Podcast Interview with Law Faculty Podcaster Professor Aaron Fellmeth of Arizona State University School of Law Teaching Patent Law

This is the next in a series of podcast interviews with law faculty who participated in the Legal Education Podcasting Project.

Professor Aaron Fellmeth of Arizona State University School of Law recorded the classroom of his Patent Law class. He is a self-proclaimed "fast talker" and believes that the podcast helped his students because they could go over the material a second or third time.

This podcast is 20 minutes and 32 seconds long.

Here is the link to the podcast: Click to listen or right-click to download the MP3 – AaronFellmeth.mp3

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Watch Your Students Take Their Exam At Home

One of the obstacles to distance learning adoption is the finalexam. How can you be sure that the student who hands in the exam is theone who wrote it or that they didn’t access all kinds of informationwhile writing it.

Even in the classroom, it’s hard to proctor students who can useubiquitous wireless technologies to IM or text message questions fromcompatriots stationed near a computer. Just today, CNN reports of extensive measures being taken in China…

"…China will scramble mobile phone signals in some exam halls and have police stand guard in a bid to stop cheating,.."

Now, the law school world has had an embarrassment of riches with three prominent companies in the secure exam software space: Examsoft, Extegrity and Software Secure.

All of the software that these companies make have been around forquite a while and work as advertised for locking down the student’scomputer when they are taking an exam, but none of them can prevent the"analog hole" of exam-taking where the exam taker cheats bycommunicating with someone during the test.

This is about to change.

Software Secure has been beta-testinga new hardware device at Troy University in Alabama that is a 360degree webcam that the student plugs into their computer while takingthe exam at home. The video is streamed to a serverwhere the faculty member or a remote proctor can view real time orafter the fact to make sure that no one else is in the room or that thestudent didn’t pick up a phone can call a friend for help or useanother computer to research the answers.

"…Securexam Remote Proctorâ„¢ will authenticate the identity of the studenttaking a test, ensure that student is unable to use the computer tocheat during an exam and provide real-time audio and video of the roomwhere the test is taken…."

I emphasised on "authenticate the identity" because the hardwareincludes a fingerprint scanner for the student and the instructor candetermine how often the student must re-scan his finger during the exam.

So the combination of locking down the computer with SoftwareSecure’s SecureExam, plus the fingerprint scanner to make sure that thestudent who is in the class is the one taking the exam and the 360degree webcam is designed to make it much harder for distance learningstudents to cheat.

InsideHigherEd has more details…

"…The product, called Securexam Remote Proctor, would likely coststudents about $200 ….

A fingerprint sensor is built into the base of the remote proctor,and professors can choose when and how often they want students toidentify themselves during the test

… asmall camera with 360-degree-view capabilities is attached to the baseof the unit. Real-time audio and video is taken from the test taker’sroom, and any unusual activity — another person walking into the room,an unfamiliar voice speaking — leads to a red-flag message thatsomething might be awry.

Professors need not watch students taking the test live; they can view the streaming audio or video at any time…."

Wow!

Here’s a blowup of the picture from the article…

The first time I saw the Ipix camera, several years ago, I had the notion that it could be used to do remote proctoring, but I suppose that there could be elaborate ways to get around this system like someone hiding under the desk or something, but it starts to get rather silly. Many law faculty give take-home exams and rely on the honor code.

I don’t know if faculty will come to trust such a system, but it is interesting to see developments in this area.

Maybe Software Secure will bring one of these to the CALI Conference?

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Podcast Interviews – James Cramer, Director of IT and Classroom Technology

During my podcast interview with Professor Scott Burnham, we were joined by James Cramer, Director of IT at Montana who discusses a survey he conducted of students who were in Professor Burnham’s Contracts courses in relation to their use of the podcasts. We also talk about technical issues, equipment setup, staffing and the future of podcasting at the University of Montana School of Law.

This podcast lasts 25 minutes and 10 seconds.

Here is the link. Click to listen or right-click to download the MP3 – jamescramer.mp3

Very interesting stuff in this podcast. Montana is going to pre-subscribe their incoming students to the RSS feeds of podcasted classes next fall. I believe they are also starting a new laptop requirement in the fall which makes this possible. All student machines will also come pre-installed with Audacity and iTunes.

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Podcast Interview with Law Faculty Podcasters – Professor Scott Burnham of University of Montana School of Law Teaching Contracts

This is is our third interview with a law faculty podcaster whoparticipated in the Legal Education Podcasting Project this past Spring2006 semester.

Professor Scott Burnham recorded weekly summaries and recorded the classroom for this students. (Full disclosure, Professor Burnham is on the CALI Board of Directors).

This podcast is 17 minutes and 15 seconds long.

Here is the link. Click to listen or right-click to download the MP3 – scottburnham.mp3

Immediately after talking to Scott, James Cramer, the IT Director at Montana joined the conversation to discuss surveys that were conducted of the students who were in Scott’s class and on some of the technical issues surrounding the setup of recording the classroom (both students and instructor).

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Petabytes in the Sky … With Diamonds?

A couple of weeks ago, I posted an article called "How Big is theBiggest Library:" that was riffing off of the Kevin Kelly NYTimesarticle "Scan This Book". In it, I estimated that the total size ofall data was about 39 petabytes which came close to Kelly’s estimate of50 petabytes.

From a recent post at BarronsOnline…

"…Responding to a question about reports that Google plans to offer a hosted data storage service for consumers, Gates acknowledged that Microsoft is planning to offer “petabytes in the sky” to store data…."

Emphasis mine.

What an extraordinary statement. We have two mega-companies vying for storing all of our personal and business data.

Of course, the reason is that ability to attract page views toturn into targeted ads or attract attention or some other monetizationof our own data back at us.

Fair enough, I think.

Back in the ’90’s we used to say that Content is King in order to attract attention to your website. Now it seems to be true all over again, but it’s not just any content it’s ALL content. This is surely the longest of the long tails and it is enabled by cheap disk space.

Maybe there are diamonds in those petabytes …

Picture yourself in a boat on a river,
With tangerine trees and petabytes in the skies… (actual lyrics here)

Apologies to John L.

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Podcast Interviews with Law Faculty Podcasters – Professor William Gregory of Georgia State University School of Law Securities Regulation

This is the second in a series of podcast interviews with law faculty who participated in the Legal Education Podcasting Project. This interview was conducted on Friday, May 26. 2006 with Professor Willliam Gregory from Georgia State University School of Law.

Professor Gregory recorded the classroom for his students (including extensive presentations by his students) while teaching Securities Regulations. You can listen to his podcasts here.

This podcast is 26 minutes long.

Listen or download – WilliamGregory.mp3

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The Micro-Economics of Law Faculty Prestige

I recently finished reading Michael Madison’s pre-print article Legal Scholarship and the Economy of Prestige and it was very enlightening, but I had the thought that I have never seen a ranking of law faculty whereas I have seen law school rankings and read discussions, papers and diatribes in the hundreds.

In all of the conversations I have had with faculty about prestige and identifying prestigiious faculty, there is a certain amount of "everybody knows" and not much empirical fact, so I wondered what sample survey questions would look like to get at how to measure individual faculty prestige.

The first step, though, was to look up the word ‘prestige’ and I learned that it has a French root for the word illusion. How ironic!

I am not sure how truly valuable the results of such a survey would be and I would rather not step into the tar pit of law school rankings AND have half the law faculty population screaming for my head, but sometimes us amateur ethnologists have to go where others fear to tread.

To find out who is prestigious and how much, we could survey law faculty and ask them who they think is prestigious. This is a little like picking the top ten movies of the year, so maybe that’s the way to do this…

Who do YOU think are the top ten most prestigious living law faculty?

Perhaps it would be informative to also ask why.

This survey might yield a somewhat predictable collection of names that would doubltless have a relationship to the amount of publicity that some faculty get via their books, government service, political leanings, blogs, etc. This would especially be true as survey respondents get to the second half of the list. I tried to mentally create a similar list for law librarians (of whom many I know) or technology leaders (of whom I read about every day) and it gets darn hard when you get to 7, 8, 9 and 10.

A better survey might be to break this down by legal subject area.

Who do YOU think are the top three most prestigious living law faculty in <subject area>?

This seems pretty straightforward and in fact, I can parse this a little bit because the number of ways to be prestigious in a particular legal subject area is limited.

  • Writes the best articles and gets them published in the most prestigious law journals (yes, I realize that this is a little circular here, but go read Madison’s article)
  • Authored a popular casebook on the topic
  • Wrote a treatise on the topic
  • Co-authored the law on the subject (thinking here of legislative drafting and participation in the Uniform Code process)
  • Has authored well-received books (think Lessig here)
  • Personal knowledge
  • and lately, perhaps, has a popular or well-regarded (much visited) blog on the subject (think LawProfessorBlogs here)

So the survey question might look like this instead…

Who do YOU think are the top ten most prestigious living lawfaculty due to<fill in the blank here like journal articles,casebook authorship, blog, government service, etc. etc. ?

There are other prestigious things like being a judge or running for office, but I have to discount these because they are prestige economics in a different economy and I want to stay focused on the legal education academy.

There is also a second order prestige for some of the items mentioned above. Law faculty get prestige by being at the top tier schools vs. lower-tiered law schools. Casebook publishers have some kind of prestige ranking I am sure, but in saying that I realize that I really don’t know more than that other than how long they have been publishing, so I guess the number of years of being in business has a prestige of sorts. This obviously explains the lack of creditbility that many startups have or new players in a market – will they last?

Where you get your articles published affects their prestige more than what the article is about (at least at first). High prestige law journals are more widely read and so there is a simple prestige of exposure of your ideas.

The whole "Is Blogging = Scholarship" question seems to me to be an attempt to create new micro-prestige beta products where people are trying to say something interesting, citable, valuable, noticable and prestigious. You can’t say something prestigious. Prestige comes from others saying that what you said is important or interesting.

Can something be known to be prestigious before it is widely regarded as prestigious absent such signals as the school the person teaches at or the journal it is published in? I think not. It’s a competitive marketplace of ideas – almost Darwinian.

Some of the above are somewhat objectively measurable. It is possible to know who has written a book or an article and to use SSRN‘s or other surveys to see whose articles are most-cited or downloaded. Popularity of books can be measured by survey or book sales, though accurate sales numbers are difficult to obtain for niche markets like this.

So, why would I be interested in this? I am not a law professor, but I deal with them every day and law faculty prestige comes up in all kinds of discussions about CALI, choosing authors for Fellowships, getting support for new projects, etc. I want to use prestige as a proxy for wide exposure. Prestigious faculty command more attention.

But, prestige seems very subjective and very contextual except when it is used in the grossest (or least granular) sense like when deciding to extend tenure or a promotion, picking a speaker for a conference, etc. You don’t just pick the most popular, you judge that person’s impact on the situation (the law school’s prestige as a sum of its faculty prestige) or the audience they will attract (like for a conference).

I am very tempted to try to run this survey just to see what happens, but to provide cover, I should probably find a prestigious faculty member to get the word out.

Ironic, isn’t it?

Well, maybe the French are right and prestige is just an illusion.

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The Un-Classroom

I have been interviewing faculty for the past couple of days whowere involved in the Legal Education Podcasting Project and one of thequestions that I put to each of them is ….

As technologyimproves to deliver even more high fidelity digital lectures – audioand video, do you think that this medium will come to replace theinstructor in the classroom?

So far, no one has answered in the affirmative, but the answer was not always an unqualified ‘YES’.

Mostof the faculty I have interviewed abjured that there are certainportions of teaching that can be replaced with a recording and thatthis can free up time for more substantive discussion or interactioninside the classroom. So, one side effect of podcasting isthat law faculty are manipulating the medium of teachingdepending on the message. This is not a universal finding by any means,just an observational anecdote at this point, but it makes some sense.

Today, I ran across this article with this sub-title…

"…A lecturer at a West Yorkshire university has abolished traditional lectures in favour of podcasts…"

This instructor teaches biochemistry to English undergraduates, butthe point is that other educational podcasters are seeing similarthings. The money quote from the article is….

"…Some lecture classes have 250 students, so I question the effectiveness of a didactic lecture for an hour..".

Emphasis mine.

Currently, I am also thick in the finalplanning for the 2006 CALI Conference and I had recently been readingabout un-conferences. Wikipedia says that un-conferences are…

"….An unconference is a term that arose in the geek community todescribe a conference where the content of the meeting is driven andcreated by the participants rather than by a single organizer…"

The inestimable Dave Winer (inventor of blogging and RSS) gets some credit for this … uhmmmm … innovation.

"…Winer’s unconference is a discussionleader with a topic moving a microphone amongst a large audience of 50to 200 people…."

…which to me sounds like the classroom discussion that podcasting makesmore possible. Once there is a history of widely available podcastsfrom a critical mass of instructors, students may have already heard all the lectures(including all the jokes) that an instructor has to give. They may cometo class more prepared than any past students ever have.

NIRVANA!

Imagine having your students over-prepared for class. I may be dreaming, but bear with me on this for a moment.

This dream classroom would also be a big challenge to the instructor. The solution is the Un-Classroomwhere the instructor is the discussion leader and the students "teach"the class. The instructor is part Guide and part Sage since she bothguides the discussion and corrects student misunderstandings andprovides clarifications or injects further chaos to challenge. Perhaps more importantly, the instructor teaches the students how to evaluate information and how to think critically. Isn’t this the point of legal education?

I think this is what Mark Prensky was talking about in his writing when he opined that today’s teachers cannot possibly keep up with today’s Digital Natives.

"…the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language…."

(Note: I have previously linked to a podcast by Marc Prensky here)

Iagree (so far) with the podcasting faculty that live instructors are not in near-term danger of obsolescence. Ido think that podcasting will have second-order effects that we are just beginning glimpse in this first experiment. I will be posting interviews with about a dozen faculty over the next couple of weeks from law schools all over the US who have taught all kinds of courses. It will be interesting to hear what they have to say.

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Podcast Interviews with Law Faculty Podcasters – Professor Jennifer Martin

Update: I re-worked the recording in Audacity to remove as much of the static that crept into the recording. The podcast link below links to the new recording.

This past spring semester, CALI conducted the Legal Education Podcasting Project where over 30 law faculty used podcasting in their courses. We conducted surveys of the students mid-semester and are in the process of conducting an end-of-semester survey as well.

We also are interviewing the faculty about their experiences and their thoughts on how podcasting affected their students and their own teaching.

This is the first of a series of interviews to be posted and it is with Professor Jennifer Martin of Western New England College of Law.

Professor Martin’s class podcasts can be found here.

This podcast is 33 minutes long.

Here is the podcast link. Listen or download. JenniferMartin2.mp3

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The Book is Dead – Long Live the Book (and the casebook you rode in on)

The title of this post is taken from Jeff Jarvis’ post on Buzzmachine. It’s a great article and I wanted to do my characteristic read in relation to legal education. Let’s start with a clip…

“…The problems with books are many: They are frozen in time without the means of being updated and corrected. They have no link to related knowledge, debates, and sources. They create, at best, a one-way relationship with a reader. They try to teach readers but don’t teach authors. They tend to be too damned long because they have to be long enough to be books. As David Weinberger taught me, they limit how knowledge can be found because they have to sit on a shelf under one address; there’s only way way to get to it. They are expensive to produce. They depend on scarce shelf space. They depend on blockbuster economics. They can’t afford to serve the real mass of niches. They are subject to gatekeepers’ whims. They aren’t searchable. They aren’t linkable. They have no metadata. They carry no conversation. They are thrown out when there’s no space for them anymore…”

Let’s unpack this one item at a time with an eye towards legal education, casebooks and electronic casebooks.

“…They are frozen in time without the means of being updated and corrected. …“

This is certainly true of casebooks. They are updated every 3 to 6 years and in between are supplemented manually by conscientious instructors who obtain and photocopy additional readings. Electronic casebooks could be updated immediately and downloaded quickly. Editions would be more gradual and granular as new cases are added and commentary is updated. A change log could be maintained and instructors could subscribe to the casebook like you can subscribe to a Wikipedia page to watch if it changes.

“…They have no link to related knowledge, debates, and sources. … …They aren’t linkable. …“

Casebooks use parts of cases and with universal access for law students to Lexis or Westlaw, it is relatively simple to find the full case online. The casebook is at the center of the course, but it is an island that is linked only manually to the online discussion (if there is one) and to other supplemental materials that could assist the student in their learning (like CALI lessons, law review articles, blog posts, etc.). An electronic casebook could link to all sorts of things including the course website, podcasts and even a directory of all course websites for all of the courses using the same book. Dialogue and study groups formation could occur between students at different schools studying from the same material.


“…They create, at best, a one-way relationship with a reader. They try to teach readers but don’t teach authors. … …They carry no conversation…."
“

The relationship of importance regarding casebooks is between the student and the instructor. The author is an an invited, but silent guest in the classroom and would probably have a lot more to say if given the opportunity. Each casebook could have its own blog with comments or questions posted by anyone and filtered by the author much like an open source software project where the lead developer decides what gets into the shipping version including reasons why or why not a particular change is accepted.

“…They tend to be too damned long because they have to be long enough to be books. …“

Most casebooks have more material than is necessary for an entire course. This is to allow them to be used in a broad range of courses depending on the instructor’s desires or time constraints. Still, the students carry around the whole thing. Electronic casebooks need only be as long as the instructor wants with no additional material (or additional material linked via the web). Curriculum reform that causes changes in the teaching material need not force the instructor to jettison the entire book. Different length and interdisciplinary courses could be assembled from several books digitally if the materials were available in a recombinant format.

“…they limit how knowledge can be found because they have to sit on a shelf under one address; there’s only way way to get to it. …“

A lost casebook is lost. Buy another. A lost electronic casebook is never lost, get another copy from the web. Access it from any internet browser and make backup copies. Keep a copy forever on into practice. Build a library of casesbooks, cases and notes.

“…They are expensive to produce. ..“.

These are guesses. 20% goes to the bookstore. 50% pays for the paper, binding and amortizing the printing press. 20% is the publisher’s profit and the remaining 10% finds it way to the author. Electronic casebooks that are downloaded eliminates the first 70% mentions and cuts out one middleman. A collaborative open content casebook publishing enterprise cuts out the other middleman (the publisher). That leaves a lot of room for the author and also leaves room for more authors to participate.

“…They depend on scarce shelf space. They depend on blockbuster economics. …“

This is more relevant to mass-market books, but shelf space is a problem in law school libraries.

“…They can’t afford to serve the real mass of niches. …“

As mentioned before, new courses that cover multiple disciplines could have their own electronic casebook – assembled from parts and multiple authors and sources. Each course taught is its own niche with the course materials coming to represent a form of instructor-assembled vanity press from parts. It takes a village to each some courses.

“…They are subject to gatekeepers’ whims. …“

Casebooks go out of print all the time. Authors retire, die or quit updating. Publishers crunch the numbers and drop the non-sellers. Electronic casebooks would never go out of print and could be supported by the fan base. Three instructors at three different law schools could share the load of updating their niche of niche of a niche course materials.

“…They aren’t searchable. …“

Casebooks have TOCs and indices, but, well. Not only are electronic casebooks searchable – ALL electronic casebooks are searchable. Students could have access to a smorgasbord of learning opportunities. If the instructor assigned material is confusing or ill-constructed, other alternatives are a click away and searchable and findable.

“…They have no metadata ….“

Authors of casebooks often write teacher’s manuals for instructors. These are often as long and dense as the casebook itself and being physical books themselves suffer from all of the above maladies of books. This meta-data is not actually about the book, but about teaching and so in aggregate could be the basis for what is traditionally called a knowledge management system of best practices – but that’s waaaay too formal. At best, it’s an ongoing conversation between and among colleagues who teach the same subject and seek the best path for their students. Faculty do not share their best teaching practices in very many places (nor are they particularly encouraged to). The sharing of this knowledge should be a natural and light-weight bonus of an electronic casebook assembly and publishing system.

It’s time for electronic casebooks. Plain and simple.

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