Innovation by Legal Design Thinking (IbLDT)

• Event type: Seminar with exercises - ‘hands-on’ seminar
• Facilities: Faculty of Law, MIN Faculty, HUL , ISA Centre, Refuge Law Clinic of the UHH, Transfer Agency UHH, Auxiliary AI GmbH
• Funding period: 01.08.2024 to 15.09.2025
• Short title: IbLDT

Orientation of the project

Interdisciplinary transfer courses are very rare. In the legal field in particular, there tends to be a tendency to isolate oneself from other disciplines. However, the complexity of the world requires integrative innovations, which are often the result of interdisciplinary collaboration. One of the aims of the course is to provide unique experiences that give students a realistic view of their future professional life. By incorporating content from various disciplines, such as computer science and economics, students learn to think beyond the boundaries of their respective disciplines. This not only promotes an understanding of complex interrelationships, but also strengthens problem-solving skills. Such interdisciplinary approaches are essential for effectively tackling the diverse challenges of modern society. In addition, these courses promote teamwork and communication skills, which are indispensable in professional practice. Overall, the integration of different perspectives contributes significantly to the training of well-prepared, versatile specialists who are able to develop and implement innovative solutions to complex problems.

The project involved the continuous development and implementation of the existing didactic scenario from the last rounds. In addition, a spin-off of the project was discussed and prepared. Various financing and funding options were examined for this purpose. One of the key aspects is the establishment of a viable and long-term financial plan.

^{Patrick Perkins / unsplash}

Review and results

The teaching project aimed to offer students practical experience in the field of digitizing legal processes while promoting innovative methods of collaboration. During the seminar, participants developed a digital prototype, which was completed at the end of the course. This prototype was designed so that it could be used directly by a practice partner and implemented in existing work processes. This gave students the opportunity to transfer their theoretical knowledge to a concrete application and put it to productive use. During the seminar, the students took on all phases of prototype development, from needs analysis to final implementation. In doing so, they systematically adopted a practice-oriented approach, which strengthened their independence and problem-solving skills.

The teaching project clearly illustrates how interdisciplinary collaboration and innovative teaching methods can advance the digitization of legal processes. It shows that practical project work creates immediate added value for cooperation partners and students alike—both in terms of the skills acquired and concrete applications in everyday professional life. Overall, the project demonstrates how interdisciplinary cooperation and innovative teaching approaches can modernize legal education to meet the challenges of the digital society.

Students from the fields of law and computer science worked together on real-world processes, which were analyzed, digitized, and converted into functional prototypes. In doing so, they developed skills in data-based problem solving, collaborative development of digital solutions, and legal-methodological reflection. Particularly innovative was the close connection between legal tech, data literacy, and practice-oriented teamwork, which closed an important interface between law and computer science. The project promoted innovative thinking, technical skills, and interdisciplinary work.

Tips from lecturers for lecturers

The creation of another concrete prototype further expanded the teachers' wealth of experience in the practical implementation of digital tools and methods. In particular, the continuous, close exchange with students in all phases of the project proved to be a valuable learning opportunity: the collaboration not only contributed to the reflection and further development of didactic approaches, but also made it possible to respond flexibly to the needs and feedback of the students.

Persons involved

Marten Borchers

Research Associate, Faculty of Mathematics, Computer Science, and Natural Sciences, Information Systems, Socio-Technical Systems Design (WISTS)

Focus in the seminar:

• Informatics Subjects

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Lukas Musumeci, Lic. Iur.

Research Associate, Hamburg Center for University Teaching and Learning, Center for Legal Subject Didactics

Focus in the seminar:

• Metacognition/Reflection, Writing Didactics, and Legal Didactics

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Anton Sefkow

Research Associate, Center for Interdisciplinary Studies, Faculty of Law – Center for Law in Digital Transformation, Center for Legal Subject Didactics

Focus in the seminar:

• Project Management, Legal Tech Product Development, Design-Based Learning Formats, Legal Didactics

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