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The focus of this chapter initially is the educational writings of Carl Rogers and the relevance of them to contemporary legal education. Rogers focuses upon the primacy of experience, and can therefore be cited as one sympathetic to many of the aims of Dewey in the US pragmatist tradition. His work is part of the tradition of humanist education, yet his views also sit well beside a number of contemporary educational and cognitive research directions, all of which have relevance for the teaching and learning of law. In this article I shall put forward two arguments. First, I shall argue that Rogers, seldom cited in legal educational literature, has relevance for those involved with legal skills education. Perhaps more signi®cantly, his views on the diþerences between teaching and learning resurface in contemporary theory on learning processes, especially constructivist theories and phenomenographical methodologies, which similarly focus on the learning experience. Secondly, and on a wider front, I would argue that both Rogers and constructivism lead us to consider issues which are not only at the heart of educational debates, but are also the concerns of jurisprudence. In this respect I hope that the article will illustrate the overlap between jurisprudence and legal education, and the extent to which educational issues (particularly epistemological ones) are also jurisprudential ones.

A number of influential authors such as Susskind and Katsh have highlighted the extent to which information technology (IT) has significantly altered, and will continue to affect, the provision of legal services at a fundamental level. While a number of studies have been carried out on the extent and use to which solicitors make use of IT in their legal practice in England and Wales, little research has been done with Scottish law firms. At a time when Scots lawyers are under increasing pressure to consider IT solutions in legal practice, it is important to know how they are presently using IT in their day-to-day legal practice. The research described in this article had two main aims, therefore. First, we set out to identify the IT actually in use by solicitors in their day-to-day practice. Second, we wanted to discover how IT is currently changing the role and function of legal practice within our chosen jurisdiction. The different data collection methods we used provided a multi-dimensional case study, the outcomes of which have implications for the education of law students (at both undergraduate and vocational level), as well as the continuing professional development of solicitors.

The concept of open-book assessment is inherently controversial, not least because it contradicts a basic condition of examinations, one so basic to the event that we rarely question it: the single confrontation of examinee with exam question, the element of isolated and unaided struggle—Jacob wrestling with the mysterious Other. Surely it is cheating to allow texts into an exam-hall? What is the point of the exercise then?

The student cannot be taught what he needs to know, but he can be coached: 'He has to see on his own behalf and in his own way the relations between means and methods employed and results achieved. Nobody else can see for him, and he can't see just by being "told", although the right kind of telling may guide his seeing and thus help him see what he needs to see'

Simshare presentation slides used at the HEA annual conference, 2010, U. of Herts.

Australasian Law Teachers Association (ALTA) 2013 conference, keynote presentation.

Presentation on the approaches taken to ethics education in the LETR Report 2013.

Presentation to Access to Legal Work Experience Workshop, Legal Services Board, London, 10.6.10.

The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.

Presentation given to E-Learning Committee and others in Northumbria Law School, March 2010. Accompanied by exemplars and demos of webcasts, podcasts, etc. Simulation to be dealt with at a later date.

This consultation is carried out on behalf of the Law Society of Hong Kong (HKLS), the regulator for all Hong Kong solicitors. This paper explores the idea of a common entrance examination (CEE), overseen by HKLS, as a means of admitting individuals to practice as solicitors in Hong Kong. The paper considers the problems to which a common entrance examination might be a solution and whether there might be alternative solutions. If a CEE is appropriate, there are then questions about when it should be taken and at what level; what should be assessed and how the CEE would relate to existing qualifications such as the law degree and Postgraduate Certificate in Laws (PCLL).

Presentation to staff research seminar at de Montfort University Law School, 9.2.11.

Keynote presentation to the International Journal of Clinical Legal Education Conference, University of Northumbria Law School, 7.7.10.

Presentation given to HEA 2012 conference on iLEGALL project.

Presentation given to HKU Law Faculty, May 2012, during a Teaching Exchange Fellowship Scheme.

APLEC conference keynote presentation

Pecha Kucha presentation to Law Tech Camp, London, June, 2012.

Slides used at the Society of Legal Scholars conference, Cambridge, 2011 to introduce our upcoming book on Affect, co-edited by Caroline Maughan and published by Ashgate.

Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.

Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.

WG Hart workshop presentation.

OER10 Conference, Clare College, Cambridge. Presentation on Simshare (www.simshare.org.uk).

Slides on the use and effects of digital media in research in legal education.

Presentation to ETL, IAALS.