1 See Westerheijden et. al., New Degrees in the Netherlands. Evaluation of the Bachelor-Master Structure and Accreditation in Dutch Higher Education 53 (2008).Google Scholar

2 See Westerheijden et. al (2008); Kristen, Evaluatie van het Bachelorprogramma van de Faculteit der rechtsgeleerdheid van de Universiteit van Amsterdam (2006); Frenken et. al., Internationalisering, Onderwijs en ICT in Leiden. ICLON rapport nr 149 (2005); ICT in het Hoger Onderwijs (Frencken et. al. Eds., 2002).Google Scholar

3 Gutierrez-Diaz available at: www.elearningeuropa.info Google Scholar

4 See Frenken, et. al (2005).Google Scholar

5 The research program is named after Hypatia of Alexandria. Hypatia had a passion for knowledge. She traveled widely and corresponded with people all over the Mediterranean. She taught mathematics and natural philosophy. She is credited with the authorship of three major treatises on geometry and algebra and one on astronomy. She invented several tools: an instrument for distilling water, an instrument to measure the specific gravity of water, an astrolabe and a planisphere. See Maria Dzielska, Hypatia of Alexandra (1995).Google Scholar

6 The emphasis is on institutionalized learning and instruction, being learning and instruction organized and accredited within an institution as a school or a university. Life long learning, internationalized adult education (see for instance the Grundtvig program available at: www.europeesplatform.nl) or the program ‘e-learning for judges’ available at: http://www.iom.fi/content/view/184/8/ are examples of learning and instruction using ICT where the learning does not take place within the organizational and accreditational boundaries of an institute.Google Scholar

7 See, Haft, et. al, A Natural Language Based Legal Expert System for Consultation and Tutoring – The LEX Project (1987); Fokke Fernhout et. al., OBLIGATIO: computer simulatie van juridische casus, in Leren studeren in het hoger onderwijs. Perspectieven voor integrati e (de Grave & Nuy eds., 1987); Span, George, De computer als tutor, in Computer-Ondersteund Onderwijs in de Juridische Discipline. (Beek, Boerma, & Hurts eds., 1988); Tom Routen, Complex Input: A Practical Way of Increasing the Bandwith for Feedback and Student Modelling in a Statute-Based Tutoring System (1991); Vincent Aleven, Teaching Case-Based Argumentation Through a Model and Examples (1997); Rob Nadolski & Jurgen Woretshofer, Handleiding CD-rom-programma Arrondissement Zomerweelde (1998); Maharg, Paul, The Delict Game (1998); Muntjewerff, Antoinette, An Instructional Environment for Learning to Solve Legal Cases. PROSA (2000).Google Scholar

8 See Muntjewerff, Antoinette, Principled and Structured design of Electronic Materials for Learning the Law, in Legal Knowledge and Information Systems, 133 (Trevor Bench-Capon, Aspasia Daskalopulu & Radboud Winkels eds., 2002); Muntjewerff, Antoinette, Effective and efficient learning of the law using models of legal knowledge and legal reasoning, in In het licht van deze overwegingen 209 (Eveline Feteris, Harm Kloosterhuis, Jose Plug & Jeanette Pontier eds., 2004); Muntjewerff, Antoinette & Leijen, Jeroen, Unplugging Blackboard, in Key Issues in the Development and Use of ICT in Legal Education, 57 (Paul Maharg & Antoinette Muntjewerff eds., 2005); Maharg, Paul & Muntjewerff, Antoinette, Through a Screen Darkly: Electronic Legal Education in Europe, volume 36, number 3 The Law Teacher. The International Journal of Legal Education, 307 (2002); Maharg, Paul & Muntjewerff, Antoinette, Key Issues in the Development and Use of ICT in Legal Education, The Law Teacher Special Edition (2005).Google Scholar

9 BILETA available at: http://www.bileta.ac.uk/ LETA available at: www.leibnizcenter.org/~munt ELFA available at: http://elfa-afde.eu/default.aspx ROL available at: http://www.rechtenonline.nl Google Scholar

10 See Valente, Andre, Legal Knowledge Engineering (1995); Nienke den Haan, Automated Legal Reasoning (1996); Haan, Nienke den & Sartor, Giovanni, Model-based Legal Knowledge Engineering, in Model-based Legal Knowledge Engineering. 1037 (Brian Gaines ed., 1999).Google Scholar

11 See Breuker, Joost & Walter van de Velde, CommonKADS library for expertise modeling. Reusable problem solving components (1994); Valente, , supra note 10; den Haan, supra note 10.Google Scholar

12 den Haan & Sartor, supra, note 10.Google Scholar

13 Valente, supra note 10.Google Scholar

14 Clancey, William, Model construction operators, Artificial Intelligence, 53, 1–115 (1992).Google Scholar

15 See McCarthy, Thorne, A language for legal discourse (1989); Visser, Pepijn, Knowledge Specification for Multiple Legal Tasks. A Case Study of the Interaction Problem in the Legal Domain (1995); Kralingen, Robert van, Frame-based Conceptual Models of Statute Law (1995).Google Scholar

16 Summaries of 50 major theories of learning and instruction available at: http://tip.psychology.org/theories.html.Google Scholar

17 CALI available at: http://www.cali.org Google Scholar

18 See Wenger, Etienne, Artificial Intelligence and Tutoring Systems. Computational and Cognitive Approaches to the Communication of Knowledge (1987); Breuker, Joost, EUROHELP: Developing Intelligent Help Systems (1990); Winkels, Radboud, Exploring Intelligent Tutoring and Help (1992).Google Scholar

19 See Intelligent Tutoring Systems (Sleeman & Brown eds., 1982).Google Scholar

20 Breuker, , supra note 18.Google Scholar

21 See Berkum, Jos van & Jong, Ton de, Instructional environments for simulations. Education & Computing 6 303 (1991); Design and Production of Multimedia and Simulation-based Learning Material (Ton de Jong & Sarti eds., 1994)Google Scholar

22 A short demonstration of Steve is available at: http://www.isi.edu/isd/carte.Google Scholar

23 These human like agents are also referred to as “atavars”. Using animated pedagogical agents in learning is also referred to as guidebot assisted learning. Guidebots help to keep the learner on track, interact with the students in learning environments, engage in instructional dialogue and enhance motivation.Google Scholar

24 Adele stands for Agents for distributed learning environments. Screen dumps of Adele are available at: http://www.isi.edu/isd/ADE.Google Scholar

25 Wenger, , supra note 18.Google Scholar

26 See Muntjewerff, Antoinette, Evaluating the Instructional Environment for Learning to Solve Legal Cases PROSA, in Computers and Advanced Technology in Education, 374 (Gustavo A. Santana Torrellas & Vladimir Uskov eds., 2002); Muntjewerff (note 7); Muntjewerff, Antoinette & Groothuismink, Jolanda, PROSA A Computer Program as Instructional Environment for Supporting the Learning of Legal Case Solving, in Legal Knowledge Based Systems, 85 (Jaap Hage, Trevor Bench-Capon, Job Cohen & Jaap van den Herik eds., 1998).Google Scholar

27 Muntjewerff, , supra note 7.Google Scholar

28 GALA = General Administrative Law Act.Google Scholar

29 There is profound confusion about the terminology. In Dutch terms as ‘beslissing', ‘vonnis', ‘arrest', ‘uitspraak', are used to indicate a decision by an authoritative body. The term ‘jurisprudentie’ is used to indicate the set of decisions by authoritative instances that add to the body of applicable rules in the legal system. In English the term ‘precedent’ is used to indicate both the decision by a judge and the role the decision has in the legal system, that is other judges have to take this decision into account in their future decision making, The term ‘jurisprudence’ has a completely different meaning, where it refers to legal theory.Google Scholar

30 See Muntjewerff, Antoinette, Constructie en reconstructie van de juridische oplossing, in Alles Afwegende, 287 (Eveline Feteris, Harm Kloosterhuis, Jose Plug & Jeanette Pontier eds., 2007); Antoinette Muntjewerff et. al., Case Analysis and Storage Environment – CASE, in Legal Knowledge and Information Systems, 1 (Danielle Bourcier ed., 2003).Google Scholar

31 In PROSA the main goal is the construction of a legal solution. The problem solving goal is the question. On the basis of the specific facts and the abstract legal rules the argument structure is constructed to result in an answer to the question. Structuring and analysing a decision is reconstructing a legal solution. On the basis of the conclusion the argument structure that lead to the conclusion has to be reconstructed to be able to pose the legal question.Google Scholar

32 Aleven, , supra note 7.Google Scholar

33 Muntjewerff, , supra note 7.Google Scholar

34 Fernhout et. al., supra note 7.Google Scholar

35 See Muntjewerff, Antoinette, e-See An Instructional Environment for Learning to Construct a Case Description, in International Scientific Journal of methods and Models of Complexity 3 (2007); Muntjewerff, Antoinette & DeTombe, Dorien, A Generic Environment for Integrating Streaming Video in Legal Education e-See, in Educational Multimedia, Hypermedia & Telecommunications, 527 (Gary Marks ed., 2004).Google Scholar