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Special Law Schools feature: Innovation in education
Innovation in education: Adelaide Law School
MARGARET CASTLES, MARK GIANCASPRO, CORNELIA KOCH, BETH NOSWORTHY, ANNA OLIJNYK AND MATTHEW STUBBS
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The 2020 academic year brought unprecedented challenges for students and staff at Adelaide Law School. With effort, goodwill and innovation, the Adelaide Law School community rose to meet the unprecedented difficulties faced by students and staff in 2020.
The difficulties faced in the first stage are easy to imagine – when social distancing meant students could no longer gather in large groups for lectures or exams, and then when stay at home restrictions meant that neither staff nor students could attend seminars or the University campus at all, we all moved to online learning. This was no easy task – the benefits of face-to-face interaction for legal education are well understood, and students faced a momentous challenge in adjusting to online learning at the same time as dealing with extraordinary disruptions to every aspect of their lives.
Many students and staff discovered that teaching and learning online could work well, and soon we were learning to conduct small group discussions in Zoom breakout rooms, engage in voting and other in-class activities, share our screens to share our work, and make use of live chat to ask (and answer) questions during class. In fact, in some ways we found that teaching and learning online brought distinct advantages – Dr Sylvia Villios and Dr Mark Brady found students more willing to engage than normal in their income tax law courses:
‘it was fantastic. Students were super engaged in the chat room, feeding us questions along the way … it was more interactive than face-to-face as the anonymity of the chatroom was a real instigator to students being involved. The students also seemed very appreciative’.
A second set of difficulties faced later in the year are perhaps less obvious – when we could transition back to on-campus learning, we had to adapt to social distancing, which kept our students safe, but meant far fewer of them could be in any particular teaching room. Our professional staff team worked miracles reallocating classes around the University to get our students the safest and best options for face-to-face teaching for those who wanted it, while our academics also continued to support remote learning for those whose personal situations meant they were unable to move back into oncampus learning.
In the rest of this article, we highlight some of the key successes at Adelaide Law School in adapting and innovating in response to the COVID challenges of 2020. This work led to Adelaide Law School staff receiving four of the University’s 18 Special Commendations – COVID 19 Emergency Teaching Response: Skye Schunke, Ross Savvas and Patrick Wille (Clinics), Anna Olijnyk and Cornelia Koch (Australian Constitutional Law), Mark Giancaspro (Commercial Transactions) & Peter Burdon, Panita Hirunboot, Matthew Stubbs and Corinne Walding (leadership).
LAW CLINICS STILL REPRESENTING THE VULNERABLE AND TEACHING STUDENTS
In mid-March 2020, our five legal advice services had just commenced operation for first Semester, with one solicitor supervising six students on site at various free legal services we operate in the Adelaide CBD. When COVID hit, and we were told that the University campus and external sites would close, the Law School Clinic managers and supervisors took a deep collective breath. We decided, rather than closing the doors due to the lockdown, to shift (in under a week) to operating online legal advice services. Over the next couple of weeks, we worked out how to use Zoom so that students could interview clients and liaise with solicitors in a private “office”, prepared video clips for clients to explain how to use Zoom, and switched to entirely electronic record and file keeping. Although one of our clinics was already running an electronic file system, and other clinics engaged in telephone interviews, we had no experience with an entirely online practice environment, encompassing supervising solicitors, students, and clients spread out across the Adelaide Metro area and beyond.
What made this transition both notable and challenging was that our students had only just started their threemonth practical placement in the advice clinics. They had barely begun engaging with interviewing clients or keeping files, and were already well out of their comfort zone, when they had to adapt to a completely new way of relating with clients and working in a legal office.
Once the technicalities were sorted, the challenge was to support students who found themselves working in isolation under pressures they had never experienced. Our supervising solicitors, Skye Schunke, Ross Savvas, and Patrick Wille, worked tirelessly to make this all come together, organising files, processes, interviews, and patiently supporting students.
Technology is a wonder and enabled us to switch from traditional face to face to remote electronic services overnight. For students, the absence of the human connection – face to face communication in which the non-verbal nuances are clear, and the inability to sit together to debrief with each other and supervisors and be part of the clinic learning community – was a real challenge. To their immense credit, our cohort of 38 students rose to the occasion, whether they were in isolation over the border in Victoria or New South Wales, or working from
their dining room for three months, they demonstrated professionalism and the capacity to work with clients who themselves were struggling with new technology. The clinics suffered no downturn in client numbers or quality of service, indeed, we were approached by clients in other States where free legal services had shut down.
Like most law practices in Australia, our five legal advice clinics at Adelaide Law School were unceremoniously shoved into the digital world – our vague plans about making more use of technology become real over-night, and now, eight months later, we continue to use a mix of electronic and face to face interviews. This has greatly expanded our reach into the community: people who are distant, who can’t make it into the city for an interview, or remain isolated for health reasons, can all access free legal services now. Our clinics’ success across the lockdown period has encouraged us to start a deliberate expansion into the North of South Australia based on using technology to connect with clients from Port Augusta to Leigh Creek.
SUPPORTING OUR STUDENTS’ STUDIES – THE AUSTRALIAN CONSTITUTIONAL LAW EXPERIENCE
Like all other courses, Australian Constitutional Law had to move all teaching activities online in week four of a 12-week course. This rapid adjustment was extremely challenging for both students and teachers, especially amidst an atmosphere of uncertainty and fear. But, in the end, the course was a success. Students stayed engaged and committed to their studies. The quality of their work was on par with previous years; overall grades were slightly higher than 2019. Student feedback was positive, both in formal evaluations and in countless ‘thank you’ emails and conversations.
The teaching team (led by Anna Olijnyk and Cornelia Koch) used three guiding principles to navigate ‘the COVID semester’ successfully.
First: minimal student stress. COVID wreaked havoc on students’ lives. Students lost their jobs and even their homes. Some moved interstate or overseas to be with their families. Others were separated from loved ones in hard-hit areas. Study-fromhome was easier said than done, with shared homes quickly becoming crowded and internet connections struggling to cope.
The Constitutional Law teaching team wanted the course to be an oasis of calm in a chaotic world. Decisions about major changes to the course (eg assessment and participation) were made as early as possible to give students certainty. Clear communication was a high priority: students received regular email updates and reminders to keep them on track.
Secondly: building a community between students and academics. This was not an easy task, given the lack of face-toface interaction. The teaching team used a combination of all-student and individual emails, online discussion boards, and Zoom seminars to create an environment in which students took ownership of their learning experience, and had individual interaction with academics.
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The teaching team took every opportunity to seek feedback from students about how the course was going and what could be done better. Implementing this feedback not only made for a better course; it also showed students their input was valued. The course was a genuinely collaborative effort between students and staff.
Thirdly: digital inclusion. It became obvious that not everybody had equal access to, or ability to use, technology. To make sure no student was excluded from learning, the course used technology with which most students were already familiar; provided low-tech alternatives (eg a document with question prompts as an alternative to an interactive online workshop); and chose assessments that would minimise the impact of digital inequality.
Finally, the success of the course was in large part due to the remarkable response of the students. This cohort should be proud of the resilience, positivity and commitment to their study they demonstrated during this most diffi cult year.
LOOKING AFTER OUR STUDENTS’ BROADER WELLBEING
Dr Mark Giancaspro interviewing Australian Paralympic Gold Medallist Katrina Webb OAM.
It was not just online classes that were needed, but broader support for our students’ wellbeing. The move into lockdown was sudden, confusing, distressing and highly disruptive. Students in our Commercial Transactions course indicated that their motivation was dwindling as they missed the interpersonal connections that came with face-to-face teaching. To help improve the psychological wellbeing of the cohort, Mark Giancaspro organised and recorded a live ‘fi reside’ Zoom chat with former Australian Paralympian and gold medallist, Katrina Webb. Given Katrina’s experience overcoming extraordinary adversity in her life and her experience as a professional speaker and organisational coach, Mark felt she could reach the students through her experiences. The similarities between professional athletes and university students (fi xation on goals, diffi culty dealing with interruptions, highly selfcritical) made Katrina’s advice and strategies for ‘pivoting’ and ‘normalising the abnormal’ transferrable. The video was viewed hundreds of times and received wonderful feedback. Students described it as ‘pure oxygen’ and ‘a simple, honest and grounded discussion’ which helped to instil a sense of calm and control throughout the cohort. Others said that the chat helped them ‘stay sane, motivated and focussed’ while also ‘calming the nerves’ and making students feel ‘more positive and less overwhelmed’. Mark decided to go one step further and make the most of forced isolation and the ‘teach from home’ directive. Given that the pandemic struck around the time he was teaching the complex topic of secured transactions law, and the fact students habitually struggled with the material in the absence of lockdowns and other
interruptions, he decided to create another resource: a self-written rap song explaining the topic. Mark dressed in ‘rap attire’ and used humour to both educate and improve spirit in a recorded song clip. The clip was viewed many hundreds of times and went viral on social media thanks to students recording snippets! The cohort found it uplifting, calling it ‘enjoyable and useful in terms of thinking about the PPSA’ and ‘a light in dark times’.
Student feedback indicates that these broader supports contributed positively to students’ psychological health and learning experience, improving morale and re-establishing the ‘connection’ that went missing when teaching transitioned to the virtual world because of COVID-19.
A TEAM EFFORT
University educators now like to speak of students as partners with their teachers in a learning journey. This was brilliantly illustrated by the way Adelaide Law School’s staff and students worked together in 2020 to continue highquality teaching and learning even in very different situations. We could not have asked for more from our resilient, adaptable and remarkable student body, or from our staff, who rose to meet extraordinary challenges, and whose efforts were generously recognised by our students – Belal Salih, President of the Law Students’ Society, wrote:
‘I have already received lots of positive feedback from students … From a leadership perspective, I really appreciate that we are very fortunate to be part of such a receptive faculty that truly acts in the best interest of the student body, especially during times like this’.
There is no doubt that 2020 was a very challenging year. Our fi rst-year students encountered a completely new way of learning, and many found it challenging. Continuing students experienced domestic upheaval, employment uncertainty, fi nancial pressures, and prolonged isolation. Online learning posed challenges with technology, pace, and the loss of human contact which is so important to learning engagement. Inevitably, there was some loss of motivation, some students experienced much higher levels of anxiety, and it was challenging to reach out to all students who needed support. Nonetheless, Adelaide Law School adapted quickly and worked hard to support students both as a cohort and individually. We learned a lot about how to adapt to online teaching in an imaginative and engaging way, and our students displayed remarkable resilience and dedication. Of course, coping with the enormous change that COVID posed impacted on many students, but we will continue to learn from this experience to develop ways to use online learning strategies and support student wellbeing as we approach a blended learning environment in 2021. B
Innovation in education: UniSA Law School
PROFESSOR VICKI WAYE, DEAN OF LAW, JUSTICE & SOCIETY, UNIVERSITY OF SOUTH AUSTRALIA
Legal education has come a long way from the old chalk and talk lecture and Ox-bridge style tutorial system in place 30 years ago. Since that time there has been a paradigm shift away from an ‘input’ focus on the delivery of content and student regurgitation of that content via examination, toward an ‘outcome’ focus that promotes students’ abilities to identify, use and apply legal knowledge, to discriminate between valid and invalid sources of evidence that might support legal policy, to creatively explore legal options and to resolve legal issues, to communicate effectively, to develop and exercise professional judgment, to behave ethically, and to engage in a process of continuous learning. That paradigmatic shift has been accompanied by an emphasis on a pedagogy of active student engagement and authentic learning experiences and assessments. Simultaneously, institution wide adoption of online learning management systems has led to widespread digitisation of content and resource delivery.
Ever since the law discipline was established at UniSA, UniSA law courses have adopted varying degrees of blended learning. In some cases, face to face lectures have been replaced by in favour of online recorded material supplemented by dynamic face to face workshops and seminars where students collaboratively grapple with legal problems and engage in legal style activities such as legal document drafting, client letter writing, appellate style mooting or various role plays that enable students to practice negotiation, mediation or advocacy. Where lectures are retained, they are recorded as video segments and are delivered using well-paced tools like power-point, polling and other methods to encourage active student participation. All students are provided with professional, experiential learning opportunities in their final year of law study. Options include working in our Legal Advice Clinic, undertaking a professional placement, participation in a law reform project, or carrying out advanced legal research.
HAS COVID-19 INSTIGATED NEW AND INNOVATIVE WAYS OF TEACHING/ LEARNING?
During the COVID-19 lockdown periods all face to face teaching activities and assessments were moved online at short notice. As noted above, UniSA already had a good foundation for doing so in the form of an online learning management system and digital library sources and in the form of online learning tools such as Zoom, online assessment functions, chat forums, polling and survey instruments, and discussions boards. Nonetheless, given that most law teaching was designed at the commencement of 2020 to either be blended or face to face, the move required staff to think innovatively about ways of connecting with their students and of supporting their learning in a wholly online environment. A variety of means were used for content delivery including pre-recorded podcasts, power point presentations embedded with audio files, as well as synchronous Zoom lectures. Synchronous video chat sessions where students could ‘drop in’ and ask questions were also scheduled as well as synchronous online seminars and workshops which could be divided up into break-out rooms for more active, engaged inter-student discussion at various points. Asynchronous discussions boards were also very active. Some staff engaged in continuous dialogue with their students by embedding surveys/polls into their powerpoint presentations, and then discussing results with students in follow up sessions or via discussion boards. This proved to be a good way of elaborating on key concepts or addressing misconceptions in student understanding. During this period, we learned that many activities that were previously undertaken in classrooms, could, with a little adjustment, also be carried on virtually achieving the same high levels of student performance. For example, students continued to conduct mediation and advocacy assessment online in their Dispute Resolution and Civil Litigation and Evidence courses.
The introduction of ‘tele-health’ style provision of legal advisory services through our Legal Advice Clinic was another significant innovation. Initially, when clients and students could no longer attend the Clinic in person, advisory services facilitated by a supervising solicitor were offered by telephone. Later on, with the generous support of the Law Foundation of South Australia Inc, advisory services were offered via a secure encrypted video platform. The use of the secure video platform ensured that clients whose access to legal services was unavailable or very limited during the lockdown could receive legal advice and assistance. Even after the lockdowns were relaxed the Legal Advice Clinic has continued to use the secure video platform for clients who are not able to physically attend our premises. This has proven to be especially advantageous to clients with restricted mobility.
As legal educators we experienced many of the stresses and frustrations experienced by our students when internet bandwidth was insufficient to cope with the load imposed by the nation’s wholesale shift online, when children required care and or schooling while we
UniSA law students participating in a Moot Court.
were trying to work from home, and when close friends or family members lost employment. Consequently, as well as upskilling our online teaching skills very quickly, we learned many lessons about the importance of empathy, agility, flexibility and resilience. Students have provided us with many comments about how helpful and supportive academic staff have been in supporting students who were struggling.
HOW ARE STUDENTS BEING EQUIPPED WITH THE SKILLS TO INNOVATE AND ADAPT TO THE CONSTANTLY EVOLVING NATURE OF THE LEGAL PROFESSION WHEN THEY ENTER THE WORKFORCE?
The feedback that we have received from the major employers of our law graduates is that they do not require law graduates who can code in Python or design IT system architecture. Although they want law graduates who understand the functions, benefits and limitations of Industry 4.0 technology (and beyond), they mostly want graduates who can connect and engage with their clients, users and communities. The ability to empathise, create relationships and identify and respond to client, user or community needs plus the ability to synthesise a large amount of complex information and communicate it clearly and effectively are what is prized. Employers we speak with also want graduates who are self-aware and self-regulating, who understand and adhere to their professional and ethical responsibilities and who can map out and commit to ongoing professional development so that they can readily adapt to changing market conditions and public priorities. Through our emphasis on experiential learning in our law programs, these are the qualities that we strive to inculcate in our law students.
A good example of our approach relates to the introduction of the ‘telehealth’ style legal advice in our Legal Advice Clinic referred to above. The use of telephone and a secured encrypted video platform for interaction with clients has exposed our students to remote/ electronic modes of work that they are likely to frequently encounter when they graduate.
TO WHAT DEGREE ARE STUDENTS BEING ENCOURAGED TO DRIVE INNOVATION IN THE PROFESSION?
Innovation can take many forms. For solicitors this may include the development of business models that embrace new forms of client collaboration, leveraging technology to deliver services or to perform back of house functions more cost effectively, or the development of new areas of legal business such as licensed cannabis production or data governance. For legal professionals employed by government as well as developing new fields of regulation (for example, regulation of self-driving cars) this may include using big data and artificial intelligence as an evidence base to formulate policy or to conduct regulatory impact assessment or regulatory monitoring. Such innovations have generally occurred organically because of changing market and social conditions, the development of technologies that support them, and the enterprising nature of their proponents.
We encourage UniSA students to maintain openness to change and a willingness to explore future possibilities. During their studies, our students learn about the complexity and multi-layered nature of the legal system and how it is constantly evolving and changing. UniSA students are taught to think about areas in which the law may develop in the future and how to advocate for change. They are taught that law does not exist in a hermetically sealed vacuum but interacts with and is informed by a wide range of other disciplines and practice, and that it can be disrupted by technological, geo-political, environmental and socioeconomic change. Thus, our students can understand how smart contracts work as well as the legal implications of their use, they understand the pitfalls of automated government or judicial decision making, and they recognise the benefits of adopting blockchain technology for determining title to property including carbon credit systems that might be deployed to discourage greenhouse gas production.
UniSA students are also taught about the changing nature of the legal profession and how their responsibilities as future legal professionals may be shaped by those changes.
Armed with this knowledge of constant change and adaptation we feel our students are well placed to help drive future innovation in the law and legal profession. B February 2021 THE BULLETIN 15
Innovation in education: Flinders Law School
TANIA LEIMAN, ASSOCIATE PROFESSOR & DEAN OF LAW, FLINDERS UNIVERSITY
What a lot has happened since this time last year! ‘Unprecedented’ has become an over-used word; ‘unexpected’ has been the only certainty; and new ways of doing things have become the norm. All this is against a background of rapid technological growth, automation, datadriven inferencing, machine learning, artificial intelligence, geopolitical shifts and the increasingly urgent challenge of climate change.
We each respond to innovation differently: some of us are innovators (about 2.5% of the population) or early adopters (about 13.5%); others form the early majority or late majority (both about 34%); or finally laggards (about 16%). ‘Diffusion of innovation is a process’, with each group (except the innovators) influenced by the experiences of the group adopting the innovation ahead of them.1 Fear of being left behind is a major driver,2 but ‘speed of adoption is not a reliable guide for an innovation’s importance’3 or for its social or economic value.4 In the legal sector, adoption of innovation is also influenced by whether legal services are designed for individual/personal clients (the ‘People Law’ market segment) or organisational/corporate clients (the ‘Organisational Law’ market segment).5
Recent empirical research from Oxford identifies ‘three margins along which the deployment of artificial technologies affect the work of lawyers’:6 Firstly, technology substitutes humans in traditional legal tasks; secondly, lawyers’ capacity to perform those tasks is augmented by their consumption of artificial intelligence and automation; and thirdly, AI-enabled legal services are produced by legal professionals (who may or may not be admitted practitioners) as part of multidisciplinary teams.7 Even lawyers in ‘classical advisory roles augmented by technology’ increasingly need capacity to understand how those tools work, and to be able to explain their strengths and weaknesses to clients or other end users.8 New roles are emerging too – that do not necessarily require a practising certificate. ‘Persons with legal human capital working in these roles will likely be producers, rather than simply consumers of AI-enabled legal services’ – and will work in multidisciplinary teams, and need a wider mix of skills.9
Students commencing law studies in 2021 are likely to graduate in 2025-2026. Given the unprecedented and unexpected change that has occurred this year, it is almost impossible to predict what the practice of law will look like in five years. Already, we know that many law graduates obtain employment outside traditional legal practice, and even for those who do go on to work in a law firm, many leave for other opportunities within five years post admission. Graduates are now predicted to have 12-15 different jobs10 and several different careers during their working life, including creating their own jobs.
So how can we ensure legal education is fit for purpose, ethical, responsive to society’s needs and able to continue to protect those most at risk? What knowledge and skills are required to navigate these changes? How should these be taught? ‘The education of the new generation is of critical importance to the entire profession.’11 happened, in 2020 Flinders University is proud to have introduced an exciting undergraduate LLB curriculum. It embeds explicit training for all law students in creative and critical thinking, use of technology to deliver legal services and a semester of clinical placement. All students undertake two core legal innovation topics – Legal Innovation and Creative Thinking and Innovation for Social Justice Impact, before going on to collaborate with students from Engineering, IT, Business and other disciplines in the final core innovation topic From Innovation to Impact. (See article by Rob Chalmers this issue for more detail). New compulsory first year topics, International Law and Global Legal Perspectives and Indigenous peoples, Colonialism and Law equip students to engage confidently in an increasingly globalised world and provide a foundational understanding for all students of the historical and continuing significance for Australia and other former colonial countries of the interaction between law and Indigenous peoples.
This refreshed curriculum is designed to better equip our students with the skills they will need to innovate and adapt to the constantly evolving nature of the legal profession, the opportunities provided by alternative legal services providers and the impact of adjacent industries on what lawyers do and how they do it.
Our new second or later year core topic, Law in a Digital Age, teaches students how to apply technology to legal issues. In Digital Age teams of students work with not-for-profit organisations to build legal software applications addressing legal pain points for those organisations or their clients. In doing so, students learn basic yet useful coding skills. Learning coding exposes students to the most fundamental aspects of technology in a very tangible way. Students learn industry-standard technologies, such as Python and CSS and the concepts students are taught are portable to any other software technology.
All technology is based on software code after all. Students complete the course having learnt tangible and re-usable technology skills, as well as making a real difference in enabling access to justice.
Since March, 2019, Flinders Law students have built more than 25 working, useful applications. This is significant as students enter the course with no exposure to software coding whatsoever. Even more significantly, some applications have been commissioned for ‘live’ use by their NFP clients. Examples include iRefer SA written for Relationships Australia, and MyDocs written for the Hutt Street Centre.
In 2021, as part of our Flinders Law Beyond: Digital Law Lab project, Digital Age student teams will partner with Computing Science students and academics, to develop even higher quality applications more effectively and efficiently.
Responding to enquiries about Digital Age from interested practitioners and others, Flinders Law now offers this same innovative opportunity to anyone in the community via our Coding the Law course. Similar to Digital Age, participants learn basic, useful coding skills and write a software application, this time for their own practice. Coding the Law is 100% online, self-paced and can be completed in up to 12 months. Participants to date include practitioners from the UK, the Netherlands, Pakistan and across Australia.
Another new later year core topic is Law in Action. All students undertake clinical placement for one semester – either in a variety of streams supervised by Flinders Legal Centre or with external host agencies. Students can start to apply the theory they are learning, get practical experience and exposure to legal workplaces. In 2020, external placement opportunities include legal operations internships with SA-based, national and international firms. In 2021, our new Digital Law Lab collaboration with Computing Science will allow Law in Action students to maintain and further develop apps created in Law in a Digital Age, ensuring both the law and code remain accurate and up-to-date.
This exciting new approach is designed to equip our students to not only understand the constantly evolving nature not only of the legal profession, but of the legal sector more broadly. It also introduces them to the skills and approaches they will need to drive further innovation in exploring new ways of interacting with clients, new services and new legal products.
Flinders hub students study.
FLINDERS 100% ONLINE JURIS DOCTOR
Our innovative postgraduate Juris Doctor degree has been offered since 2016, entirely online using a problembased learning methodology. Future focussed, it embeds traditional discipline areas in the context of new challenges. All JD Students undertake a Law Reform Project working on legal implications of emerging technologies and complete their JD studies with a capstone topic, Integrating Knowledge and Skills for Practice, completing authentic tasks such as drafting a commercial agreement, litigation documents and advising on potential commercial transactions.
In March, 2020, COVID required us to move all face to face classes online in one week, and significantly modify all clinical placement opportunities, including Flinders Legal Centre conducting virtual client interviews. Lectures at Flinders University have been live streamed and video recorded since 2014, but COVID changes have been the catalyst for exploring all the capabilities of not only our own internal systems, but also various industry systems such as Cisco Webex and Microsoft 365. Staff and students have learnt to effectively use these standard tools to collaborate in real time, manage projects, work with clients, and work as teams more effectively together. With easing of restrictions, and returning to campus, hybrid classes allow students to join synchronously and remotely with those physically in the room. Students are learning skills and tools that will be essential for all of us as we navigate a new COVID-normal future which will entail increased remote working and expectations of greater flexibility in how legal professionals interact with each other, their clients, and the courts. B
Endnotes 1 William D Henderson, ‘Innovation Diffusion in the Legal Industry’ (2018) Articles by Maurer
Faculty 2771. https://www.repository.law.indiana. edu/facpub/2771 p.401-402 2 Henderson, p.403 3 Henderson, p.423 4 Henderson, p.424 5 Henderson, p.407-408 6 John Armour, Richard Parnham and Mari Sako,
‘Augmented Lawyering’ 21 August 2020 https:// ssrn.com/abstract=3688896, p. 5 7 Armour et al, p. 5 8 Armour et al, p. 56 9 Armour et al, p. 57-58 10 https://www.linkedin.com/pulse/how-manyjobs-average-person-have-his-her-lifetime-scottmarker/ 11 Morry Bailes, ‘The Law and Legal Technology – Our Changing Work Practices’ (20 October 2017) Speech delivered by Mr Morry Bailes,
President-elect, Law Council of Australia at the 2017 Australian Young Lawyers’ Conference,
Sydney. https://www.lawcouncil.asn.au/media/ speeches/the-law-and-legal-technology-ourchanging-work-practices Accessed 20 November 2018
