Abstract
ABSTRACT Set against the pedagogic literature outlining the benefits of the “visual” in instruction, this article charts the conceptualisation, development and impact of the Virtual Land Law Field Trip Project @ Sussex. Drawing on the findings from a student survey and focus group evaluation, the article outlines the strengths and weaknesses of the project. Notwithstanding limitations, and indeed the inherent challenges and obstacles to incorporating “innovative” approaches in teaching, the article concludes by strongly advocating a greater commitment to moving beyond the dominance of text in legal education and embracing the visual where possible. Utilising more dynamic visual representations such as video enhances instruction, supports cognitive memory and is an excellent way to provide meaningful practical insight examples. Moreover, embracing visual representations offers an alternative space within which to include counter voices and narratives to challenge the curriculums we teach.
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