Saw this recently on Legal Futures, one of my favourite online sources of professional legal news in E+W:
Law students build app aimed at helping crime victims
My eye was caught by this sentence:
Mr Bull, LawBot’s founder and managing director, who is German and speaks six languages, wrote the software.
So just to slow up for a moment there, we’ve got:
1. A law student
2. who’s MD of a company
3. called LawBot
4. is German (could be tough, with Brexit…)
5. writes code (as well as essays, one presumes)
6. speaks six languages (only six – what’s he doing in his spare time)
Actually the article goes on to tell us what he did in his spare time. He wrote the app, along with his colleagues. All of which raises serious issues for those of us designing legal curricula…
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Roger Smith, who blogs at Law Technology and Access to Justice, invited me to contribute a post on use of digital legal education & sims – so I sketched out some context to Gina Alexandris’ earlier description a week or so ago on his blog of the use of sims in Ontario’s experimental Legal Practice Program (LPP), and which might be useful for anyone thinking about using sims in legal education. The detail of it sent me back to what we did at Strathclyde a decade and more ago, which doesn’t seem all that bad in retrospect. There’s still some great work going on, both in practice and in research literature — at Strathclyde, where SIMPLE is still in use in the Diploma in Professional Legal Practice, Karen Counsell‘s Torts and Masters programmes at U of South Wales, Wilson Chow & Michael Ing in professional legal education on the PCLL at Hong Kong U, and of course the extensive use of sims in the GDLP at ANU’s Legal Workshop. Detail and references in my post, if you’re interested.