How to Push an Elephant Through a Straw: Using Wireless Technology in a Web-enhanced Skills Program

References

• Temple , TW . 1995 . 'Marching bandwidth: advancing information exchange at stability's expense' . Journal of Contemporary Legal Issues , 6 : 409 – 433 . 411 – 412 .
   Google Scholar
• Matasar , RA and Shiels , R . 1995 . 'Electronic law students: repercussions on legal education' . Valparaiso University Law Review , 29 : 909 – 933 . 910
   Google Scholar
• According to the American Bar Association's 1998 Large Law Firm Technology Survey, all respondent law firms reported using computers, with 94% providing computers for lawyers to use while away from the office, and 94% providing remote access to office computers. Nearly 99% reported providing internet access to at least some members of the firm. American Bar Association Legal Technology Resource Center, 1998 Survey Report, see pp 2, 6, 12, 13. The 1999 Legal Technology Survey Report showed that 91.38% of the respondent lawyers had full internet access. American Bar Association Legal Technology Resource Center, 1999 Legal Technology Survey Report, see pp 2, 14.
   Google Scholar
• Zimmermann , TG . 1999 . 'Wireless networked digital devices: a new paradigm for computing and communication' . IBM Systems Journal , 38 ( 4 ) http://www.research.ibm.com/journal/ sj/384/zimmerman.html
   Google Scholar
• White Paper . 2000 . “ 'Introduction to Wireless Local Area Networks' ” . 1 – 14 . see p 5, http://www. cisco.com/warp/public/3/nl/partner/anixter/White_Paper_Wireless.pdf
   Google Scholar
• Ibid, see p 6.
   Google Scholar
• FJ Derfler Jr and L Freed How Networks Work: Millennium Edition QUE, Indianapolis, IN, 2000, p 114.
   Google Scholar
• FJ Derfler Jr 'Crossed signals: 802.11b, Bluetooth, and Home RF' ZDNet PC Magazine, http://www.zdnet.com.pcmag/stories/reviews/0,6755,2470132,00.html (http://www.zdnet.com.pcmag/stories/reviews/0,6755,2470132,00.html)
   Google Scholar
• 'WLANA: the learning zone for wireless networking' http://www.wlana.com/learn/educate2. htm#tech (http://www.wlana.com/learn/educate2. htm#tech)
   Google Scholar
• Hills , A . 'Terrestrial wireless networks' . Scientific American , 278 ( 4 ) 86 – 91 . 1 April 1998, see p 89
   Web of Science ®Google Scholar
• 'WLANA: the learning zone for wireless networking' Of course, this statement oversimplifies IEEE 802.11. For further information about IEEE 802.11, visit the IEEE website at http://grouper.ieee.org/groups/802/11 http://www/wlana.com/learn/802.11.htm (http://www/wlana.com/learn/802.11.htm)
   Google Scholar
• 1999 . 'Proxim demonstrates mobile thin client server computing in education using wireless LAN technology' . Business Wire , 26 October available in LEXIS, News Library, Bwire File
   Google Scholar
• A T1 line is a high-speed digital connection that uses copper wire. Installed by the telephone company and plugged into the network's router, it is capable of transmitting data at 1.5 Mbps. Learn the Net home page, http://www.learnthenet.com/english/glossary/t_1line.htm.
   Google Scholar
• Through this process, classes are recorded and then published on the law school's website. Our technical staff uses RealPublisher software to convert the recordings to streaming media files and to publish them directly to the server. Streaming media files play as they download, thus avoiding the low transmission speeds and long downloading times ordinarily associated with such large multimedia files. RealPublisher is available from RealNetworks at http://www.realnetworks.com.
   Google Scholar
• ABA Section of Legal Education and Admissions to the Bar 'Legal education and professional development-an educational continuum' Report of the Task Force on Law Schools and the Profession: 'Narrowing the Gap', 1992.
   Google Scholar
• Ibid, p 125. Additionally, the Task Force developed 'The Statement of Fundamental Lawyering Skills and Professional Values (SSV)', identifying a 'compendium of skills and values' that are pivotal to the practice of law. The SSV examines ten fundamental lawyering skills: (1) problem solving; (2) legal analysis and reasoning; (3) legal research; (4) factual investigation; (5) oral and written communication; (6) counseling; (7) negotiation; (8) litigation and alternative dispute resolution procedures; (9) organization and management of legal work; and (10) recognizing and resolving ethical dilemmas. The SSV also identifies four ideals that represent the moral foundation of legal practice, proposing that every lawyer should strive to (1) provide competent representation to clients; (2) promote justice, fairness, and morality within society; (3) maintain and improve the legal profession; and (4) develop professionally as a lawyer. Ibid, pp 138-221
   Google Scholar
• Jones , R and Scully , J . 1996 . 'Hypertext within legal education' . Journal of Information Law and Technology , http://elj.warwick.ac.uk/jilt/cal/2jones/default.htm. As Jones and Scully observed, 'Computer based learning is a [sic] said to provide individualised and self-paced instruction and allows sophisticated branching whilst controlling the sequence of topics made available to the user'
   Google Scholar
• Berry , LH . 2000 . “ 'Cognitive effects of Web page design' ” . In Instructional and Cognitive Impacts of Web-Based , Edited by: Abbey , B . 44 49 Hershey : Education IDEA Group .
   Google Scholar
• Christ , MP . 1999 . 'Technology in the LRW curriculum-high tech, low tech, or no tech' . Legal Writing: The Journal of the Legal Writing Institute , 5 : 93 – 123 . 106 One study showed that only 16% of users read web pages word-by-word; the remainder always scan new pages. J Nielsen, 'How users read on the Web' http://www.useit.com/alertbox/9710a.html, cited in
   Google Scholar
• Lien , ML . 1998 . 'Technocentrism and the soul of the common law lawyer' . American University Law Review , 48 : 85 – 134 . 119
   Google Scholar
• Hess , GF and Friedland , S . 1999 . Techniques for Teaching Law Carolina , 8 Durham , NC : Academic Press . Although several models of learning style exist, only the information processing model is relevant to the discussion of how students interact with hypertext. This model deals with ways of acquiring and processing information
   Google Scholar
• Bintliff , B . 1996 . 'From creativity to computerese: thinking like a lawyer in the computer age' . Law Library Journal , 88 : 338 – 351 . 345
   Web of Science ®Google Scholar
• Ehrenberg , S . 1998 . 'Legal writing unplugged: evaluating the role of computer technology in legal writing pedagogy' . Legal Writing: The Journal of the Legal Writing Institute , 4 : 1 – 22 . 7
   Google Scholar
• Haigh , R . 1997 . 'What shall I wear to the computer revolution? Some thoughts on electronic researching in law' . Law Library Journal , 89 : 245 – 264 . 249 For example, between 1 September 2000 and 30 April 2001, NSU users downloaded and printed 206,531 lines from Westlaw and 11,656,872 lines from Lexis
   Web of Science ®Google Scholar
• Berring , RC . 1993 . 'The electronic library: the electronic future of law libraries' . Law Librarian , 24 : 168 – 73 . 168
   Google Scholar
• Young , M . 1925 . "'Help" with the sale of goods: initial thoughts' . Journal of Information, Law and Technology , As Max Young observed, One of the advantages of hypertext is that by layering information, and being able to easily create cross-references, the immediate structure of a subject can be shown to the user', http://elj.warwick.ac.uk/jilt/BILETA/1996/3young/default.htm
   Google Scholar
• 'CALI lessons in legal writing and research' http://lessons.cali.org/cat-lrw.html (http://lessons.cali.org/cat-lrw.html)
   Google Scholar
• 'An introduction to law: legal research' http://lawschool.lexis.com/books/lrw/kelso/exercises (http://lawschool.lexis.com/books/lrw/kelso/exercises)
   Google Scholar
• 'How to Shepardize' http://helpcite.shepards.com/howtoshep/howto1.htm (http://helpcite.shepards.com/howtoshep/howto1.htm)
   Google Scholar
• MA Grinker 'The law student's guide to good writing' http://www.kentlaw.edu/academic/lrw/grinker (http://www.kentlaw.edu/academic/lrw/grinker)
   Google Scholar
• Zanglein , JE and Stalcup , KA . 1999 . 'Te(a)chnology: Web-based instruction in legal skills courses' . Journal of Legal Education , 49 : 480 – 503 . 483
   Web of Science ®Google Scholar
• Silecchia , LA . 1996 . Of painters, sculptors, quill pens, and microchips: teaching legal writers in the electronic age' . Nebraska Law Review , 75 : 802 – 846 . 814 – 817 .
   Google Scholar
• Van Ryzin , GG and Lado , ME . 1999 . 'Evaluating systems for delivering legal services to the poor:conceptual and methodological considerations' . Fordham Law Review , 67 : 2553 – 2571 . 2564 – 2565 .
   Web of Science ®Google Scholar
• Goldman , P and Cooney , LL . 1999 . 'Beyond core skills and values: integrating therapeutic jurisprudence and preventive law into the law school curriculum' . Psychology, Public Policy and Law , 5 : 1123 – 1145 . A two-year, twelve-credit LSV program replaced a traditional one-year, four-credit Legal Research and Writing program. For further discussion of the two-year program, see
   Web of Science ®Google Scholar
• Cooney , LL and Epstein , LA . 2001 . 'Classroom associates: creating a skills incubation process for tomorrow's lawyer' . Capital University Law Review , 29 : 361 – 381 . For a more detailed discussion of the second-year program
   Google Scholar
• M Avery 'Putting 802.11b to the test' http://www.netfusion.com/reviews/2001/0205rev.html (http://www.netfusion.com/reviews/2001/0205rev.html)
   Google Scholar
• 'CrossTec Corp-NetOp school for Windows' http://www.crossteccorp.com/netopschool/index.html (http://www.crossteccorp.com/netopschool/index.html)
   Google Scholar
• Goldman , P . 2001 . 'Legal education and technology: an annotated bibliography' . Law Library Journal , 93 : 423 – 467 . http://www.aallnet.org/products/pub_llj_v93n03.asp
   Web of Science ®Google Scholar
• Teich , PF . 1991 . 'How effective is computer-assisted instruction? An evaluation for legal educators' . Journal of Legal Education , 41 : 489 – 501 . A 1991 survey of the literature uncovered only two studies assessing the effectiveness of computer-assisted instruction in legal education. Both studies had been conducted in the 1970s.
   Web of Science ®Google Scholar
• Wangerin , PT . 1997 . 'Action research in legal education' . Willamette Law Review , 33 : 383 – 410 . 387
   Google Scholar
• Park , R and Burris , R . 1978 . 'Computer-aided instruction in law: theories, techniques, and trepidations' . American Bar Foundation Research Journal , : 1 – 47 . 40 – 41 .
   Google Scholar
• Friedland , SI . 1996 . 'How we teach: a survey of teaching techniques in American law schools' . Seattle University Law Review , 20 : 1 – 44 . 1 ('Conscious scrutiny about methods of teaching law is rare')
   Google Scholar
• Jones , R and Scully , J . 1998 . 'Effective teaching and learning of law on the Web' . Web Journal of Current Legal Issues , Jones and Scully note that improved access to information, even in hypertext, does not necessarily promote deep learning. After examining various learning theories, they conclude that an effective Web teaching environment should include computer-supported collaborative learning in order to foster deep learning, http://webjcli.ncl.ac.uk/1998/issue2/jones2.html
   Google Scholar