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Dr Daniel Berger

College Director of Learning & Teaching

Research in Education, Business and Law, Cass School of Education and Communities

    Dan is the Director of Learning & Teaching in the College of Porofessional Services (comprising the Cass School of Education and Communities and the Royal Docks School of Business & Law).

    Dan is a supporter of authentic assessment methods and techniques, creating and running advocacy programmes designed to enhance critical reasoning skills. With many international conference papers and journal articles written and presented on authentic assessment themes, Dan believes that students will improve their academic performance and employability prospects by demonstrating high levels of critical reasoning, public speaking, self-confidence and the ability to work within, and lead, teams.

    In addition, Dan seeks to prove that alongside improving the academic and postgraduate lives of students, authentic assessment is an invaluable tool in raising and maintaining teaching standards on academic degree programmes.

    Dan gained his doctorate from Queen Mary University of London, with his thesis entitled 'Improving Legal Reasoning, Using Bayesian Probability Methods'; his Bar Professional Training Course (BPTC) qualification from the College of Law; and his LLB(Hons) from the University of Hertfordshire.



    Overview


    Collaborators

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    Research

    Article

    ‘”Forgotten Lore”: Can the Socratic Method of teaching be used to reduce the “attainment gap” of black, Asian and minority ethnic (BAME) students?’ D. Berger & C. Wild, Higher Education Review [2017]

    The Teaching Excellence Framework (TEF): Would you tell me, please, which way I ought to go from here?D. Berger & C. Wild, Higher Education Review [2016]

    Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs)D. Berger & C. Wild, The Law Teacher [2016]

    Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmesD. Berger & C. Wild, Journal of Commonwealth Law and Legal Education [2016]

    Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms D. Berger & C. Wild, European Journal of Law and Technology [2016]

    Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage deliveryD. Berger & C. Wild, International Journal of Arts and Sciences [2016] Vol.9 No.1

    Bayes and the LawN. Fenton, M. Neil & D. Berger, Annual Review of Statistics and its Application, [2015] vol.3

    Using authentic assessment techniques in extra and co-curricular activities (ECCAs) to improve teaching standards on academic law programmesD. Berger & C. Wild, Journal of Commonwealth Law and Legal Education [2015] Vol.10, No.1 p70

    When ‘neutral’ evidence still has probative value: implications from the Barry George Case’, N. Fenton, D. Berger et al, Science & Justice, vol. 54, [2014], pp. 274-287.

    Response to ‘On the use of the likelihood ratio for forensic evaluation: response to Fenton et al’’, N. Fenton, D. Berger et al, Science & Justice, vol. 54, [2014], pp. 319-320.

    How To Get a First’, D. Berger, Hertfordshire Student Law Review (2012)

    The Appeal of Mooting’, D. Berger, The Middle Templar (2012)

    Scoring Moot Points, D. Berger & B. Cottrell, Legal Week (2008) http://www.legalweek.com/legal-week/blog-post/1531562/scoring-moot


    Book Section

    Berger, Daniel and Wild, Charles (2016) ‘The proposed Teaching Excellence Framework (TEF) for UK Universities’, in Rotschedl, Jiri and Cermakova, Klara (eds.) Proceedings of the 22nd International Academic Conference. 22nd International Academic Conference. Lisbon, Portugal, 22 - 25 March 2016. Prague, Czech Republic: International Institute of Social and Economic Sciences (IISES), p. 311. (10.20472/IAC.2016.022.064).

    Berger, Daniel and Wild, Charles (2016) ‘Getting The Job Done: Using Authentic Assessment Techniques In Extra And Co-Curricular Activities (Eccas) To Improve Law Students’ Employability Prospects’, in Proceedings of 23rd ISERD International Conference, Barcelona, Spain. 23rd ISERD International Conference. Barcelona, Spain, 3rd January 2016. International Society for Engineering Research and Development (ISERD), pp. 53-59.

    Berger, Daniel and Wild, Charles (2015) ‘The Real Deal: Using formative assessment techniques in authentic assessment delivery, to improve law degree academic performance’, in Proceedings of IAC-TLEl 2015 in Vienna. International Academic Conference on Teaching, Learning and E-learning. Vienna, Austria, 13-14 November 2015. Czech Institute of Academic Education z.s., pp. 113-119.

    Wild, Charles and Berger, Daniel (2015) ‘Giving Students the Third Degree: Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes’, in Rotschedl, Jiri and Cermakova, Klara (eds.) Proceedings of the 20th International Academic Conference, Madrid. 20th International Academic Conference. Madrid, Spain, 06 - 09 October 2015. Prague, Czech Republic: International Institute of Social and Economic Sciences (IISES), pp. 510-522. (10.20472/IAC.2015.020.099).

    Berger, Daniel and Wild, Charles (2015) ‘Social Media and the Student Experience’, in Jefferies, Amanda and Cubric, Marija (eds.) Proceedings of the 14th European Conference on e-Learning Hatfield UK. 14th European Conference on e-Learning ECEL-2015. Hatfied, United Kingdom, 29-30 October 2015. Academic Conferences and Publishing International Limited, pp. 639-646.

    Wild, Charles and Berger, Daniel (2015) ‘Get Real: Using authentic assessment techniques to improve law degree academic performance’, in Cermakova, Klara and Rotschedl, Jiri (eds.) Proceedings of the 2nd Teaching & Education Conference, Florence. Proceedings of the 2nd Teaching & Education Conference. Florence, Italy, 16 - 19 September 2015. Prague, Czech Republic: International Institute of Social and Economic Sciences (IISES), pp. 129-140. (10.20472/TEC.2015.002.014).

    Conference or Event Item

    ‘Refining the traditional flipped-classroom model: Teaching students HOW to think, not WHAT to think’ D. Berger & C. Wild, presented at BILETA 31st Conference, University of Hertfordshire, UK (2016)

    ‘The Proposed Teaching Excellence Framework (TEF): A Formula for Teaching Excellence’, D. Berger & C. Wild, presented at the 4th European Conference on Education (ECE2016), UK (2016)

    ‘The Teaching Excellence Framework (TEF): Would you tell me, please, which way I ought to go from here?’ D. Berger & C. Wild, presented at the 22nd International Academic Conference, Lisbon (2016)

    ‘Getting the job done: Using authentic assessment techniques in extra and co-curricular activities (ECCAs) to improve law students’ employability prospects’, D. Berger & C. Wild, presented at the International Conference on Education and e-Learning (ICEEL), Barcelona (2016)

    ‘Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery’ D. Berger & C. Wild, presented at the International Journal of Arts & Sciences’ (IJAS) International Conference for Education, Paris (2016)

    ‘Burning the Paper Tiger: Using authentic assessment techniques in academic law degree delivery’, D. Berger & C. Wild, presented at the International Academic Business Conference, Venice,  (2016)

    ‘Giving students the third degree: Using authentic assessment techniques in extra and co-curricular activities (ECCAs) to improve teaching standards on academic law programmes’, D. Berger & C. Wild, presented at the International Institute of Social and Economic Sciences (IISES) 20th International Academic Conference, Madrid (2015)

    ‘The Real Deal: Using formative assessment techniques in authentic assessment delivery, to improve law degree academic performance’, D. Berger & C. Wild, presented at the International Academic Conference on Teaching, Learning & E-learning, CIAE, Vienna (2015)

    ‘Get Real: Using authentic assessment techniques to improve law degree academic performance’, D. Berger & C. Wild, presented at the International Institute of Social and Economic Sciences (IISES) 2nd Teaching & Education Conference, Florence (2015)

    ‘Social Media and the Student Experience’ D. Berger & C. Wild, presented at the European Conference on e-Learning (ECEL) 14th Conference, UK (2015)

    ‘The central importance of co-curricular activities as an authentic assessment mechanism within modern legal education’ D. Berger & C. Wild, presented at the Annual Learning & Teaching Conference, University of Hertfordshire, UK (2015)

    ‘Turned on, tuned in, but not dropped out: Enhancing the student experience using popular social media platforms’ D. Berger & C. Wild, presented at BILETA 30th Conference, University of West England, UK (2015)


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