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• W1599142086 abstract "INTRODUCTION Thirty years from now big university campuses will be relics. Universities won't survive. [The computer revolution is] as large change as when we first got printed book.(1) Bold predictions about impact of computer revolution on education--including legal education--are increasingly common, sometimes expressed with hope and excitement, sometimes with fear and loathing. Major changes may indeed loom just over horizon, but specific form they will take remains quite unclear. Although long-range impact of computer technology on legal education is crucially important, no less significant is question of how, or even whether, existing technologies can be integrated usefully and appropriately into traditional legal education. More precisely, our question is: Do computers currently provide an effective tool for achieving significant pedagogical goals? We believe they do. In support of this claim, we examine variety of ways to integrate computers into law teaching. Our aim is not merely to marshal support for controversial claim; we also offer our discussion as practical pedagogical guide to computerized instruction. We draw, in part, on our experience over last three years with Chicago-Kent's experimental E-LEARN section.(2) The section consists of 100 volunteer first-year students; all of students are required to have laptop computers and are provided with electronic versions of their class materials. Our experience with this section lends significant support to claim that judicious use of computers can improve legal instruction. I. PEDAGOGICAL GOALS [P]roducing sophisticated learning is function of sophistication of discussion that surrounds use of technology--not sophistication of technology.(3) The claim that computers can be effective tools for achieving important pedagogical goals naturally raises question: What goals? We will focus on three widely accepted aims:(4) (1) Imparting basic knowledge of black letter rules. An adequate knowledge of an area of law requires knowledge of relevant legal rules. Of course, knowing black letter rules is far cry from understanding law. Part of understanding law is knowing underlying rationales--the various purposes--behind black letter rules. Hence, second goal: (2) Developing an understanding of rationales underlying rules. The purpose of rule guides its application to fact patterns and is key to identifying and justifying exceptions and to resolving conflicts with other rules. Of course, you can, in three years of law school, teach only small fraction of black letter rules and associated rationales, no matter how intensively you try to educate students. This is one reason it is essential for students to learn how to master new areas of law on their own. This implicates third goal: (3) Developing ability to analyze legal issues independently. For convenience, we will refer to these three goals as the basic goals, even though there are variety of other goals with good claims to being basic.(5) There is small but growing literature evaluating effectiveness of computer-assisted instruction (CAI) in legal education and suggesting that CAI can help achieve these goals.(6) The much larger body of literature focusing on nonlegal instruction also supports this conclusion. One survey of literature describes a substantial body of research indicating that CAI, when employed in college classroom teaching, may improve learning while significantly and consistently reducing time needed for instruction.(7) More specifically, available evidence clearly indicates that computers can help achieve first goal, rote memorization of black letter rules. Many researchers have conducted meta-analysis research studies on CAI effectiveness and found that students receiving CAI scored better on standardized achievement tests than their peers who received no CAI. …" @default.
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• W1599142086 date "1998-03-22" @default.
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• W1599142086 title "Teaching Law with Computers" @default.
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