If Dle+Is The Answer What Is The Question


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If Dle+Is The Answer What Is The Question

  1. 1. If DLE is the Answer, What is the Question? John Mayer Executive Director Center for Computer-Assisted Legal Instruction 312-906-5307 [email_address]
  2. 2. What is Distance Legal Education? <ul><li>Obvious </li></ul><ul><ul><li>Videoconference Courses </li></ul></ul><ul><ul><li>Web courses </li></ul></ul><ul><ul><li>Media by Mail </li></ul></ul><ul><li>Less Obvious </li></ul><ul><ul><li>Co-teaching </li></ul></ul><ul><ul><li>Guest lecturers </li></ul></ul><ul><ul><li>Partial DLE </li></ul></ul><ul><ul><li>DLE “pieces” </li></ul></ul><ul><li>“ Outside the Box” </li></ul><ul><ul><li>LE for non-lawyers (for profit?) </li></ul></ul><ul><ul><li>LE for the public (public service) </li></ul></ul><ul><ul><li>Expanding Int’l opportunities </li></ul></ul>
  3. 3. What is Distance Legal Education? <ul><li>Synchronous </li></ul><ul><ul><li>Videoconferencing </li></ul></ul><ul><ul><li>Webcast </li></ul></ul><ul><ul><li>Chat </li></ul></ul><ul><ul><li>Conference call </li></ul></ul><ul><li>Asynchronous </li></ul><ul><ul><li>Web-based materials </li></ul></ul><ul><ul><li>Lessons </li></ul></ul><ul><ul><li>Discussion (threaded, email, etc.) </li></ul></ul><ul><ul><li>Offline Access </li></ul></ul>Course Design Technology Staffing Costs Scalability Re-use
  4. 4. Why is DLE Interesting? <ul><li>Learning anytime, anywhere </li></ul><ul><li>Student-centered learning model </li></ul><ul><li>Attuned to Net-Gen students </li></ul><ul><li>Attract or serve previously un-servable students </li></ul><ul><li>Co-optition (cooperate & compete) </li></ul><ul><li>New Markets/Revenue </li></ul><ul><li>… most important </li></ul>
  6. 6. … but, does Legal Education need to improve? <ul><li>Too expensive </li></ul><ul><li>Grads not ready for practice </li></ul><ul><li>Faculty emphasize scholarship - teaching excellence is not rewarded </li></ul>Exercise: What is Broken in Legal Education? want
  7. 7. Law is more important than ever <ul><li>Law is more ubiquitous than ever </li></ul><ul><li>Law is non-violent war </li></ul><ul><li>Law is friction to business </li></ul><ul><li>Law is codified morality </li></ul><ul><li>Law is advocacy’s sharpest tool </li></ul><ul><li>Law practice is legal education for clients </li></ul><ul><li>… in short… </li></ul>EVERYONE should be a lawyer!
  8. 8. Law is more important than ever <ul><li>We didn’t use to question our doctors… </li></ul><ul><li>We didn’t use to know so much about computers </li></ul>“ Legal Literacy” is the next big global/societal literacy wave
  9. 9. Why is DLE Interesting?
  10. 10. Defensive Distance Learning <ul><li>Online law schools succeeding </li></ul><ul><li>There are new for-profit law schools in the US that challenge the traditional model of LE </li></ul><ul><li>Huge unmet demand for legal assistance </li></ul><ul><li>Huge increases in SRLs and greater demand for A2J </li></ul>
  11. 11. DLE Compellers <ul><li>Make money </li></ul><ul><li>Not lose money </li></ul><ul><li>Not lose academic control </li></ul><ul><li>Altruism </li></ul>Exercise: What is compelling DLE at your school? Exercise: What about DLE is compelling to you?
  12. 12. Barriers to DLE <ul><li>Institutional Interest </li></ul><ul><li>Aversion to Pioneering </li></ul><ul><li>Technical challenges </li></ul><ul><li>Finding the markets </li></ul><ul><li>Administrivia </li></ul><ul><li>Quality </li></ul><ul><li>What is everyone else doing? </li></ul>
  13. 14. <ul><li>Address N x M Problem </li></ul><ul><li>Web services, tools, databases, surveys, etc. </li></ul><ul><li>Training – maybe </li></ul><ul><li>Bring to surface scattered interest </li></ul><ul><li>Don’t have to start from scratch </li></ul><ul><li>Applied Research </li></ul>Goals of CODEC: Lowering the Barriers
  14. 15. <ul><li>Observe </li></ul><ul><li>Report </li></ul><ul><li>Disseminate </li></ul><ul><li>Facilitate </li></ul><ul><li>Innovate </li></ul>
  15. 16. Progress Report <ul><li>48 members </li></ul><ul><li>http:// codec.cali.org </li></ul><ul><li>Presentations at 6 schools </li></ul><ul><li>Japan and Europe </li></ul><ul><li>Peter Martin’s DE on DLE </li></ul><ul><li>Videoconferencing Survey </li></ul><ul><li>Classifieds </li></ul><ul><li>Grades and Calendars </li></ul><ul><li>ClassCaster </li></ul>
  16. 17. Videoconferencing Survey <ul><li>77 Responders / October 2004 </li></ul><ul><li>22% do not use VC </li></ul><ul><li>17% use university computing or media services for VC </li></ul><ul><li>25% have NO VC facilities at law school </li></ul><ul><li>39% have roll-around units </li></ul><ul><li>25% have perm-installed seminar room for VC </li></ul>
  17. 18. Videoconferencing Survey <ul><li>49% used VC for guest lecturers </li></ul><ul><li>40% have used VC for a semester-length course </li></ul><ul><li>41% conducted NO course related VC in FY03-04 </li></ul><ul><li>11% conducted several/week course-related VC sessions </li></ul><ul><li>34% used VC for student interviews </li></ul>
  18. 19. Progress Report <ul><li>48 members </li></ul><ul><li>http:// codec.cali.org </li></ul><ul><li>Presentations at 6 schools </li></ul><ul><li>Japan and Europe </li></ul><ul><li>Peter Martin’s DE on DLE </li></ul><ul><li>Videoconferencing Survey </li></ul><ul><li>Classifieds </li></ul><ul><li>Grades and Calendars </li></ul><ul><li>ClassCaster </li></ul>
  19. 20. Classifieds <ul><li>codec.cali.org </li></ul>
  20. 21. Grades and Calendars <ul><li>Calendars are a slog and we are slogging </li></ul><ul><li>Grades need a deft touch and we are looking for consulting help </li></ul>
  21. 22. ClassCaster <ul><li>New Service from </li></ul><ul><li>www.classcaster.org </li></ul><ul><li>Classroom + Podcasting (but this goes way beyond the classroom) </li></ul><ul><li>Even Luddite Faculty Can Use It </li></ul>experimental
  22. 23. =
  23. 24. 1. Register at CALI website 2. When class starts, Make a phone call 3. Teach the class 4. Students download to their iPod or listen to the lecture via the web. 5. Faculty downloads and edits For future classes, distance learning, etc.
  24. 25. 2. In class, play back the interview <ul><li>Outside of class, call your interviewee and conference in ClassCaster </li></ul>ClassCaster 3. After class, students can listen to the interview via the web or download to their MP3player
  25. 26. Audio Legal Education Ideas <ul><li>Pre-recorded interviews with attorneys in current events cases </li></ul><ul><li>“Phone in” lectures instead of canceling class </li></ul><ul><li>Audio exam reviews </li></ul><ul><li>“Director Commentary” on Law Review Articles </li></ul><ul><li>Mystery Science Theatre CALI lessons </li></ul>
  26. 27. <ul><li>This is where I ended the presentation due to time constraints. The rest is about Classcaster. There is a complete presentation on this in my other conference session. </li></ul>
  27. 28. <ul><li>Faculty goes to CALI website and runs CALI lesson in “Classcaster” mode </li></ul>2. Faculty records commentary by phone or directly into PC with USB microphone 3. Faculty gets unique URL and sends it to students or posts to class website 4. Student runs CALI lessons from that URL and can see Their own professor’s commentary
  28. 29. --------------------------------- Professor Smith’s Commentary --------------------------------- Professor Jones’s (Louisville) Commentary --------------------------------- Professor Quentel’s (Chicago-Kent) Commentary --------------------------------- Professor McFarland’s Commentary (author of this CALI lesson)
  29. 32. Lowering the Barriers to Inter-institutional Distance Legal Education CLOSING REMARKS