Current Federal Rules of Procedure Now Available From CALI and LII

Publication1The Federal Rules of Procedure govern how litigation in federal courts occurs.  They are also a very common supplement assigned to law students, who then spend upwards of $50.00 to purchase them.  So it is with great pleasure that we can announce that the current editions of the Federal Rules of Civil Procedure, Criminal Procedure, Evidence, Bankruptcy Procedure and Appellate Procedure (with forms) are now available – for free! – in ebook format from eLangdell Press.

The Federal Rules of Civil Procedure, Criminal Procedure and Evidence are published in partnership with our friends at the Legal Information Institute of Cornell University.  They are leaders in the area of open law and have made remarkable advances on a tight non-profit budget.  While all of these books are totally free to use, they are not free for LII to make.  If you’d like to send them a donation, they’d sure appreciate it.

The Federal Rules of Appellate Procedure and Bankruptcy Procedure are an eLangdell Press in-house publication made from the new US Code Beta Bulk Download site.  This source has greatly improved the look of the forms in the Rules of Appellate procedure from our previous edition of these rules.  Now they are coded into the ebook instead of PDF images inserted into the book.

All flavors of these rules benefit from the new eLangdell Press CALI Reader.  Now you don’t need an eReader, Smartphone or Tablet to read these rules – you can do it right from your browser!  Here are the Federal Rules of Appellate Procedure in the CALI Reader as an example.

If you are a law professor assigning Federal Rules of Procedure this year, please consider using these for your supplement.  Your students will appreciate the cost savings.  And, of course, you don’t have to be an academic to use these.  All of these books are free to use however you want.

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eLangdell Press – Bookstore Updates

VerkerkeThere are many opportunities for change in legal education.  An area ripe for innovation is the law school casebook.  Technological advances have made epublishing feasible for just about anyone, the content is primarily public domain legal information and skyrocketing prices mean that students’ finances are impacted immediately  upon purchase.

Here at CALI we’ve been working to change the way legal educational materials are published with our eLangdell Press.  Through it we publish law professor authored casebooks, individual casebook chapters, statutory and regulatory supplements and federal rules of procedure.  Everything published on the site features a creative commons license and is free for students and faculty to download, remix and reuse.

Our philosophy of “open publishing” extends to the format of our books.  There’s no DRM, so once you download it, it’s yours forever.   Whenever possible, we publish in .epub, .mobi, .pdf and .docx so that they are compatible with a wide variety of eReaders, tablets and computers.   We even have print via print on demand service Lulu.com since we know that not everyone is comfortable or has access to personal computers or printers.  Those are sold at cost and we make absolutely no profit on them.

If you haven’t looked at eLangdell Press lately, I encourage you to check it out!  It now boasts 29 titles with many more planned.  We’ve also made some improvements and innovations to the eLangdell Press Bookstore that should make it easier to review the materials and use them, as well as just some general housekeeping to the site.   These updates include:

  1. The ability to preview and read the book within your web browser using our new CALI reader.  See the preview of Basic Income Tax by William Kratzke as an example.
  2. New author profile pages that provide some information about the author.  See Professor Verkerke’s for an example.
  3. A refresh of the book pages that includes more prominent author info placed below the title with link to new author profile page,
    organization of download and purchase links below the description, repositioning of CC license info to try and make it more clear that it refers to the book, year of publication, added word counts, and PDF page counts.
  4. New covers for all of the ebooks and lulu print books that conform with the expected appearance of law school casebooks and supplements.
  5. Extending the main page so that all titles appear on the front page of the site.

Stay tuned for more innovations and titles! eLangdell is always expanded and adapting.  If you have any suggestions or questions, please let us know!

Also, we will posting a Call for Proposals later this month.  Until then, our requirements for proposals can be viewed on the Become an Author page on the eLangdell website.

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Time Trial – Introducing Students to CALI!

TTpostimageCALI is known for many things…innovation in legal education, a commitment to providing quality and value to our membership and creating tools that increase access to justice, to name a few.   Among certain segments of our membership, we are also known for something else:

THE CALI DVDs!!!!!

Yes, like the swallows returning to Capistrano, every year CALI has sent out boxes and boxes of DVDs to our member schools.  We sent enough for schools to hand out one DVD to each of their new and returning law students.  That’s over 140,000 DVDs every year!

We didn’t do it to keep the postal service in business.  Before ubiquitous high-speed internet service, the DVDs allowed students to run CALI lessons away from school computing labs.   It was also a physical object – and, we hoped, an aesthetically pleasing one – that schools could hand to students to introduce them to CALI and all that it offers.

This worked fairly well, but recent changes in personal technology have made the DVDs less practicable.  Tablets, Smart phones, Macs, netbooks… none of these come with the capability to play DVDs or CD-Roms.  Our internal statistics show that these make up over half of the visitors to our website.  So why continue something that half of the students couldn’t use?

Our solution was to create Time Trial.

Time Trial is a card game that tests a player’s knowledge of legally relevant dates – court cases, U.S. Supreme Court justice tenures, U.S. Constitutional amendments and federal public laws.  The rules are simple: players take turns reading the cards to each other and putting them into chronological order.  We even made an online version for solo play.  The content of the cards was written by law librarian Tom Gaylord of IIT Chicago-Kent College of Law.

We think we struck a good balance with this game.  It’s easy enough in format to pick up and use immediately and in subject to allow even 1Ls to get some correct answers initially.   At the same time, it’s enough of a challenge to make it intriguing and plays upon the competitive nature of all law students. (And maybe some law professors and librarians too!)

This summer every law school was sent enough ten-card packs to give one to each of their students, both incoming 1Ls as well as returning students.  Additionally, each school was sent three box sets that contain all 200 cards.  If you would like to put them on reserve in your school’s law library, the OCLC/Worldcat record number is #852411155.

(Pssssst…by the way, did you know that all of the our CALI Lessons are cataloged too?)

We hope that the card packs will be distributed in the same time and manner that the DVDs were.  Hopefully the unique format of a card game will intrigue students enough to not immediately throw it away like they might with a brochure or flyer or ignore it like they would a mug or other common swag.   The CALI Authorization code for your school is also visible on the back of the card packs.  (As a reminder, students will need this code to register for CALI.)  The URL for the online version of the game appears on the back of each card.  Students are introduced to CALI on that website and again encouraged to register.  Registered students will be able to save their scores.

In a few weeks, you will be receiving posters at your school advertising Time Trial, CALI Lessons and our Faculty Services.   In the meantime, here is a PDF of an 8×11 flyer for Time Trial that you can print off and either include in your orientation materials or post.

CALI is a non-profit consortium of law schools.  We rely upon you, our membership, to help us introduce CALI to your students.  The number one complaint we get from students is that they wish that they had heard about CALI earlier.  We currently have over 900 interactive lessons on over 35 legal subjects for students to use for students to use as study aids or for faculty to use as an assessment tool.  We also provide free and open casebooks and supplements through our eLangdell Press, website creation, podcasting and course management tools through Classcaster and form building software for law school clinics and legal aid organizations with A2J Author.  In short, CALI has many, many things to offer!   We’re not just a tool provider.  We are your partner in legal education and technology.

We are always available and willing to do whatever we can to help you promote use of CALI with your faculty and students.  Please don’t hesitate to contact me, Sarah Glassmeyer at sarah AT cali.org to discuss some options.  And if you otherwise have problems, questions, complaints, suggestions or ideas about CALI, please contact our executive director, John Mayer at jmayer AT cali.org.  He would love to hear from you!

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DIY CALI Lessons

6152609569_ede61a0445_nAs you (hopefully) know, CALI lessons are written and peer reviewed by law professors.    But did you know that you can still write your own lesson and publish them to our website?  We don’t intentionally keep this a secret, but for some reason people are always surprised to learn this!

CALI lessons are created by CALI Author. Any faculty member at a CALI member school can download CALI Author and either create their own lessons or download a current lesson and edit it. If you go to a lesson page, e.g. http://www.cali.org/lesson/695, look for a light blue link that says “windows” to the left of the green run button. That’s the download link. Download the lesson and its images and then contact us here at CALI for the password to edit it.  That we do keep a secret!

So, one could take CALI Author, and either with new content or edited content, hit “AutoPublish” under the file menu button and publish a lesson on our website. It won’t appear anywhere in the list of “official CALI lessons” (which, remember, are edited and peer reviewed for quality). Only people who have the URL can find this lesson. But other than that, it has all the bells, whistles and functionality of a published “official” CALI lesson.

For in-class purposes, one can then use it as an alternative to a PowerPoint presentation in a classroom lecture. Unlike PowerPoint, faculty can take advantage of the branching logic capabilities of CALI Author and work through hypotheticals or go down various paths and lines of inquiry. You could also include questions in the lesson for students to work through at their seat while the person in the “hot seat” is being orally questioned or put questions at the end for students to do for review out of class. It can be left up on our website for the entire semester – so students can go back and redo the lesson out of class for finals review – or you can delete it immediately after class.  The choice is yours!  Best of all, since it’s an AutoPublished lesson, it has the LessonLink features so the faculty member can go back and view student answers and see if certain concepts need to be reviewed again or if it “sunk in.”

Out of class it can be used for “flipped classroom” prep. Again, since CALI Author provides powerful logic and branching capabilities, it can be an excellent alternative to an in-class lecture and can be created without the need to do any screen casting or recording.

Questions?  Please don’t hesitate to ask!  I can be reached at sarah at CALI.org

Photo from the CALI flickr stream, where there are hundreds of creative commons licensed images for you to use!

 

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Congratulations Deb Quentel – a 2013 Fastcase 50 winner!

DebCaricatureWe here at CALI are very excited and proud to announce that our Director of Curriculum Development, Deb Quentel, has been awarded a Fastcase 50 award for 2013.  The Fastcase 50 is given to the law’s “smartest, most courageous innovators, techies, visionaries and leaders.”

Deb’s entry reads:

Deb Quentel has long been a pioneer and leading light in the field of legal education. In her sixteen years with CALI (the Center for Computer-Assisted Legal Instruction), she has collaborated with hundreds of law professors and law librarians as they organize, prepare, and create CALI’s essential and excellent online lessons. Her myriad responsibilities at CALI are too numerous to name here, but she continues to be a leader in introducing new ideas for meeting law students’ education needs.

It is an honor well deserved and we couldn’t be happier for her!

Many Friends of CALI were also winners this year, including CALI Board Member Ken Hirsh.  A very hearty congratulations to him as well as all of the 2013 Fastcase 50 winners!

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Taking CALIcon13 Live to the Web Using YouTube Live Events, TeleStream Wirecast for YouTube, and Commodity Hardware

CALI_conferenceLogo_Gauge2013We were able to live stream the entire CALI conference on YouTube this year. A lot of folks have asked me about how we did this and that’s what this article is going to cover. Before I get into the nitty gritty of how it all worked I want to make sure to thank the folks at IIT Chicago-Kent for making all of the tech stuff happen. Specifically from the Audio Visual & College Service Center Staff: Jarryd Scott Steimer, David Townsend, Alton Jackson, Sue Jadin, Gloria Juarez, Aaron Ruffin; from the Center for Law and Computers Staff: Sejal Vaishnav, Nisha Varughese, Bill Mette, Mohit Gaonkar, Rudi Buford, Efe Budak, Heather Banks, Greg Morris, Larry Adamiec; and Debbie Ginsberg and Emily Barney from the Law Library. Thanks everyone for making CALIcon13 a great tech success.

One upon a time webcasting a conference live on the Internet took a LOT of effort. Cameras, capture cards, encoders, PCs, a streaming server, and a fair amount of good luck to make sure it all worked. We did it for many years with the CALI Conference for Law School Computing. Eventually we gave up, as it became too difficult to manage especially as we took the conference on the road every year to a different law school. Even something as seemingly basic as pointing a camera at the front of room became difficult especially when you multiplied it across 5 rooms and 4 – 5 sessions per day. Lots of equipment and lots of things to go wrong. We just went back to recording for archives and dropped the live stream.

Earlier this year Google began making YouTube Live Events available to Google Apps for Education organizations. YouTube Live allows you to schedule and stream live video using YouTube’s infrastructure. Using YouTube Live requires having an encoder running on a local computer and a good, stable Internet connection to connect the encoder to YouTube. Once connected to YouTube, the event will not only stream live on YouTube but it will also record to YouTube. The archived recording of the event becomes available on YouTube at the same URL shortly after the live streaming of the event concludes. After testing the product I realized that we might be able to bring live streaming back to CALIcon.

The basic set up for this is pretty straight forward and is well handled by commodity hardware. We used a Canon video camera, Star-Tech USB capture, and Dell laptops. The actual specifics of the hardware isn’t really important since it is more about the features of the hardware. The camera should have composite video and audio outputs. High definition video isn’t really necessary here, it just uses extra bandwidth. The camera’s video and audio outputs were connected to the USB capture device. The capture device was connected via USB to the laptop. The laptop needn’t be a hot rod, just current. The encoding software we used is available for Mac or Windows computers.

With the hardware in place the USB capture device is seen as a USB camera by the encoding software. This allows the audio and video from the camera to be streamed to YouTube. For encoding of the video, we used the free version of TeleStream Wirecast for YouTube. Wirecast proved easy to use and the free version provides enough features to get your stream up and running, especially for most law school events that you might be streaming.

Once we sorted out the hardware and software we were going to use the next thing was making sure that all of the sessions were scheduled on YouTube. 55 sessions were scheduled on YouTube. This gave us event slots that we could connect the encoders to at the right time. We created a separate event for each CALIcon session. This created a YouTube link for each session. The URL was embedded in each session page on the CALIcon website so that the conference sessions could be watched live directly from the CALIcon website. The same URLs embed the archived session video in the session page on the site.

And that is all there is to it. We also recorded the video on SD cards in the cameras for archival purposes. Of the 55 session streams that we launched, we had some timing issues with the first set of sessions that resulted in some short streams, and we had 1 stream that did not record properly on YouTube. All of these videos were replaced on YouTube with the video recorded on the SD cards. Within 4 days of the end of CALIcon13 all of the video for all of the sessions that were recorded was available to all on YouTube and on the CALIcon13 website.

I would recommend that you give this a try at your law school. No matter what sort of recording/streaming solution you are using, I think you’ll find the YouTube Live Events solution useful. If you have any thoughts or questions, please use the comments below or send me an email.

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2013 CALI Conference – Prime in More Ways Than One

JohnStigThe 23rd Conference for Law School Computing just concluded and it was a barn-burner.  I am the Executive Director of CALI, so I might be expected to say that, but as I am the only person to have attended all 23 of these conferences, I am the most likely to be jaded by them as well and let me say … WE’RE BACK BABY!

Seriously.  From the inspiring and challenging keynote speakers to the serene and stunning reception at the top of Chicago’s Willis Tower to the vast array of voices and experiences shared to the exciting and fast-moving Symposium on Lawyering in the Digital Age, this was event was wall-to-wall awesome.

You can partake of the content at CALI’s Youtube channel where every session was streamed live in real-time and recorded for posterity.  At most times, there were up to five, simultaneous streams and we did it with the amazing work of the Chicago-Kent IT staff and Elmer Masters’ deft planning.  This was five fire-hoses of information that are now available, for free, to every law school in the country.  This is what your dues pay for; over 50 sessions – a PhD in the current state of technology in legal education just a few clicks away.

As important and valuable were the connections I made with the community of law faculty, law librarians, IT staff, ed-tech’ers, old-timey Teknoids, sponsors and friends.  I value this the most as I recall everyone’s faces, but struggle to remember everyone’s names.  I suck at names sometimes.  I feel truly blessed to call many of these folks my friends and feel that it enhances my life and the effectiveness of my job.  In 2013, I celebrated my 25th year working in legal education.   In 1987, the squirrels didn’t quite eat their way through the job listings in Chicago Tribune (true story) and I found myself hired as the Director of the Computer Labs at Chicago-Kent College of Law.  In 1991, I was lonely and, along with Tom Bruce, created the Conference for Law School Computing Professionals.  A few years later we wisely dropped the “Professionals” because we couldn’t sustain the ruse and the rest is history – which is televised on YouTube.

Times are tough and law schools are in crisis, but still over 300 people turned out.  I hope that this continues to happen.  The CALI Conference is heading towards a quarter century – at which time I expect someone to give me a Lucite plaque and trundle me off to the wings for someone else to wear the costumes.  The point being, if you are deploying tech in legal education as staff, librarian or faculty, you should be at the CALI Conference next year.  You will get more value per minute and per dollar than just about any other event and the friends and colleagues you make will last a lifetime.

John Mayer
Executive Director
CALI
June 16, 2013

p.s. Please take our conference survey and let us know what you think!

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Law Schools as Knowledge Centers and Teaching A.I.

Our final CALI Spotlight preview highlights two articles. The first, written by Vern R. Walker et al explores what it would mean for law schools to be “knowledge centers.” In “Law Schools as Knowledge Centers in the Digital Age,” the authors propose that law schools take on the central goal of becoming knowledge centers, much like research laboratories in linguistics and information science. By doing so, the authors contend that law schools can accomplish many of their traditional educational goals through innovative legal means.

The second article, written by Kevin D. Ashley, provides a guide and examples for using a seminar on Artificial Intelligence (AI) and Law to teach lessons about legal reasoning and legal practice in the digital age. In “Teaching Law and Digital Age Legal Practice with an AI and Law Seminar,” Ashley contends that AI and Law Seminars teach students fundamentals about law and legal reasoning by focusing them on the problems these issues pose for scientists attempting to computationally model legal reasoning. AI and Law Seminars simultaneously teach students how to utilize new digital documents technologies and enhance students’ understandings of legal principles.

Unfortunately, Walker and Ashley are unable to attend today’s symposium, but tune in at 9 am to watch the webcast.

Vern R. Walker is Professor of Law and the Director of the Research Laboratory for Law, Logic and Technology (LLT Lab) at the Maurice A. Deane School of Law at Hofstra University. A.J Durwin, Philip H. Hwang, Keith Langlais, and Mycroft Boyd are researchers at the LLT Lab, and JD candidates 2013.

Abstract

“This article explores what it would mean for law schools to be “knowledge centers” in the digital age, and to have this as a central mission. It describes the activities of legal knowledge centers as: (1) focusing on solving real legal problems in society outside of the academy; (2) evaluating the problem-solving effectiveness of the legal knowledge being developed; (3) re-conceptualizing the structures used to represent legal knowledge, the processes through which legal knowledge is created, and the methods used to apply that knowledge; and (4) disseminating legal knowledge in ways that assist its implementation. The Article uses as extended examples of knowledge centers in the digital age the research laboratories in the sciences, and in particular research laboratories in linguistics and information science. It uses numerous examples to suggest how law schools might implement the concept of a knowledge center.”

Kevin D Ashley is Professor of Law and Intelligent Systems, University of Pittsburgh School of Law and Senior Scientist for the Learning Research and Development Center. He is an expert in computer modeling of legal reasoning and cyberspace legal issues.

Abstract

“This article provides a guide and examples for using a seminar on Artificial Intelligence (AI) and Law to teach lessons about legal reasoning and about legal practice in the digital age. Artificial Intelligence and Law is a subfield of AI/ computer science research that focuses on computationally modeling legal reasoning. In at least a few law schools, the AI and Law seminar has regularly taught students fundamental issues about law and legal reasoning by focusing them on the problems these issues pose for scientists attempting to computation- ally model legal reasoning. AI and Law researchers have designed programs to reason with legal rules, apply legal precedents, predict case outcomes, argue like a legal advocate and visualize legal arguments. The article illustrates some of the pedagogically important lessons that they have learned in the process.

As the technology of legal practice catches up with the aspirations of AI and Law researchers, the AI and Law seminar can play a new role in legal education. With advances in such areas as e-discovery, legal information retrieval (IR), and semantic processing of web-based information for electronic contracting, the chances are increasing that, in their legal practices, law students will use, and even depend on, systems that employ AI techniques. As explained in the Article, an AI and Law seminar invites students to think about processes of legal reasoning and legal practice and about how those processes employ information. It teaches how the new digital documents technologies work, what they can and cannot do, how to measure performance, how to evaluate claims about the technologies, and how to be savvy consumers and users of the technologies.”

 

Throughout the last two weeks, the CALI Spotlight Blog has previewed different symposium presentations. Look through our archive:

  • June 5, 2013: Marc Lauritsen, “Liberty, Justice, and Legal Automata”
  • June 6, 2013: William E. Hornsby, Jr., “Gaming the System: Approaching 100% Access to Legal Services Through Online Games”
  • June 7, 2013: Conrad Johnson and Brian Donnelly, “If Only We Knew What We Know”
  • June 8, 2013: Richard S. Granat and Stephanie Kimbro, “The Teaching of Law Practice Management and Technology in Law Schools: A New Paradigm”
  • June 10, 2013: Oliver R. Goodenough, “Developing an e-Curriculum: Reflections on the Future of Legal Education and on the Importance of Digital Expertise”
  • June 11, 2013: Tanina Rostain, Roger Skalbeck and Kevin Mulcahy, “Thinking Like a Lawyer, Designing Like an Architect: PReparing Students for the 21st Century Practice”
  • June 12, 2013: Ronald W. Staudt and Andrew P. Medeiros, “Access to Justice and Technology Clinics: A 4% Solution”
  • June 13, 2013: Hybrid Courses of the A2J Clinic Project
    • Tanina Rostain & Roger Skalbeck, Technology, Innovation and Law Practice: An Experiential Seminar at Georgetown University Law Center
    • Judith Wegner, Becoming a Professional at UNC School of Law
    • Sunrise Ayers, A2J Clinic at Concordia University School of law
  • June 14, 2013: Traditional Clinical Courses of the A2J Clinic Project
    • Conrad Johnson, Mary Zulack & Brian Donnelly, Lawyering in the Digital Age Clinic at Columbia Law School
    • Joe Rosenberg, Main Street Legal Services, Elder Law Clinic at CUNY School of Law
    • JoNel Newman & Melissa Swain, Medical Legal Clinic at University of Miami School of Law
  • June 15, 2013: Kevin D. Ashley, “Teaching Law and Digital Age Legal Practice with an AI and Law Seminar;” and Vern R. Walker et al, “Law Schools as Knowledge Centers in the Digital Age”

 

Professor Ashley and Professor Walker are unable to attend the in-person symposium on June 15, 2013, but their valuable contributions will be published with the printed edition of the Chicago-Kent Law Review that accompanies the live symposium.

 

 

 

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A2J Clinic Integration into Traditional Clinics

Yesterday, the CALI Spotlight Blog featured three participants from the Access to Justice Clinical Course Project that will be integrating A2J Author into their courses a part of a hybrid clinical experience. Three other participants in the A2J Clinic Project will integrate the use of this software into more traditional clinical courses.
“The A2J Author provides a different lens or perspective from which to view the interviewing process,” explains Professor Joe Rosenberg, director of the Elder Law Clinic at CUNY’s Main Street Legal Services. “It will be instructive to compare and contrast the approaches we use for client interviews with the A2J Author and consider client needs in both contexts.”
Rosenberg’s Elder Law Clinic focuses primarily on guardianship issues and, over the last few years, students in Rosenberg’s clinic have developed a packet of information to provide some assistance those who cannot gain full representation from the clinic. Next year, as part of the A2J Clinic Project, students in the clinic will work to update this information and develop A2J Guided Interviews to provide further assistance to these self-represented litigants. Rosenberg plans to connect this development work with the interviewing, counseling, ethical and substantive legal work that students undertake.
In the Lawyering in the Digital Age Clinic at Columbia Law, taught by Conrad Johnson, Brian Donnelly, and Mary Marsh Zulack, students are divided into working groups and assigned to help a certain legal aid agency or court address a specific legal problem. Throughout the semester, the students develop a thorough understanding of the legal issue involved through in person meetings with a subject matter expert. Then they research the legal systems available before developing a solution that can be implemented by the requesting legal aid. In the past, students in this clinic have developed A2J Guided Interviews for use by the housing courts as well as a web-site explaining how a person reclaims property seized by the police.
Students in the Health Rights Clinic at the University of Miami, a Medical-Legal Partnership, work directly with patients at Miami-area hospitals to address the legal needs that arise as a result of their health care. JoNel Newman and Melissa Swain teach their students about substantive law in areas such as public benefits, advanced directives, and immigration. For many of these issues, they have already developed flowcharts and written manuals to help students assist their clients. After automating these processes, students in the clinic will be able to take on more clients. Finally, because of the diverse population of students and clients in the Miami area, all of their forms are developed in English, Spanish, and Haitian/Creole.
Throughout the last two weeks, the CALI Spotlight Blog has previewed different symposium presentations. Look through our archive:
• June 5, 2013: Marc Lauritsen, “Liberty, Justice, and Legal Automata”
• June 6, 2013: William E. Hornsby, Jr., “Gaming the System: Approaching 100% Access to Legal Services Through Online Games”
• June 7, 2013: Conrad Johnson and Brian Donnelly, “If Only We Knew What We Know”
• June 8, 2013: Richard S. Granat and Stephanie Kimbro, “The Teaching of Law Practice Management and Technology in Law Schools: A New Paradigm”
• June 10, 2013: Oliver R. Goodenough, “Developing an e-Curriculum: Reflections on the Future of Legal Education and on the Importance of Digital Expertise”
• June 11, 2013: Tanina Rostain, Roger Skalbeck and Kevin Mulcahy, “Thinking Like a Lawyer, Designing Like an Architect: PReparing Students for the 21st Century Practice”
• June 12, 2013: Ronald W. Staudt and Andrew P. Medeiros, “Access to Justice and Technology Clinics: A 4% Solution”
• June 13, 2013: Hybrid Courses of the A2J Clinic Project
o Tanina Rostain & Roger Skalbeck, Technology, Innovation and Law Practice: An Experiential Seminar at Georgetown University Law Center
o Judith Wegner, Becoming a Professional at UNC School of Law
o Sunrise Ayers, A2J Clinic at Concordia University School of law
• June 14, 2013: Traditional Clinical Courses of the A2J Clinic Project
o Conrad Johnson, Mary Zulack & Brian Donnelly, Lawyering in the Digital Age Clinic at Columbia Law School
o Joe Rosenberg, Main Street Legal Services, Elder Law Clinic at CUNY School of Law
o JoNel Newman & Melissa Swain, Medical Legal Clinic at University of Miami School of Law
• June 15, 2013: Kevin D. Ashley, “Teaching Law and Digital Age Legal Practice with an AI and Law Seminar;” and Vern R. Walker et al, “Law Schools as Knowledge Centers in the Digital Age”
Professor Ashley and Professor Walker are unable to attend the in-person symposium on June 15, 2013, but their valuable contributions will be published with the printed edition of the Chicago-Kent Law Review that accompanies the live symposium.

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Technology, Innovation and Law Practice at Georgetown

The Access to Justice Clinical Course Project launched in January at the 2013 Annual Meeting of the Association of American Law Schools. During that AALS event in New Orleans, CALI® officially unveiled a panel of six participating law school clinics whose faculty members would be developing a new clinical course or modifying an existing course to use A2J Author® to teach modern legal skills. The participants were chosen for their unique course models, in hopes that a set of disparate models would inspire faculty at other law schools to adapt one or more of these models into their own course(s).
Representatives from all six participating law school clinics will be on hand during Saturday’s symposium, from 9 a.m. to 1 p.m. at IIT Chicago-Kent College of Law to discuss their course model. The first hour will focus on the three clinics below, which operate as a hybrid clinic and classroom models. For more information.
Tanina Rostain and Roger Skalbeck have been teaching a course called Technology, Innovation and Law Practice at Georgetown for the last two years. This past Spring they expanded the course from a 2-credit seminar to a 3-credit practicum. As part of this course, students are matched up with a legal aid organization that needs assistance and they work with representatives from that organization to develop a platform, application, or automated system that increases access to justice. Throughout the semester, students also receive training on public speaking before delivering their final project as a venture-capital pitch as part of their annual Iron Tech lawyer competition.
Becoming a Professional at UNC Chapel Hill is a course taught by Judith Wegner that challenges students to develop their professional identities. The course is designed with two sections (one based at the University of Cincinnati and one at University of North Carolina-Chapel Hill), co-taught with Dean Louis Bilionis at Cincinnati, and practitioner-adjuncts at each site. Students develop their own project throughout the semester that addresses an area of law in which they are interested. All students will not be required to develop projects that use A2J Guided Interviews; however Wegner plans to identify a handful of projects ahead of time that would likely interest her public service-minded students.
The A2J Clinic at Concordia Law with Jodi Nafzger & Sunrise Ayres will be the law schools first clinical offering. Nafzger, director of experiential learning and career services, will teach the course alongside Ayres, a staff attorney for Idaho Legal Aid Services. The course is designed so that students will learn the principles of automated document assembly, while also developing an understanding of the substantive law involved with a specific area of law relevant to serving legal aid clients. The students in the clinic will work closely with ILAS to develop new A2J Guided Interviews to serve the self-represented litigants throughout Idaho.

Throughout the next two weeks, as the live symposium approaches, the CALI Spotlight Blog will preview another symposium presentation each day:

  • June 5, 2013: Marc Lauritsen, “Liberty, Justice, and Legal Automata”
  • June 6, 2013: William E. Hornsby, Jr., “Gaming the System: Approaching 100% Access to Legal Services Through Online Games”
  • June 7, 2013: Conrad Johnson and Brian Donnelly, “If Only We Knew What We Know”
  • June 8, 2013: Richard S. Granat and Stephanie Kimbro, “The Teaching of Law Practice Management and Technology in Law Schools: A New Paradigm”
  • June 10, 2013: Oliver R. Goodenough, “Developing an e-Curriculum: Reflections on the Future of Legal Education and on the Importance of Digital Expertise”
  • June 11, 2013: Tanina Rostain, Roger Skalbeck and Kevin Mulcahy, “Thinking Like a Lawyer, Designing Like an Architect: PReparing Students for the 21st Century Practice”
  • June 12, 2013: Ronald W. Staudt and Andrew P. Medeiros, “Access to Justice and Technology Clinics: A 4% Solution”
  • June 13, 2013: Hybrid Courses of the A2J Clinic Project
    • Tanina Rostain & Roger Skalbeck, Technology, Innovation and Law Practice: An Experiential Seminar at Georgetown University Law Center
    • Judith Wegner, Becoming a Professional at UNC School of Law
    • Sunrise Ayers, A2J Clinic at Concordia University School of law
  • June 14, 2013: Traditional Clinical Courses of the A2J Clinic Project
    • Conrad Johnson, Mary Zulack & Brian Donnelly, Lawyering in the Digital Age Clinic at Columbia Law School
    • Joe Rosenberg, Main Street Legal Services, Elder Law Clinic at CUNY School of Law
    • JoNel Newman & Melissa Swain, Medical Legal Clinic at University of Miami School of Law
  • June 15, 2013: Kevin D. Ashley, “Teaching Law and Digital Age Legal Practice with an AI and Law Seminar;” and Vern R. Walker et al, “Law Schools as Knowledge Centers in the Digital Age”

Professor Ashley and Professor Walker are unable to attend the in-person symposium on June 15, 2013, but their valuable contributions will be published with the printed edition of the Chicago-Kent Law Review that accompanies the live symposium.

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