NASJE News, Fall 2009

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Post-Conference Review
• Photos from the 2009 Conference
• Judicial Education in the New Millennium
• Learning Activity Lottery
• Decision Making and the Biased Brain
• The Brain and the Components of Bias
• What’s in Store for American Grammar?
• NASJE Regional Reports
• Race: The Power of an Illusion
• Educating on Elder Care
• Tips on Grant Writing
• The Intergenerational Workforce
• Cultural Competency in Judicial Education
• Best Practices in Online Learning
• Program Assessment/Impact Evaluation
• Performance Measures
• Younger Next Year

Post-Conference Review
Vision 2000-3000: Judicial Education in the New Millennium
by Jo Deyo

He didn’t have a crystal ball, but futurist Stuart A. Forsyth gave NASJE participants a glimpse of the future, and encouraged participants to envision and prepare for that future.

Forsyth, a veteran bar executive, described today’s information age and explained that converging technologies have created a global digital marketplace. In the information age, technology permits access to information anytime, anywhere, and by anyone. Customers, or the public, are more knowledgeable and more demanding about the goods, services, and information that they can access.

As Forsyth explained, consumers in this global marketplace will want access, control, and personalization in the justice system, much as they are able to have access and control in other areas of this digital world. Software and technology, rather than lawyers, may provide legal information, and may even alter the roles of lawyers and courts.

Considering implications for professional education, Forsyth suggested that the continuing legal education of the future (and perhaps also judicial education) will automate, integrate, personalize, and deliver education anytime, anywhere. He suggested that the challenge will be to use new technology tools to create a more effective educational experience that is:
• Curriculum-based,
• Personalized with regard to content and learning style,
• Focused on application in real-life situations, and
• Capable of measurable outcomes.

Recognizing that no one can really predict the future, Forsyth suggested that it is possible to prepare for the future by looking for connections between judicial education and the world beyond.

To stay ahead of the game, Forsyth encouraged participants to envision alternative futures, and to take action to pursue the preferred future. He also encouraged participants to have a vision – to see possibilities and prepare for the unexpected.