Professor Maharg along, with colleagues at Glasgow Graduate School of Law, has also put theory into practice in Ardcalloch, the fictional/virtual town designed and built a virtual town to enable students to engage in authentic simulations of professional transactions. The application that manages the simulations is called SIMPLE for SIMulataed Professessional Learning Environment and is now used as a teaching learning and assessment environment for students on the Diploma in Legal Practice at the Glasgow Graduate School of Law. Papers, presentations and talks to law staff have brought universal praise and the cry of ‘how can we get that?’

Paul Maharg
Professor
Glasgow Graduate School of Law
paul dot maharg at strath dot ac dot uk

In an effort to see what our most important stakeholder group really wants, we have been surveying our FSU law student users. As a result, we have come up with some bluntly honest comments, yielding surprising results for those of us choosing new IT applications of all types. The speakers will address those student surveys, and the lessons learned from them. The speakers have come up with common pitfalls encountered in legal education technology, and have created their own "best practices" list from their research and interaction with Florida State University law students and faculty.

The session will attempt to tie the speaker's ideas for best practices and pitfalls to real world legal education and the common use of IT...for better or worse.

Marin Dell
Research Librarian
Florida State University College of Law
dd03d at fsu dot edu

Elizabeth Anne Farrell
Research / Instructional Technology Librarian
Florida State University College of Law
efarrell at law dot fsu dot edu

TWEN is a free, easy-to-use course management system specifically designed for law schools, which allows for the posting of course materials, announcements, calendars, discussion forums, online polls, quizzes, and much more! Notably, TWEN also integrates CALI lessons into TWEN courses!

The session will be led by a uniquely qualified presenter - she not only works for the TWEN product development team, but she is also an adjunct law faculty member who uses TWEN!

Whether you are a potential or veteran user of TWEN, come join us in this session to learn about all that TWEN can do for you. We will be highlighting our most recent enhancements to the site as well.

Kelly Mickelson
Manager, Academic Product Development (TWEN)
Thomson-West
Kelly dot Mickelson at ThomsonReuters dot Com

Kelly Mickelson
Manager, Academic Product Development (TWEN)
Other Non-member
Kelly dot Mickelson at ThomsonReuters dot Com

The Steering Committee of the Global Alliance for Justice Education (GAJE) announces the launching of the Justice Education Initiative (JEI) to support the efforts of legal educators, community workers, students, lawyers, judges and civic leaders around the world to create and sustain legal education programs that promote justice. The JEI is a three year project. Its goal is to develop accessible and practical resources for use in producing lawyers who are both competent and committed to work for justice in every setting where lawyers are found. The central strategy to achieve this goal is to focus on the institutions and processes that prepare persons to be lawyers, judges and legally-trained civic leaders and public officials. Underpinning this strategy is the recognition that law students and lawyers in training can themselves be valuable workers for justice during their time of preparation. In addition, law schools and other programs to prepare students for legal careers can also be resource centers for education of the community, for support of efforts by non-governmental organizations, for development of public policy, for law reform, and for continuing education of lawyers, judges, and public officials. GAJE will particularly encourage legal education institutions to partner with organizations that are based in and serve communities in particular need of justice education.

GAJE Mission Statement

GAJE is GLOBAL, seeking to involve persons from as many countries in the world as possible, avoiding domination by any single country, and especially committed to meaningful participation from less affluent countries, institutions, and organizations. GAJE is an ALLIANCE of persons committed to achieving JUSTICE through legal education. Clinical education of law students is a key component of justice education, but this organization also works to advance other forms of socially relevant legal education, which includes education of practicing lawyers, judges, non-governmental organizations and the lay public.

GAJE Governance

GAJE membership is open to anyone in the world who is involved in justice education. To date GAJE has not charged membership dues. GAJE is governed by a Steering Committee consisting of two representatives from each of 8 regions of the world (one woman and one man) elected by the general membership at GAJE worldwide meetings and at-large members appointed by the 16 elected representatives. The Steering Committee meets several times a year by email to direct work conducted by GAJE committees, working groups, and the General Secretary. With the exception of the General Secretary, who receives a modest honorarium, all GAJE work is currently conducted by volunteers.

GAJE Accomplishments

In the 12 years since its founding in 1996, GAJE has worked to promote justice through education by convening four worldwide meetings on justice education: in India (1999), South Africa (2001), Poland (2004) and Argentina (2006). These meetings were carefully designed to be accessible and affordable for persons from developing countries; delegates from every continent and over 50 countries have participated in one or more meeting. The fifth worldwide meeting will take place December 7-13, 2008 in the Philippines. GAJE has also organized regional conferences in Australasia (2002) and North America (2006) and co-sponsored the International Conference on the Future of Legal Education held in February 2008. GAJE operates a free email discussion forum for its members and publishes a newsletter in both English and Spanish every other month distributed by email and posted on the GAJE web site. These formal GAJE activities have facilitated a wide range of cross-national collaborations, including educational exchange programs, joint research projects, "train the trainer" workshops, teaching handbooks, curricular materials, and multinational co-authorship of books and articles.

Launching a New Initiative

At the fourth worldwide GAJE meeting in 2006, held in Cordoba, Argentina, the membership directed the Steering Committee to expand GAJE activities beyond its existing successes in facilitating the exchange of information and informal collaboration by adding strategic initiatives to support and sustain the work of GAJE members to promote justice education in their own countries. In response the Steering Committee has strengthened the organization's operational capacity by giving greater authority to an expanded Executive Committee, by appointing a General Secretary, and by drawing on the GAJE membership to form working groups that have examined issues of legal structure and strategic development.

Having received the reports of those working groups, the GAJE Steering Committee now announces the launching of the Justice Education Initiative (JEI) to support the efforts of legal educators, community workers, students, lawyers, judges and civic leaders around the world to create and sustain legal education programs that promote justice.

The JEI is a three year project. Its goal is to develop accessible and practical resources for use in producing lawyers who are both competent and committed to work for justice in every setting where lawyers are found. The central strategy to achieve this goal is to focus on the institutions and processes that prepare persons to be lawyers, judges and legally-trained civic leaders and public officials. Underpinning this strategy is the recognition that law students and lawyers in training can themselves be valuable workers for justice during their time of preparation. In addition, law schools and other programs to prepare students for legal careers can also be resource centers for education of the community, for support of efforts by non-governmental organizations, for development of public policy, for law reform, and for continuing education of lawyers, judges, and public officials. GAJE will particularly encourage legal education institutions to partner with organizations that are based in and serve communities in particular need of justice education.

There is currently very strong international interest among educators, professional bodies, government policy makers and major foundations in reforming legal education to make it more socially relevant and to produce lawyers with stronger commitments to professional responsibility and public service. The GAJE Steering Committee is confident that implementation of the JEI will support and strengthen GAJE's capacity to provide broad-ranging support of the many aspects of justice education that are beyond the process of lawyer preparation that is the focus of the JEI.

Implementation of the Justice Education Initiative

Year One: July 2008 - June 2009
At the 5th Worldwide GAJE Conference to be held in the Philippines in December 2008, a broadly representative gathering from around the world will:
a) Write a definition of justice education that can be interpreted for use in the design of academic, professional and community legal training programs.
b) Examine and document examples of existing practices and/or case studies of legal training programs from around the world that encompass and promote justice education.
c) Present, expand and "test drive" sample web-based materials that can be used to support justice-focused legal education such as methods for teaching justice education across a law school curriculum, materials for student exercises, legal literacy projects, guidelines for partnership with community-based organizations, procedures for clinical and community service educational programs, sample readings and syllabi for courses, research and scholarship on justice education. multimedia resources, and distance learning methodologies.

Year Two: July 2009 - June 2010
d) Launch a web site to support justice-focused legal education that includes a data base of
(1) institutions and organizations that support and exemplify justice education,
(2) model programmes of justice-focused legal education,
(3) experienced trainers in justice education methods,
(4) examples of new and innovative curriculum or program development

Year Three: July 2010 - June 2011
e) Evaluate and update web site.
f) Facilitate international collaboration around justice education, such as exchange programs involving staff and students, guest presenters and course and curriculum sharing.
g) At the 6th Worldwide GAJE Conference to be held in 2010 receive and review report on lawyer preparation or other legal training programmes around the world that have, since December 2008, introduced changes to their curriculums specifically to support and promote justice education.

Approved by the GAJE Steering Committee on April 30, 2008. For more information: www.gaje.org/JEI/

Clark D. Cunningham
W. Lee Burge Professor of Law
Georgia State University College of Law
cdcunningham at gsu dot edu

• Creating a business plan to persuade law school administrators to establish an institutional repository - how to justify the expenditure, distinguishing Digital Commons from SSRN, choosing Digital Commons rather than an open source solution.
• Obtaining content for the repository - promoting the repository, building buy-in from contributors, establishing content policies, determining types of materials to be included in the repository, self-archiving versus mediated archiving.
• Copyright permissions - appending supplemental language to publication agreements, SHERPA/roMEO, keeping track of copyright permissions, developing a decision flowchart for copyright permissions.
• Cooperative repository applications - liaising with other law school departments, implementing a repository in a consortium environment.

The Georgia State University College of Law set out to develop an in-house solution that integrates classroom equipment inspections, discrepancy reporting and notification, and end user documentation in one easy-to-manage system. In addition to “how-to” documentation for all major equipment, our system includes classroom seating charts and photos of the classrooms.

We will share our design considerations, trials and tribulations in implementing the system and the PHP/MySQL source code to our system (pending approval from legal affairs).

Earl A. Daniels
College of Law Web Coordinator
Georgia State University College of Law
EarlDaniels at gsu dot edu

Chris Heaton
Instructional Services Specialist
Georgia State University College of Law
cdheaton at gsu dot edu

BNA conducted a usability study to detect and quantify any disparity between text searching and research aided by indexes. Its study was conducted at law schools and compared success rates and completion times for text searchers with those for index users. Law students completed a series of research tasks using the online version of United States Law Week. They answered half of the questions using text searches. For the other half they used the online index. The difference in their results may surprise you.

Chuck Knapp
Manager, Indexing Services
BNA
cknapp at bna dot com

The VARK questionnaire can be found at http://www.vark-learn.com

Debra R. Cohen
Professor of Law
University of Massachusetts School of Law - Dartmouth
dcohen at snesl dot edu

...Amazon Elastic Compute Cloud (Amazon EC2) is a web service that provides resizable compute capacity in the cloud. It is designed to make web-scale computing easier for developers.

Amazon EC2's simple web service interface allows you to obtain and configure capacity with minimal friction. It provides you with complete control of your computing resources and lets you run on Amazon's proven computing environment. Amazon EC2 reduces the time required to obtain and boot new server instances to minutes, allowing you to quickly scale capacity, both up and down, as your computing requirements change. Amazon EC2 changes the economics of computing by allowing you to pay only for capacity that you actually use. Amazon EC2 provides developers the tools to build failure resilient applications and isolate themselves from common failure scenarios.

This session will talk about real-world use of this service and how law schools might be tossing their servers and computing in the 'cloud' in the future.

Daniel Nagy
Sys Admin, Legal Information Institute
Cornell Law School
dn56 at cornell dot edu

Unfortunately, beyond these essentially "broadcast" issues, additional effects of the mandatory DTV policy upon the audiovisual software (media distributors) and hardware industries are not receiving equal attention, guidance or regulation. Law schools and law school libraries must now deal with collection development format and equipment issues that require a fundamental transformation from analog to a pure digital environment for all audiovisual services. This program will provide a brief history of the development of the mandatory DTV policy; as well as discuss the underlying issue of managing the phase out NTSC based technologies and formats.

Terrence E McCormack
Audiovisual Librarian
State University of New York - Buffalo School of Law
Cormack at buffalo dot edu

Find out how to:
- Use readily available resources (TWEN / Classcaster)
- Fosters a "core course" development process to entice interested faculty (even adjunts) to teach
- Aligns with the 700 minutes per credit ABA requirement
- Fosters student interaction and accountability


Vickie Eggers
Director of TMCLS Faculty Center and E-Learning
Thomas M. Cooley Law School
eggersv at cooley dot edu

This presentation will attempt to engage the audience through some non traditional teaching methods, breaking into small groups, use of responder units, brainstorming, using webcasting and online meeting software, reviewing Medianotes etc. to creatively design some ways to effectively use the flexibility of the standards to create some interests.

Gordon Robert Russell
Associate Dean for Library and Information
Charleston School of Law
gordan dot russell at lmunet dot edu

Gordon Robert Russell
Associate Dean for Library and Information
Lincoln Memorial University School of Law
gordan dot russell at lmunet dot edu

Joel is a reporter and editor at The Washington Post and principal of The Garreau Group, the network of his best sources committed to understanding who we are, how we got that way, and where we’re headed, worldwide. He has served as a senior fellow at the University of California at Berkeley and George Mason University, and is an affiliate of the James Martin Institute for Science and Civilization at Oxford. He is a member of Global Business Network, the pioneering scenario-planning organization, and is the troll of a small forest in the foothills of Virginia's Blue Ridge.

Joel Garreau
Keynote Speaker
Other Non-member
team at garreau dot com

The rich syllabi are themselves linked from an extensive course home page, which will also be briefly demonstrated. (The rich syllabus provides a very intuitive way to link to eLangdell materials, once they become available, and that too will at least be mentioned and even demonstrated if possible.)

Patrick Wiseman
Professor of Law
Georgia State University College of Law
pwiseman at gsu dot edu

Teknoids has been a great resource to help answer the "What are other law schools doing?" question. But it's only usually a half dozen or so responses that we can take back (and thanks to all those who do reply!) There will always be ad hoc questions that only a listserve can help with -- "has anyone seen this problem with Exchange and Safari?" -- but there is a whole core set of data that would be valuable to have compiled and available online -- statistics on the 3 S's, for example: Staffing, Systems and Support.

This session will help launch a new project that CALI is sponsoring to collect Law School Core Data on technology in legal education. We take the phrase "core data" from the survey that Educause conducts annually. For anyone who is not familiar with Educause or its survey, this session will be a good way to learn about their services.

Why not just use the Educause survey? someone may ask. Because law schools are just different enough than the rest of higher education that we really need our own set of questions. If we want to develop a set of best practices, we should be aware of what's happening in higher ed -- but we also need to know what works in legal ed.

Come to this session with the questions you would like to ask your colleagues about the way they do things. Help us put together a value-added survey that will become a part of our technology planning. Should we ask about salary information? Should we ask about Macs? Exam software? Network topologies? Educational technologies? Questions about where I.T. lives in the law school? Who reports to I.T? Who does I.T. report to? Questions about strategic planning?

Perhaps the most important question is: who will participate in the Law School Core Data Survey Project? Will you spend one to four hours compiling the information and filling in your answers? Who's the best person in your law school to do so?

There is one big incentive for responding to the Law School Core Data Survey -- but we'll keep that a secret until the session. Come and hear why you will absolutely want -- no, need! -- to fill out this survey.

Eric Noble
Director of Information Technology
University of California Hastings College of the Law
noblee at uchastings dot edu

As IT administrators and tech support professionals, how we choose to respond to this growing demand for Apple hardware will, in part, shape the way we conduct business and serve the needs of our customers. Rather than run from the tidal wave of change, why not embrace the opportunity to work with a rock solid operating system that will likely result in fewer support calls, happier end-users, and---egads!--more creative use of technology in the classroom and beyond?

In this compelling session, Doug Edmunds, Assistant Dean for IT at UNC's School of Law, will talk about how Macs have taken hold in just his first 18 months on the job, partly due to his own long-time love of all things Apple but also out of an organic word-of-mouth "whisper campaign" among students and faculty. Edmunds will discuss ways to integrate Macs into Active Directory domains, review some of the features and benefits of OS X, and take questions from the audience about changing the cultural bias against Macs in legal education.

Doug Edmunds
Assistant Dean for Information Technology
University of North Carolina School of Law
edmunds at unc dot edu

We will discuss the Django-based class management system we developed at Emory Law School. In 300 lines of Python, this portal provides faculty with a facebook for their classes, a way for them to email students, and access to CSV files of student emails and contact information, as well as links for them to request class mailing lists and BlackBoard classes. They can also view the other classes in which their students are currently enrolled.

Ben Chapman
Assistant Dean for Information Technology
Emory University School of Law
ben dot chapman at emory dot edu

Now, all of a sudden, there are Apples everywhere. Some law schools are even reporting that their surveys of incoming students show an impending Mac majority.

Many interesting questions can be raised:

• What's myth and reality for the tech support demand Macs actually create?
• How does a Windows-oriented tech staff adjust?
• What kinds of "same but different" problems arise for software, networking, etc.?
• Are policies and practices changing to accommodate Macs?
• What elements empowered students to make the switch despite pressure from schools?
• - Do students and tech staff see any remaining significant issues?

Entering the technology age in teaching is not difficult. The basic requirements are some level of typing skills and access to a computer. That access to a computer should include access to email and the internet. After that, all that it takes is an imagination and finding the CALI web site.

With those simple tools, a law teacher can create answer questions via email, power point slides, direct students to computer assisted lessons, audio recordings as podcasts, and a blog. These powerful new tools can be created even if the faculty members Law School provides no electronic support. It can all be done on a home computer and access to the CALI web site.

This presentation will describe and illustrate the use of those simple tools. Teaching law faculty can leave the session with several new ideas for bringing the electronic age into his or her classroom.

Ronald W. Eades
Professor of Law
Louis D. Brandeis School of Law at the University of Louisville
ron dot eades at louisville dot edu

Attend this session and you will leave with more than free coffee cards and prizes. You’ll learn all about a cutting-edge, case analysis tool called “CaseMap” that is used by 100’s of top law firms around the country. LexisNexis is now proudly offering law schools FREE access to CaseMap so that faculty and students can enjoy the benefits that law firms have enjoyed for years. CaseMap is already being used by law school clinics all over the country to help manage their caseloads and teach students about the importance of technology in today’s practice of law. Similarly, professors who teach legal research and writing and other skills-oriented courses are integrating CaseMap into their programs because of the key advantages it offers for both faculty and students.

Law school faculty look to their IT professionals to make them aware of new software that can help them teach or enhance the educational experience of students. CaseMap offers all of that and more, and it’s FREE! Don’t miss this opportunity to introduce your school to CaseMap. They will thank you for it.

What is CaseMap?

CaseMap is a powerful yet simple case analysis tool that provides lawyers with an efficient way to organize and analyze all of the critical information in a case.

Easy Organization and Analysis of Case Information: The “Case Map” created by the user serves as a central repository for all of the information gathered in the case. With CaseMap’s easy- to- use spreadsheets, each category of case information has its own place, i.e., the legal issues, cast of characters, key facts, documentary evidence, and relevant legal authorities. More importantly, CaseMap’s linking feature allows the user to identify and evaluate the relationships between and among these critical pieces of information. For example, a legal issue in the case can be easily linked to the specific facts, documents and legal authorities that support it.

Similarly, the “reporting” feature allow the user to capture their analysis in customized reports that can help to jumpstart motions for summary judgment, exhibit lists, witness lists, etc.

CaseMap, however, is more than just a practical tool for analyzing and managing case information. It is also valuable, pedagogical tool. By systematizing all of the critical tasks and analytical steps involved in taking a case from the pleading stage through trial, CaseMap embodies the actual analysis or “thought process” of a litigator. Thus, in the law school setting, CaseMap serves not only as a practical tool to help students and faculty manage real cases, but also as an educational exercise that teaches a law student how to truly "think like a litigator."

Why is CaseMap an essential tool for law school clinics?

• CaseMap provides a way for the clinical professor to easily manage and keep track of the work being done on their cases;
• CaseMap allows the clinical professor to monitor the work each student is contributing to a case, making it easier to evaluate the skill and progress of individual students;
• CaseMap facilitates the transition of ongoing cases to incoming clinical students, allowing new students to quickly get up to speed on the status of a case by reviewing the "case map" created by their predecessors;
• CaseMap helps students learn how to organize and analyze critical case information like an experienced litigator, making them better prepared for the world of real practice;

TimeMap:

TimeMap is a timeline graphing tool used to graphically depict and analyze the timeline of facts and evidence uncovered throughout the litigation workflow.

TextMap:

TextMap is a transcript summary tool that’s designed to work with CaseMap. It provides a searchable database of electronic transcript files from depositions and other proceedings.

NoteMap:

NoteMap is a dynamic, user-friendly outlining tool used to create and edit outlines. Its simplicity and versatility makes it the ideal tool help law students create course outlines that they can develop and edit with ease over the course of a semester.

Your Speaker:

Jacquelyn Inserra, Esq. is the Director of LexisNexis Litigation Services, and a former litigator with 8 years experience in complex, commercial litigation. For the past two years, she has trained law faculty, students and lawyers all over the country to use CaseMap and other legal software applications. She will be happy to visit your law school to conduct a CaseMap presentation for interested faculty.

Jackie Inserra
CaseSoft Law School Specialist
LexisNexis
jackie dot inserra at lexisnexis dot com

This talk investigates whether the "crowdsourcing" phenomenon, which has proven successful in creating a wide array of content online, can be harnessed to improve free access to legal source materials. Large-scale open access projects like the Wikipedia encyclopedia draw upon "the wisdom of crowds" to create and disseminate content. In much the same fashion, the resources of diverse actors in the sphere of legal education (including faculty, students, library staff, IT personnel, and even the general public) can be brought together to help improve online access to what were once paper-only records. A case study of one such ongoing project will be highlighted.

Timothy K. Armstrong
Assistant Professor of Law
University of Cincinnati College of Law
timothy dot armstrong at uc dot edu

Learning outcomes:
1)Participants will be able to explain and discuss how the Adobe Flash technology has changed people’s experience with online multimedia.
2)Participants will be able to evaluate both open-source and commercial software implementations for the Adobe Flash technology to meet their patrons’ needs.

Wei Fang
Digital Services Librarian
Rutgers School of Law-Newark
wfang at kinoy dot rutgers dot edu

This does not, however, mean a law school IT department shouldn't devote a considerable amount of time to this implementation. From day one, in-house staff must be heavily involved in choosing a CMS that best fits a school's needs, selecting an outside web developer, dealing with unforeseen delays, and making sure the site comes together as desired.

In this session, librarians from Yale Law School will share experiences from their own 18-month website implementation and discuss the five most important lessons they learned over the course of the project.

Tom Boone
Reference Librarian
Loyola Law School, Los Angeles
thomas dot boone at lls dot edu

John Nann
Assoc. Librarian for Ref. & Instr. Svcs.
Yale Law School
john dot nann at yale dot edu

This session is designed for anyone interested in using CALI's authoring software (CALI Author) to create their own tutorials for their students or modifying existing lessons from CALI's vast library. No previous experience with CALI Author is required. Bring your laptop and your questions. (Sorry, CALI Author does not run on a MAC.)

Deb Quentel
Director of Curriculum Development & Gen. Counsel
CALI
dquentel at cali dot org

Following this session we will either:
Go to Kavanaugh’s bar for an Irish wake…
Pick us up some lake trout…
or go stand on the railroad tracks drinking Jamesons from a hip flask & philosophizing about life until we’re seeing double.
... Depending on the mood of the crowd.

Susanna Leers
Electronic Research and Technology Services
University of Pittsburgh School of Law
leers at pitt dot edu

Jason Walton
Desktop Support / Computer Lab Manager
University of Pittsburgh School of Law
jwalton at pitt dot edu

1. A quick overview of case management systems in general (what they do and how they work)
2. An overview of what's available for law school clinics (actually, I think ALL CMS vendors would love to have their SW installed).
3. An overview of the implementation - how it should work within the clinic
4. A general discussion of issues with law school clinics that use CMS
5. Wrap up with some recommendations on CMS

DAN is a unique, completely web-based digital display system we created to inform our students, faculty, staff and visitors of events and other information as it pertains to the law school. It is a flexible framework that allows building managers the ability to post web applications, images, videos, send system wide alerts, and more.

The DAN technology has made the finals of the Utah Entrepreneur Challenge and is being commercialized out of the Quinney College under the company name, "Akadi Technologies".

Some topics we will cover during the session include:

• The history of DAN
• Why we needed a digital signage solution
• How the Quinney College uses DAN
• Our success on campus and at the Utah Entrepreneur Challenge
• How this innovation affects the Quinney College
• Demonstration of DAN technology

We will talk briefly about the background to the project and set it within the context of the UK legal education system. We will then go on to describe how the project has been implemented in the three partner institutions, with a focus on the Glasgow Graduate School of Law, and demonstrate some practical aspects of the projects including examples of students’ e-portfolios. Finally, we will share some of our reflections on the opportunities and challenges that e-portfolios might present in transforming legal education.

Patricia McKellar
UKCLE E-learning Advisor
UKCLE
patricia dot mckellar at warwick dot ac dot uk

Karen Barton
Co-Director, Legal Practice Courses
University of Strathclyde
karen dot barton at strath dot ac dot uk

This presentation will explore the differences between some of the free or almost free methods of laptop encryption programs as well as some of the recommended policies that should be in place before laptops are allowed to hold sensitive information. We will also cover some of the current practices of the Rutgers Law School - Camden, where we have implemented full disk encryption for specific members of the Rutgers Law Community.

Tom Ryan
Director of IT
Rutgers, The State University of NJ, Camden
tomryan at camlaw dot rutgers dot edu

Tim DiVito
Web Developer
Rutgers, The State University of NJ, Camden
tdivito at camlaw dot rutgers dot edu

This presentation will cover the practical aspects of setting up and maintaining a law school video operation with special attention given to technique and the use of affordable technologies to create a quality project. Part of the discussion will include methods of video distribution, such as via streaming or recorded physical format, along with the criteria for selection. In addition, mention will be made of the challenges of managing service growth within the reality of dwindling budgetary resources.

Examples of productions will be integrated into the program.

Nefeli Soteriou
Associate for Insructional Production Services
State University of New York - Buffalo School of Law
soteriou at buffalo dot edu

The question is, What now? Obviously, lots of people can now pile up caselaw and lots of people will. How can we make these individual collections more interoperable, accessible, and open to the public in ways that promote understanding as well as access?

This session will showcase technologies and techniques that look like promising foundations for an integrated legal information infosphere. Bruce will demonstrate the LII's new and sometimes-worked-on [[http://oai4courts.wikispaces.org|OAI4Courts project]]. Masters will show some text-hackery related to use of the public.resource.org archive.

Relevant technologies: OAI-PMH, XML, Ruby on Rails

Thomas Bruce
Director, Legal Information Institute
Cornell Law School
trb2 at cornell dot edu

Elmer Robert Masters
Director of Internet Development
CALI
emasters at cali dot org

Elmer Robert Masters
Director of Internet Development
Emory University School of Law
emasters at cali dot org

Although John Mayer is listed as the speaker/presenter, this is JUST A PLACEHOLDER. John will not be in attendance or speaking.

NEED NAME
NEED TITLE
NEED INSTITUTION
NEED EMAIL

This session will demonstrate a Vox Proxy session and will show how to develop one of your own.

Marjorie A. McDiarmid
Professor of Law
West Virginia University College of Law
mmcdiarm at wvu dot edu

The idea behind this new pilot service is to empower our users, provide them with ‘no risk’, and ‘money back guarantee multiple licenses’ open-source portable applications, and to promote a culture of open-access sharing and reuse of educational resources.

This session will be an open discussion seeking ‘pros and cons’ from the audience.

Michael Samson
Law Librarian
Wayne State University Law School
ad4092 at wayne dot edu

This session will be conducted as an open discussion on what we as a community can make out of this resource. There are many things that can be done on both the institutional level, and by individuals who wish to participate.

Topics will include, but are not limited to, the following:

1. Editing/Quality Control
2. Interface design
3. Markup and coding issues
4. Possible enhancements
5. Mirroring
6. Expanding and Updating


John Joergensen
Librarian
Rutgers, The State University of NJ, Camden
jjoerg at camlaw dot rutgers dot edu

In this presentation, we will recount some of our exploits, such as

• Shooting lasers from the tops of law school buildings.
• Turning an email account into a plain paper fax machine.
• Carrying secret data past armed security checkpoints.
• Turning a well-placed windowsill into an internet connection

Swiss army knives, duct tape, and Knoppix disks are not required (and probably shouldn't be in your airplane carry-on out of here).

Francis H Chin
Administrative Computing
Brooklyn Law School
francis dot chin at brooklaw dot edu

Phil Allred
CIO
Brooklyn Law School
phil dot allred at brooklaw dot edu

• Choosing a platform
• Establishing a workflow for implementation
• Gaining exposure through full text indexing and google optimization
• Author download statistics and impact on faculty participation
• Faculty Reaction

The Drexel University College of Law Library will speak on the implementation of the SelectedWorks site and hands-on account of my experiences with the product, a few things I've heard from professors, etc.

Gordon Robert Russell
Associate Dean for Library and Information
Charleston School of Law
gordan dot russell at lmunet dot edu

Gordon Robert Russell
Associate Dean for Library and Information
Lincoln Memorial University School of Law
gordan dot russell at lmunet dot edu

Keith Berthrong
Electronic Services Librarian
Earle Mack School of Law at Drexel University
kab66 at drexel dot edu

Joe is named after S. J. 'Joe' Quinney, the namesake of the college. Joe was created in-house by our development team to cover all the programs that many colleges buy separately. Joe gives us a flexible and secure area to serve our custom built applications. This allows us to tailor applications to the requests of the faculty, staff, students, and alumni.

Some topics we will cover during this session include:

• The beginning of Joe
• What sort of applications we have inside Joe
• Reception from faculty, staff, students and alumni
• Why we use Joe instead of pre-packaged CMS solutions
• Demonstration of Joe technology

This session will discuss the development phase of the UC Davis Status Check and Admitted Student web sites. There will be a brief overview of the basic functionality of both applications, including some background information on the projects. We will discuss in detail the development of a backend database, integration with Aces2 web services, and integration with a credit card payment gateway.

James Butler
Director of Information Technology
University of California at Davis School of Law
jebutler at ucdavis dot edu

Edward Henn
Programmer
University of California at Davis School of Law
emhenn at ucdavis dot edu