most of them considerably older than myself. This chapter is, however, in many ways, testament to what I learned from them, as well as from my colleagues who had designed the programme.
