The document discusses recommendations from the Legal Education and Training Review (LETR) report regarding ethics and legal education. It notes that LETR emphasizes the centrality of ethics to legal practice. Key recommendations include redesigning ethics learning, improving ethics research, and encouraging new approaches to ethics education such as experiential learning. Specific ideas discussed include mapping ethics research gaps, longitudinal ethics studies, curriculum designs integrating ethics projects, and using technology platforms for decentralized legal education.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Seminar for LERN, Legal Education Research Network, UK, @ IALS, 28 Jan 2015, on the use of new media tools and the need for digital research literacies in legal education research.
Slides used in a session on the SCI during the Legal Ethics Teaching Workshop, City University, October 2011, hosted by Clark Cunningham and Nigel Duncan.
Disintermediation is a concept well-understood in almost all industries. At its simplest, it refers to the process by which intermediaries in a supply chain are eliminated, most often by digital re-engineering of process and workflow. It can often result in streamlined processes that appear more customer-focused. It can also result in the destruction of almost entire industries and occupations, and the re-design of almost every aspect of customer and client-facing activity. To date, HE and legal education in particular has not given much attention to the process. In this article I explore some of the theory that has been constructed around the concept in other industries. I then examine some of the consequences that disintermediation is having upon our teaching and learning, and on our research on legal education, as part of the general landscape of digital media churn; evaluate its effects (particularly with regard to regulation) and show how we might use aspects of it in one version of the future of legal education.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
Explains how a needs assessment is conducted using an assessment m.docxSANSKAR20
Explains how a needs assessment is conducted using an assessment mechanism, and identifies when it is not a good idea to use the assessment mechanism. Explains an evaluation mechanism used to plan and evaluate the effectiveness of a sport intervention, and explains when not to use the evaluation mechanism. Explains stakeholder relationships with individuals who will be impacted by the sport intervention, and identifies how to resolve conflicts that may occur between stakeholders and sport individuals. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communication is concise, balanced, logically organized, and free of grammatical and mechanical errors, and provides support to topic through relevant examples. Analyzes stakeholder relationships that are both directly and indirectly impacted, and explains the differences between being directly and indirectly impacted. Describes ethical considerations that are relevant to a sport intervention, and explains how to overcome ethical violations. Describes how to proactively manage ethical concerns that may arise, and how to manage them if they do occur.
Management Information Systems
1.What are the business costs or risks of poof data quality?
2.What is data mining?
3. What is text mining?
4.What is an IP address?
5.What are bandwidth and broadband?
INFORMATION SYSTEMS SECURITY
Discussion Question
Your boss mentions that recently a number of employees have received calls from individuals who didn’t identify themselves and asked a lot of questions about the company and its computer infrastructure. At first, he thought this was just a computer vendor who was trying to sell your company some new product, but no vendor has approached the company. He also says several strange e-mails requesting personal information have been sent to employees, and quite a few people have been seen searching your company’s trash dumpsters for recyclable containers.
Your boss asks what you think about all of these strange incidents. Respond and be sure to provide a recommendation on what should be done about the various incidents.
Discussion Question
Perform a search on the Web for articles and stories about social engineering attacks or reverse social engineering attacks. Find an attack that was successful and describe how it could have been prevented.
Discussion Question
Discuss why your company or organization needs more user education about security.
Discussion Question
Discuss why sensitive information should not be sent over the Wireless Application Protocol.
Discussion Question
Describe the best practice to employ to mitigate malware effects on a machine.
Discussion Question
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet?
Discussion Question
Describe and discuss at least two backup strategies.
Discussion Question
D ...
Planning, Negotiating & Implementation Assignment 2
Planning, Negotiating & Implementation Assignment
Treylesia L. Alston
School of Behavioral Science, Liberty University
Author Note
Treylesia L. Alston (L32443087)
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Treylesia L. Alston
Email: [email protected]
Assignment 3: Research Questions & Variables
You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!
PADM 610
Case Study: Human Resources Assignment Instructions
Overview
In this Case Study, you will apply the Statesmanship model discussed in Module 1: Week 1 to a real, specific public administration context. In other words, choose an organization that is dealing with Human Resource policies, strategies, and procedures. Next, apply the statesmanship model discussed Module 1: Week 1 to this situation. The overarching idea of statesmanship is the call for moral character. In the context of this assignment, how can this model be applied to the situation at hand?
You will apply the Statesmanship model needed to deal with challenges of human resources policies, strategies, and procedures. Remember to also discuss the importance of the following:
· Covenant of
hesed
· Covenant of ethics
· Performance Evaluation
· Statecraft
Instructions
· Case Study scenarios must be taken from documented (published) public administration contexts; no hypotheticals are allowed.
· You can focus on one public administration organization or may refer to a particular situation (well-documented by the research) that public administrators faced during an actual event(s).
· All ideas you should be supported with sound reason and citations from the required readings and presentations, and additional resources.
· Paper should be 4–5 double-spaced pages of content in length (this does not include title page or reference pages).
· Paper should be in current APA format.
· Headings should be included and must conform to the content categories listed (i.e., Covenant of
hesed, Covenant of ethics, Performance Evaluation, etc.).
· 3–5 additional scholarly sources must be used. They need to be scholarly and provide relevant public administration theory and practices.
· All required reading and presentations from the assigned reading ...
Ethics in Public AdministrationChapter Six.docxSANSKAR20
Ethics in Public Administration:
Chapter Six
1
MAINTAINING RESPONSIBLE CONDUCT
Personal Emphasis up to now
Cultivate an awareness of ethical dilemmas
Develop ways to conceptualize them
Practice ways to think about resolution
Need to consider organizational policy and management
Is a code enough?
Is a design better?
2
The Situational Context
Zimbardo’s The Lucifer Effect
Sensitive, caring students become brutal in a prison simulation
Trevino(1986) : individual and situational variables interact with cognitive component to determine how an individual will decide
Both job characteristics and organizational culture can contribute.
3
Internal and External Controls
Carl Friedrich: internal more important; Herman Finer: external institutional controls more.
Neither is sufficient alone; issue is emphasis.
Pay attention to more laws, management controls, performance evaluation tightening
Pay attention to counseling, training, professional codes of conduct.
The real issue: How to integrate the two
4
“Much Ado About Something”
What are the facts?
What are the principles involved?
What alternatives might resolve this?
5
External Controls
Max Weber (1946) “The honor of the civil servant is vested in his ability to execute conscientiously the order of the superior authorities, exactly as if the order agreed with his own conviction.”
They are “tools” of the organizations. Without Sympathy or Enthusiasm: The Problem of Administrative Compassion, Thompson (1975).
The problem is: the “tools” are people.
6
Ethics Legislation
Does the law define obligation; is personal discretion reduced?
Law is a collective ethical judgment, a moral minimum established by the political community.
Principles and priorities are still critical.
People still engage in ethical assessments of laws
Vary in seriousness, sophistication, legitimacy
7
Ethics Legislation
Started with Andrew Jackson’s sharing of the “spoils”
Influence peddling, information peddling, and public funds for personal gain were common
No “science of administration” or concept of “public servant”
After that many federal and state ethics laws and committees
8
Codes of Ethics
Center for the Study of Ethics in the Professions online database
Some focus on peer esteem and have no formal enforcement
Others censure, suspend, or expel:
National Education Association (NEA)
International City/County Management Association (ICMA)
9
ASPA
Revised many times, awareness and use have increased
Enforcement not a part of it due to diverse membership
Tenents:
Serve the public interest
Respect the Constitution and the law
Demonstrate personal integrity
Promote ethical organizations
Strive for professional excellence
|
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Cowboy Ethics: What Wall Street Can Learn From The Code Of The West by Owen, Ja
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1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Presentation to BILETA 2017, Universidade do Minho, co-authored with Dirk Rodenburg, Queen's University, Ontario, and Robert Clapperton, Ametros Learning.
OA discussion at BILETA 2017, Universidade do Minho, Portugal, focusing on legal journal publication. Co-authored with Catherine Easton and Abhilash Hair
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. The wrong story: legal education, ethics and
shared space regulation
Professor Paul Maharg
paulmaharg.com/slides
2. What does LETR say about ethics & legal education?
Adopt fresh approaches that can improve regulation and the quality of legal education - focus
on experiential learning.
1. Re-design ethical learning in legal education
Shape the future with regulators, redesign relations between academy & profession, recast
curriculum design, learn & implement from other disciplines, professions, jurisdictions.
2. Map and improve the research on ethics & legal education generally
Many gaps; almost no organized research programmes; insufficient historical understanding of
sub-disciplines and practices; little shared understanding across the field
3. Encourage new ways of understanding how ethics can be understood and practised
preview
3. 1. What does LETR say about
ethics & legal education?
4. some definitions…
• Outcomes-focused regulation:
– Derived from general principles of good regulation
– Eight regulatory objectives specified by s.1, LSA 2007 (see chapter
two, LETR Literature Review)
– Key recommendation of the Clementi Review (2004)
• Risk-based regulation:
– The adoption of regulatory strategies based on ‘an evidence-based
means of targeting the use of resources and of prioritizing attention to
the highest risks in accordance with a transparent, systematic, and
defensible framework’ (Black & Baldwin, 2010, 181)
5. 1. What are the skills/knowledge/experience currently required by the legal services sector?
2. What skills/knowledge/experience will be required by the legal services sector in 2020?
3. What kind of legal education and training (LET) system(s) will deliver the regulatory
objectives of the Legal Services Act 2007?
4. What kind of LET system(s) will promote flexibility, social mobility and diversity?
5. What will be required to ensure the responsiveness of the LET system to emerging needs?
6. What scope is there to move towards sector-wide outcomes/activity-based regulation?
7. What need is there (if any) for extension of regulation to currently non-regulated groups?
See especially Literature Review, chapter 3, ‘Legal education and conduct of business requirements’,
http://letr.org.uk/wp-content/uploads/LR-chapter-3.pdf
LETR remit
6. centrality of professional ethics & legal values
• ‘Ethics’ mentioned 145 times in the Report, on 71/350 pages:
‘The centrality of professional ethics and legal values to practice across the
regulated workforce is one of the clearest conclusions to be drawn
from the LETR research data, and yet the treatment of professional
conduct, ethics and ‘professionalism’ is of variable quality across the
regulated professions. There was general support in the research data
for all authorised persons receiving some education in legal values and
regulators are encouraged to consider developing a broad approach to
this subject rather than a limited focus on conduct rules or principles.’
Executive Summary, p.xiii
7. key recommendations on ethics
‘Recommendation 6
LSET schemes should include appropriate learning outcomes in respect of
professional ethics, legal research, and the demonstration of a range of
written and oral communication skills.
Recommendation 7
The learning outcomes at initial stages of LSET should include reference (as
appropriate to the individual practitioner’s role) to an understanding of the
relationship between morality and law, the values underpinning the legal
system, and the role of lawyers in relation to those values’.
Executive Summary, p. xiv
8. ethics in context
‘The research data make no clear-cut case for either extending or reducing
the existing Foundation subjects; in particular there is no consensus to
include professional ethics as a discrete Foundation subject. At the same
time, in the interests of transparency and consistency for students and
employers alike, there is a case for providing some additional content
prescription and guidance on the balance between the Foundation
subjects.’
Executive Summary, p.xiv
9. evidence…?
• Professional ethics also one of the
commonest suggestions for addition to the
Foundation subjects
• Is the priority accorded ethics reflective of
the shift to outcomes-focused regulation
and risk-based regulation?
• Ethics is seen as a critical defining feature
of professional service
• Commercialisation viewed as a threat to
the profession’s ‘moral compass’ (solicitor)
10. OFR & ethics education
• Boon argues for ‘situational ethics’ approach – different
from a ‘rules-based’ system
• OFR will require management skills & processes in
entities to cope with risk-based regulation – especially in
context of ABSs
12. Colin Scott’s approach:
•‘a more fruitful approach would be to seek to understand where the
capacities lie within the existing regimes, and perhaps to strengthen those
which appear to pull in the right direction and seek to inhibit those that pull
in the wrong way’
•‘meta-review’: ‘all social and economic spheres in which governments or
others might have an interest in controlling already have within mechanisms
of steering – whether through hierarchy, competition, community, design or
some combination thereof’ (2008, 27).
tools for analysis of regulation:
modalities of control
13. Norms Feedback Behavioural
modification
Example Variant
Hierarchical Legal Rules Monitoring
Powers/Dutie
s
Legal
Sanctions
Classic Agency
Model
Contractual
Rule-making
&
Enforcement
Competition Price /
Quality Ratio
Outcomes of
Competition
Striving to
Perform
Better
Markets Promotion
Systems
Community Social Norms Social
Observation
Social
Sanctions, eg
Ostracization
Villages, Clubs Professional
Ordering
Design Fixed with
Architecture
Lack of
Response
Physical
Inhibition
Parking
Bollards
Software
Code
Modalities of control (Murray & Scott 2002)
14. regulatory alternatives?
Shared spaces concept in traffic zones:
• Redistributes risk among road users
• Treats road users as responsible, imaginative, human
• Holds that environment is a stronger influence on behaviour than formal rules &
legislation.
‘All those signs are saying to cars,
“this is your space, and we have
organized your behavior so that
as long as you behave this way,
nothing can happen to you”.
That is the wrong story’.
Hans Monderman, http://bit.ly/1p8fC3u
TheArt&ScienceofShared
Streets,http://bit.ly/1p8fr8r
SeealsoHamilton-Baillie
(2008).
15. participative regulation
• Portrait of the regulator as:
– Not QA but QE – Quality Enhancer, to focus on culture shifts towards
innovation, imagination, change for a democratic society
– A hub of creativity, shared research, shared practices & guardian of
debate around that hub
– Initiating cycles of funding, research, feedback, feedforward
– Archive of ed tech memory in the discipline
– Founder of interdisciplinary, inter-professional trading zones
• Regulator as democratic designer
16. LETR recommendation 25
A body, the ‘Legal Education Council’, should be established to provide a forum for the
coordination of the continuing review of LSET and to advise the approved regulators on
LSET regulation and effective practice. The Council should also oversee a collaborative
hub of legal information resources and activities able to perform the following
functions:
– Data archive (including diversity monitoring and evaluation of diversity
initiatives);
– Advice shop (careers information);
– Legal Education Laboratory (supporting collaborative research and
development);
– Clearing house (advertising work experience; advising on transfer regulations
and reviewing disputed transfer decisions).
17. 3. Map and improve ethics and
legal education research
18. future research needs?
1. Map the field & create
taxonomies for research data
2. Organise systematic data collection on
law school stats across entry/exit points,
across jurisdictions (eg using Big Data
Project methods)
19. future research needs?
3. Focus on learning, not NSS league tables
– see US LSSSE… and include longitudinal
research data, not just snapshots
of place & time
4. Provide meta-reviews and systematic
summaries of research, where
appropriate; literature guides, etc
20. current initiatives…
• It’s open source and
free
• It’s an international
collaboration
• It combines both
theory and practice
• It’s open to
interdisciplinarity
21. how might professional bodies
contribute to this?
1. Targeted funding for research initiatives, eg Cochrane Collaboration type
of initiative
2. Funding & admin support to start-up and analyze innovation – eg PBL,
public education in law, legal informatics,
data visualization, etc
3. Financial & other support to enable round table
meetings with regulators and comparative work
with other jurisdictions – globally
4. Creation and maintenance of a digital hub.
22. example: longitudinal research
• Do we do the same for
ethics?
• If not, why not?
• What might a longitudinal
ethics project look like?
http://bit.ly/18WavXV
23. • Do we do the same for
ethics?
• If not, why not?
• What might a longitudinal
ethics project look like?
• HighScope Educational
Research Foundation
methodology?
• HighScope method used to
develop skills of conflict
resolution in pre-schoolers
(children aged 18 months –
six years).
http://bit.ly/1qjTnEk
25. example 1: curriculum design
• Key question: ethics education for whom, by whom, when?
• Eg new designs such as JD or LLB + PBL + online…?
• We have a very sparse literature on f2f PBL (eg some major
studies on Maastricht, none on York)
• Curriculum needs re-designed around innovative embedding
of ethics projects
• Digital technologies need re-designed to facilitate ethics
learning online
26. example 2
Three projects for student-centred learning in the ethics of
access to law and family mediation:
1.Sorting out separation – UK government-funded initiative
2.Families Change – Justice Education Society of British
Columbia
3.Rechtwijzer.nl – Dutch Legal Aid Board & University of Tilburg
27. project 1
• Largely advice sheets, videos,
calculators
• How might your students get
involved in this?
• What would they learn about
ethics by being involved?
• How can they put that experience
to use in their careers?
28. project 2
• Largely advice sheets, videos,
• Also includes ‘Changeville’, an
interactive game for children 5-12
years old, offering emotional
support and tools, including a list
of rights for older children
• How might your students get
involved in this?
• What would they learn about
ethics by being involved?
• How can they put that experience
to use in their careers?
29. project 3: rechtwijzer.nl
• Contains advice on separation &
divorce
• Integrates f2f service with online
information
• Claims to have an ‘interactive
service’
• How might your students get
involved in this?
• What would they learn about
ethics by being involved?
• How can they put that experience
to use in their careers?
30. Examples 1 + 2 + 3: technology and ethics
• Open technology platform
• ‘Permissionless innovation’
• Blockchain code – a shared public register of code transactions
• Decentralized file storage
• Decentralized Autonomous Organisations
• On-chain decentralized marketplaces for services
31. which services?
• Currencies & sub-currencies, eg Bitcoins - http://bit.ly/1nWUfyT - decentralized digital
cryptocurrencies. See www.bitcoin.org
• Almost any financial instrument
• Further, more sophisticated platforms,
eg Ethereum, www.ethereum.org
• Contracts and wills
• Savings wallets
• Online voting
• Decentralized government
• Secure messaging - http://bit.ly/1qtpvpZ
• Decentralized data feed
• Legal education
32. legal education DAO
• Peer-to-peer
• Peer-to-object
• Includes learning objects + comms system + badge system (eg Mozilla
Badges) + payment system + other decentralized functions, using identity
and reputation system as a base
• Regulation?
See regulation of VoiP, and Bitcoins itself
http://bit.ly/1jKa4Ex
33. references
Hamilton-Baillie, B. (2008). Shared space: reconciling people, places and traffic.
Built Environment, 34, 2, 161-81.
Legal Education & Training Review Report (2013). Available at: http://letr.org.uk
Monderman, H. (n.d.) http://www.pps.org/reference/hans-monderman/
Murray, A., Scott, C. (2002). Controlling the new media: hybrid responses to new
forms of power. Modern Law Review, 65, 4, 491-516.
Scott, C. (2008) Regulating Everything. UCD Geary Institute Discussion Paper Series,
Inaugural Lecture, 26 February.