Add Encryption toYour Web App With The Stanford Javascript Crypto Library

The Stanford Javascript Crypto Library (hosted here on Stanford’s server or here on GitHub) is a project by the Stanford Computer Security Lab to build a secure, powerful, fast, small, easy-to-use, cross-browser library for cryptography in Javascript.

via Stanford Javascript Crypto Library.

This looks like a great way to add encryption to web apps. Found out about it from Dave Winer’s mention of it in his announcement about the addition of encryption to Fargo. Seems like something that will be of use as I look into things like annotation schemes for ebooks and the Free Law Reporter. May also be of use for things like A2J Author as it moves to a browser based editor.

 

GitHub Now Renders CSV and TSV Files As Tables

When viewed, any .csv or .tsv file committed to a GitHub repository automatically renders as an interactive table, complete with headers and row numbering. By default, we’ll always assume the first row is your header row.
You can link to a particular row by clicking the row number, or select multiple rows by holding down the shift key. Just copy the URL and send it to a friend.

via Rendering CSV and TSV data · GitHub Help.

This means that GitHub can now be used to share data sets in a meaningful manner. All you need to do is commit a .csv or .tsv file to your GitHub repo and visitors will see the data a searchable interactive table.

 

Could VIVO, An Open Source Platform For The Discovery of Researchers, Help Foster Collaboration in Legal Academia?

VIVO is an open source semantic web application originally developed and implemented at Cornell. When installed and populated with researcher interests, activities, and accomplishments, it enables the discovery of research and scholarship across disciplines at that institution and beyond. VIVO supports browsing and a search function which returns faceted results for rapid retrieval of desired information. Content in any local VIVO installation may be maintained manually,  brought into VIVO in automated ways from local systems of record, such as HR, grants, course, and faculty activity databases, or from database providers such as publication aggregators and funding agencies.

via About | VIVO.

Developed for use in the scientific research community, VIVO may have some interesting applications in the legal scholarship world. With enough community participation the VIVO platform would allow legal scholars to locate those with like interests to further collaborative efforts. It could also contribute to the identification of trends in legal scholarship and research.

The real question is whether or not law schools are prepared to make the necessary contributions. At the moment the beta version of the cross institutional VIVO search includes information from the law schools at three of the participating universities: Cornell, Indiana, and U of Florida. A search for “administrative law” returns 81 results, mostly from the 3 law schools.snapshot20130815-01

VIVO is worth keeping an eye as it grows. If it reaches its potential perhaps it will foster more collaboration in legal academia.

 

After 3+ Years Amazon RDS Cloud Database Service Achieves “General Availability”

The Amazon Relational Database Service (RDS) was designed to simplify one of the most complex of all common IT activities: managing and scaling a relational database while providing fast, predictable performance and high availability.
RDS in Action
In the 3.5 years since we launched Amazon RDS, a lot has happened. Amazon RDS is now being used in mission-critical deployments by tens of thousands of businesses of all sizes. We now process trillions of I/O requests each month for these customers. We’re seeing strong adoption in enterprises such as Samsung and Unilever, web-scale applications like Flipboard and Airbnb, and large-scale organizations like NASA JPL and Obama for America.

via Amazon Web Services Blog: Amazon RDS: 3.5 years, 3 Engines, 9 Regions, 50+ Features and Tens of Thousands of Customers.

As part of recent rebuild of Classcaster, I shifted the MySQL database for the system to Amazon RDS. I found the process of importing an existing database to be straight forward and was up and running in no time. Since it is just an instance of MySQL running in the Amazon cloud, I administer it as I do the other my other MySQL databases running on AWS EC2 instance using SQLyog on Mac and Windows and MySQL Workbench on Linux .

As far as performance goes, RDS seems a bit more responsive than the AWS EC2 hosted databases I run. It is important to note that it is possible to knock it over by overloading the connection pool . Logging and backups are handled well and access to these from the RDS dashboard is pretty good. Although I haven’t tried it yet, the features exist to scale the database as needed. I may take advantage of some of this if I decide to move our main databases to RDS.

Overall, I’d recommend RDS as a good way to get a database up and running quickly and to provide a stable backed for your systems.

 

I do like the latest version of Workbench, especially its real time monitor features, so I’m likely to move to it on all platforms.Powered by Hackadelic Sliding Notes 1.6.5
As I discovered while dealing with one of those way too frequent brute force attacks against WordPress.Powered by Hackadelic Sliding Notes 1.6.5

And Who Says Law Students Wouldn’t Benefit From More Tech Training?

Frustrated by ridiculous bills for routine “commodity” matters, Flaherty decided to strike back, and recently launched his technology audit program, where firms bidding for Kia’s business must bring a top associate for a live test of their skills using basic, generic business tech tools such as Microsoft Word and Excel, for simple, rudimentary tasks.

So far, the track record is zero. Nine firms have taken the test, and all failed. One firm flunked twice.

“The audit should take one hour,” said Flaherty, “but the average pace is five hours.” In real life, that adds up to a whole lot of wasted money, he said. Flaherty uses the test to help him decide winners of the beauty contests, and to set rates and set performance goals. “I take 5 percent off every bill until they pass the test.”

via Big Law Whipped for Poor Tech Training.

This article is full of fun facts including things like less than 30% of associates know how to use the save to PDF function of Word with the rest printing then scanning documents to PDF. The reality here is that just because someone knows how to turn on computer and start typing does not mean they have any idea how to use the machine or the applications needed to function in the profession. Seriously, buying stuff on eBay should not be considered an advanced computer skill.

This presents a huge opportunity for the legal ed tech community (let’s call them Teknoids) to step up and provide the sort of instruction and training that is needed to turn smart law students into techno-capable lawyers. The practice of law is becoming more and more technical every day. Innovations in practice technology are requiring an increasing level of sophistication that isn’t going to get picked up on the street. Law students need training in the use of technical tools of their chosen profession. It is that simple.

I think this calls for something well beyond the LPM seminar or other small classes that reach only a fraction of the students. This sort of training needs to be required of each and every law student. Some of it can be added to the required research and writing programs as sessions that look at the features, basic and advanced, of standard software tools like word processors and spreadsheets. Make those programs paperless. Require students to use available tools to create PDFs and submit their work electronically. Require faculty to review and comment on the work in the same electronic format. Simply being able to master these tasks would probably get most law students through the audit described in the article.

Perhaps law schools should develop their own tech audit, a sort of technical bar exam. Students who complete the exercises would receive a certificate that indicates they’ve achieved a certain level of technical competency in a set of software tools. Wouldn’t it be great if law schools had access to some sort of platform to create these sorts of exercises, distribute them to students, track student results, and issue certifications? You with me here? This is something that could be done with the CALI platform. CALI Author for creating and authoring the exercises, Classcaster for Lesson distribution, the CALI Lesson system for student tracking. It’s all there, just waiting for someone to pick it up and run with it.

How about it Teknoids? Care to step up and get a piece of the change coming to legal education?

 

Flipping The Legal Classroom Featured At #CALIcon13

The flipped classroom concept has been seeing a lot more attention in law schools of late. The idea is that students learn basic concepts outside of the classroom, typically through reading or the use of recorded lectures or lessons, and then come to the classroom to learn how to apply their new knowledge, discuss key concepts in depth, and demonstrate mastery of the material. in many ways this not so different from the traditional Socratic method employed in many law school lecture halls.

This year’s CALI Conference for Law School Computing, June 13 – 15, 2013, at IIT Chicago-Kent College of Law features a number of sessions devoted to the flipped classroom. Three sessions will explore the real world application of the concept in different law schools around the United States and Canada. Other sessions will explore topics related to changes in the way the law is being taught including developing and using electronic course materials, building distance education components for courses, the use of gaming theory in teaching law, and the use of collaborative tools.

The sessions the deal directly with the flipped classroom model are:

Other sessions that touch on changing how law is taught include:

If you are interested in changes happening in legal education today and in interacting with the folks putting those changes into practice in law schools around the country, you should be in Chicago for the 23rd Annual CALI Conference for Law School Computing, June 13 -15 2013 at IIT Chicago-Kent College of Law.

Did you know you can video archives of past CALIcons on the CALI Youtube channel?

 

**Disclaimer: I’m CALI’s Internet guy and am responsible for organizing the CALIcon agenda.

How About a Pastry Box Project For Legal Ed?

Every so often I find something on the Internet that is truly interesting and engaging. The Pastry Box Project is one of those things.

Each year, The Pastry Box Project gathers 30 people who are each influential in their field and asks them to share thoughts regarding what they do. Those thoughts are then published every day throughout the year at a rate of one per day, starting January 1st and ending December 31st. 2013’s topic is “Shaping The Web”

About – The Pastry Box Project

The result of this is a stream of daily posts on a given topic, this year it happens to “Shaping The Web” . Every morning there is something new. It might just be a 140 character thought, a single tweet. It may be 1000 words on some point of web design. Or it may be just about anything in between. No matter what the topic, it is one of those 30 voices, every morning. And the interesting thing to me is how those 30 voices merge to create a single tone for the blog. It’s that tone that brings me back every morning.

Of course it took just 2 or 3 days of reading for me to start thinking about the possibilities in this format. How great would it be to get 30 voices involved in legal education,a collection of deans, teachers, technologists, librarians, to participate in something like this? 30 individuals letting us know what they are thinking about, or doing, or tying to do on the topic of “Shaping Legal Education“. Everyday, one a day, for a year. I think that would be pretty cool.

The Pastry Box Project software is open source and is mostly a WordPress theme, which means it can be run just about anywhere, even added to CALI Classcaster. The editing interface is pretty straight forward and all posting is scheduled using the workflow tools baked into WordPress. The hard part is finding 30 voices.

I would suspect that a little leg work would turn up 30 folks interested in posting once a month for a year according to very fixed schedule. One of the great things about the Pastry Box from an editor’s point of view is that it is very predictable. The timing of (and deadlines for) posts from a specific person can be mapped out for the entire year. Everyone knows what is expected of them and when.

This time I’m just writing about the idea. I haven’t set up any software, just getting the idea out there (something I’m trying to more of).

What do you think? 30 individuals letting us know what they are thinking about, or doing, or tying to do on the topic of “Shaping Legal Education“. Everyday, one a day, for a year. Please use the comments to let me know if you’re interested in the idea, think I’m out of mind, etc.

 

 

An Open Legal Taxonomy: It Just Starts With A List of Words

Lately I’ve been spending a fair amount of time thinking about taxonomies (and probably ontologies too, but I leave that distinction for another day) and their application to the various CALI and free law projects I work on. CALI maintains its own taxonomy for describing legal education materials. We call it the CALI Topic Grids or just Topics. Originally developed as away to guide our authors as they created CALI Lessons, the Topics were intended to identify what a professor wants to teach today. The level of specificity of a Topic is what is the point of a law to be covered in a particular classroom session. Like so many of our other resources the Topics are created by faculty teaching in the area covered by the Topics.

Now reaching beyond Lessons we use the Topics to describe podcasts, blog posts, crossword puzzles, chapters and sections of books, and most recently, court opinions. Like any good taxonomy Topics not only provide a useful way to describe the contents of a resource but also provide a useful finding aid. Indeed the Topics are best expressed as an outline, instantly recognizable to law students and faculty. The Topics serve as the headings for the outline with various resources gathered beneath, see for example http://topics.cali.org/contracts/.

As the free law movement in the US grows one of the most pressing questions that arises is how to categorize and describe the immense body of law. Simple full text searching and basic gathering of meta data about the law is easy enough to accomplish, but all that doesn’t tell us what the law is about. How do I know if a court opinion deals with the formation of a contract or some obscure point of criminal procedure? The short answer is that unless you are using a very large commercial legal data service that includes the use of topics and headnotes in its products you don’t know what the opinion is really about without reading it. Sure you may have a clue from the search that turned up the document, but that isn’t really a lot of reliable data. You need to have that opinion tagged with a known taxonomy.

Applying a taxonomy to law seems like a daunting task, but not as impossible as it once was. Once upon a time the idea of applying a taxonomy to the law in the US was pretty much a non-starter because you couldn’t get access to the law you wanted to categorize. The good news is that we’ve gotten past much of that. We now have access to sizable portions of the law in the US, at least enough to begin applying a taxonomy. Which leads us to the question of the taxonomy itself. How do we do that?

The worlds of taxonomy and ontology (again, I know the 2 are different, but I’m lumping them together here for arguments sake) are awash in a sea of acronyms and competing standards. Most of that stuff is really about the application of a taxonomy or ontology in a given situation, more about the “how” of describing things. That isn’t the main problem. The main issue is words. At their base taxonomies or ontologies are just lists of words. Carefully chosen, domain specific words, but still a list of words. And once you have the words, then you can apply them as you wish.

The creation of a list of words intended to describe the law has been done. Some lists are proprietary and unavailable to the free law movement. Other lists may be too general, more for describing broader collections not individual resources. There is one list, the CALI Topics, that describes specific points of law in individual resources. I would recommend using the CALI Topics as a starting point for creating an open legal taxonomy.

The CALI Topics are not an exhaustive list but with 41 top level topics and 14 published full Topic Grids they are a good start. The Topics can be expanded to include more top level areas of the law and complete Topic Grids can be added to make the Topics more comprehensive. Because the Topics exist as just lists of words they can be adapted to just abut any taxonomy/ontology framework/specification.

By using an existing taxonomy as a base, the free law movement can save a considerable amount of time and effort in getting started on the task of describing the law. The resources saved by adopting an existing taxonomy can then be applied to really hard problem of actually figuring out how to apply specific terms to a given resource. I have some ideas for that too, but I leave those for another post.

CNN Money Takes Notice of Open Source Textbook Publishers, Misses eLangdell

Ideally, the major publishers, the free education players, and the open source firms will end up egging each other on, upping the ante at each step of the way, and ultimately benefiting students and teachers. After all, why cant it play out like the way open-source Linux helped propel advances from Microsoft MSFT and Apple AAPL? “I think there will always be what I think is a healthy relationship between publishers and the open-source world. They push each other forward. They challenge each other. Competition is good,” says Wiley.

via Startups are about to blow up the textbook – Fortune Tech.

Open educational resources get the focus in this article. CK-12 gets the most ink, while challenges to traditional publishers are nicely laid out. Articles like this are great because they bring info about OER to audiences that wouldn’t hear about it otherwise.

In the legal education arena, CALI‘s eLangdell project, especially the eLangdell Press , provides OER for law schools. eLangdell Press provides free and open access to over a dozen titles including casebooks, Federal rules, and statutory supplements.

Reflections on #ReInventLaw and Some Thoughts on #ReInventLegalEdu

I spent Friday March 8 at one of the most interesting conferences I’ve ever attended. The ReInvent Law Silicon Valley conference promised 40 speakers in 9 hours, a day of the best in innovation in law practice, courts, and more. It certainly delivered. Much has been written about specific sessions and the ideas presented, so I’ll skip that sort of analysis. Instead I’d like to give you my impressions a few days after the conference and after having let it sink in a bit.

It is now apparent to me that there is a major structural shift going on in the way law, especially “big law”, is being practiced. Practice and the courts are embracing many aspects of technology as part of doing business. Lawyers and judges are looking to technology to increase efficiency, automate rote tasks, and create space, physical and virtual, for more personal interaction between attorneys, clients, judges, parties, and legal consumers. There is a growing awareness that the delivery of some basic legal services can be delivered by non-lawyers and that there is a great unmet need for legal services among those who cannot afford to pay hundreds of dollars an hour for a lawyers time.

As with all structural shifts like this, there are barriers and points of resistance. A major barrier to the shift is ABA Rule 5.4 governing the professional independence of a lawyer. This rule effectively prohibits the investment of outside capitol in law firms or organization engaged in the practice of law. Without access to outside capital and business structures practicing attorneys will have a difficult time taking full advantage of the opportunities presented by increasing the use of technology. They will get there eventually, but the rate of change would greatly accelerated with an infusion of outside capital.

Of course it isn’t just a practice rule that is slowing down the ReInvent Law movement. Lawyers themselves need to examine the way they have traditionally structured practice. The billable hour came under criticism just as often as Rule 5.4 during the presentations. The use of billable hours builds inefficiency into the system and was cited as a strong demotivator of efficiency in practice. Indeed the wisdom of continuing the “big law” model of life tenure partnerships was questioned. A more flexible structure with compensation linked to actual outcomes is seen as a better model to deal with the swift changes in technology confronting the legal profession.

And what about legal education? While the gathering included members of the legal academy both as presenters and in the audience (the organizers of the event are professors at Michigan State University College of Law), the focus of day was really on the practice of law and to a lesser extent the courts. Reform or reinvention of legal education was the topic of only a couple of the presenters and this was a shame because we could really use a #ReInventLegalEdu movement right about now.

There is little doubt that legal education in the US is facing a crisis of its own. Enrollment is down, applications are down, graduate employment is down, and debt load among graduates is high. On top of that the nature of the practice of law is under going a structural change. As law schools struggle with the crisis I think they are at risk of increasing the disconnect between the academy and practice especially if they continue to turn out graduates who are being educated for a style of practice that is disappearing.

The challenge to law schools, in the face of this crisis, is to embrace the changes moving through practice and the courts and #ReInventLegalEdu. There is an opportunity here for law schools to change, to embrace the technology and methodologies heralded by ReInvent Law, to provide the research and development that the practice and courts will need, and to graduate more tech savvy lawyers. I think change is coming to legal education and law schools have a choice, lead the charge to a new legal practice future or have the change imposed on them by the practice and courts. I’m hoping something like #ReInventLegalEdu helps to lead the way forward.