Bricks Plus Bytes: How Click-and-Brick Will Define Legal Education Space

Herein, I present a number of technological, commercial and profes- sional scenarios that cumulatively suggest that the law school of the near future must be re-engineered and become what is known in e-commerce as "click-and-brick" or "click-and-mortar.' In a click-and-brick law school, distributive learning techniques will fill much of the space, supplementing traditional class experiences and substituting for many others. But a true click-and-brick will also integrate distance learning methodologies, reach- ing out to remote students, enabling collaboration with off-campus faculty and consuming remote content. I draw this not entirely happy conclu- sion from analyzing the commercial and technological forces that are si- multaneously energizing and threatening traditional legal education, and from my belief that, properly re-engineered, the traditional law schools can retain their relevance and continue in their role as the guardians of the intellect of the law. In the sections that follow, I first address the qualitative and institu- tional arguments frequently raised against such non-traditional legal edu- cation (Part II). I then suggest that the law school of the future will be quite a different place from the one we are familiar with, both because of the implications of the new enabling technologies (Part III) and because law school space is no longer a self-contained, autonomous and insulated environment (Part IV). I argue that, before we can aspire to a sustainable click-and-brick model, we will be forced to make some significant changes to how we fill our virtual and physical law school space (Part V). Finally, I suggest that, in designing our click-and-brick model, we pay particular at- tention to the ways in which law practice is being reshaped, and suggest other areas where the law school curriculum will require major re-tooling to be relevant to the Information Age (Part VI)

Mobile commerce business models and technologies towards success

Mobile commerce is any transaction with a monetary value that is conducted via a mobile telecommunications network. This thesis tries to examine the factors leading to the success of mobile commerce as well as factors that may hinder its success. This research is separated into five parts: In the first part of this thesis, an analysis of wired e-commerce businesses is made; followed by advantages of mobile commerce over wired e-commerce. In the second part of this thesis, new wireless business models that are expected to generate substantial revenue flows as well as some successful examples of these business models are discussed. In the third part of this thesis, advances in wireless technologies that will lead to the success of mobile commerce are discussed. In the fourth part of this thesis, competition strategies and revenue structure of mobile commerce are discussed. And finally, in the fifth part of this thesis, drawbacks of wireless technologies towards the success of mobile commerce as well as how they can be overcome are discussed. The research and the conclusion suggest that although wireless technologies and their related business models are fairly new, they are growing at rapid speed. These are incredible sources of revenue. Once the factors hindering their usability, reliability, development and deployment are overcome, mobile technologies show great potential as revenue generators for both existing and newly developing businesse

The Impact of Mobile Phones on Collaborative Learning Activities

In light of the ubiquitous nature of mobile communications technology, society is forced to rethink education. When considering the freedom of communication in terms of time and space that this mobile technology provides, educators need to understand how this ever present communications platform can be exploited to enhance collaborative learning. The central theme of this thesis is the role of mobile phones as a support for collaborative learning both in and out of the classroom. The questions asked are: What is the distinctive affordance offered by the mobile phone for collaborative learning? What is the affective relationship between student, mobile phone and homework? Does the intervention affect the relationship between students, their mobile phones and their homework? Does the affordance offered by the technology lead to more awareness of learning? What is the nature of the dialogue with the mobile phone technology? In this thesis, the methodology is designed to explore the area of collaborative learning and the use of mobile phones as a support for collaborative learning through critical reviews of the literature and a year-long exploratory multiple case study integrating both qualitative data analysis and quantitative data analysis. Qualitative exploratory interviews and surveys are combined with extensive quantitative internet log data to provide a detailed image of students’ mobile use during collaborative activities. The results are triangulated, and In light of current research key issues are interpreted and discussed. The findings of the study support four key hypotheses which emerge from the theoretical framework. First, that there are distinctive affordances offered by the mobile phone for collaborative learning that increase learning opportunities. Second, that the affective relationship between students and their mobile phone has a positive influence on attitudes towards homework when the homework involves the use of their mobile phones. Third, that the intervention affected the relationship between students their mobile phone and their homework by reducing barriers between private and public spaces. Fourth, the affordances offered by the technology led to more awareness of content through an increase in opportunities for reflection. In addition, some insights into the nature of the dialogue with the mobile phone technology are explored. These findings have implications for educational theory and practice since they provide evidence to support the incorporation of mobile devices into collaborative educational situations. This research will be of interest to those concerned with the impact of mobile devices on the area of collaborative learning specifically and the field of education in general. The contribution that this research brings to scholarship and to the educational community is an increased understanding of the ways that ubiquitous mobile technology can affect a student’s mobile-based collaborative learning experience. The integration of these findings into the current body of knowledge may lead to improvements in future educational design and highlight areas which require further research

Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability