Most online education today is poorly designed and implemented. It merely places a boring classroom lecture into an online video, changing a synchronous three-dimensional realtime experience into an asynchronous two-dimensional one. It does so without creativity and without harnessing the full power of online technologies. It does not begin to fully use the hyper-linked, multi-media, interactive, community sharing elements of the world-wide web. Still, even in these early primitive forms, current research shows that online education is already more effective than traditional face-to-face instruction!
Although today’s students get this already, many in the academic community find it hard to believe. That is one reason the U.S. Department of Education published a report recently based on a survey of 1,000 studies of online learning conducted between 1996 and 2008. See: Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. The consensus of research shows that online instruction is better than traditional bricks and mortar instruction for today’s plugged-in students. Also See the NY Times article Study Finds That Online Education Beats the Classroom.
It is time for teachers and administrators to wake up and accept this fact of life. That includes our Universities, our law schools, our programs for continuing professional education, and our educational publishers. Those who change and go with the times will prosper, those who do not will go the way of the newspapers. For law schools that means their income and rankings will decline, their enrollment will suffer, and their faculty will transfer. They will struggle to make ends meet, and ultimately, many will close. The few who lead the way, or quickly catch up, will make up the difference as world-wide matriculation increases. They will grow in quality, prestige, and wealth. I predict a large shakeup from the current, already dubious rankings.
The Key is Liberation from the Restraints of Time and Place
I will examine the details of current research into online education later, but first, here is my personal view of why traditional classroom instruction will soon fade in preeminence, at least at the University and professional continuing education levels. Online instruction has one inherent advantage over traditional bricks and mortar. This advantage is present in even the most rudimentary (primitive) forms of online instruction prevalent today, the video of a teacher on a webpage. Online education is asynchronous, meaning it is free of the traditional classroom learning restrictions of time and space.
A student can receive instruction when and where they want. The virtual online class can be viewed anywhere in the world that has Internet connectivity, which today means pretty much everywhere. It does not require travel or residence in any particular place. It does not require attendance at a particular time. Online studies take place at a time of convenience to the student. The bad dreams common to those of us trained in the bricks and mortar world — of not being able to find the classroom or get there on time – are a thing of the past. (I suppose in the future the nightmares will consist of not being able to find your computers or lost connectivity.)
This liberation from the constraints of place and schedule give online instruction a huge advantage over traditional instruction. It allows a community of teachers and students to converge together from all over the world to study a subject of common interest. There will still be some time constraints, but they will be in broader time frames, of entire days, weeks, or even months and years. A student can choose the best time to study. A teacher the best time to teach. Yes. The liberation of time and space applies to both students and teachers.
This freedom from the four walls of a classroom meeting at a particular time gives online learning its principal advantage. This fact alone radically transforms teaching and learning as we know it. It makes education accessible to everyone. It also makes it possible to drastically reduce the costs of education. And, potentially at least, as new more creative online instruction programs are developed, this new education will not just be slightly better than time-space restricted classroom education (a position it has already achieved), it will be far more effective, especially for advanced University level instruction and beyond.
A student can logon to study at the time when they are most alert and receptive. They can do so in an environment of their choosing, one that they have found to be most conducive for learning. They may choose to study alone, or in a group. Some may learn best in a crowded coffee-shop. Others may prefer a quiet room by themselves. For some the preferred time to learn may be in the morning. For others it may be late at night. Online learning can happen anywhere and anytime.
The liberation from the constraints of time and place has, to date, primarily impacted students. But its potential for impact on faculty is just as profound. Today most online instruction consists of a video of one professor teaching a class, plus perhaps some written materials. The video may include questions and interactions with a live class, or may simply consist of a lecture. Either way, it follows the traditional bricks and mortar model of one instructor per class teaching at a set schedule.
The faculty too should teach when and where they are at their best, and in the subject for which they are best qualified. No one professor on campus is the best qualified subject matter expert in the world (or even in the University for which they are employed) on all topics that they teach. They may be an expert in their general field, but as an expert, they will readily acknowledge that there are at least a few others better qualified than they to teach on some specific sub-areas in that field. Also, sometimes the best subject matter expert is not the best teacher of that subject, no matter how broad or focused the area. The experts and best teachers in any field are always scattered throughout the world. They are never all conveniently located on one University campus. Online education removes that spatial obstacle.

As online instruction matures, the best and the brightest instructors will converge online to teach a course together. A new role of moderator instructor will then develop, one who introduces and weaves together the teaching of specialists to present a unified whole for that course. The people with the most knowledge in the world on a subject, and the best skills at explaining it, at transmitting it, will be the teachers of that subject. This may ultimately reduce the number of teachers on any given subject, but should dramatically improve quality. Further, this reduction in the number of teachers needed for a subject is likely to be balanced by an increase in the number of subjects taught.
The top-level teachers can be filmed in bricks and mortar classes interacting with students, or in a studio, or in their home, or in front of a large audience, whatever fits their personality, whatever environment captures their best teaching moments. The best video-takes, where everything really gels and the magic of teaching happens, will be the videos that are preserved and shared in future online instruction of that subject. The video presentations that will be part of an ideal online program will be the videos of the best teachers in the world at their best moments. (I emphasize that these videos will be only a part of the program because there is far more to online education than viewing another speak and gesture. That is mere distance learning, the precursor to modern online instruction). These teaching moments will be preserved for posterity. This again is a game-changer for education and heralds a paradigm shift in quality of instruction.
Transformation to Online Education
This transformation will happen in steps. It will begin by a University or other learning institution capturing its best instructors on a particular subject and weaving their good presentations together into an online course. They may supplement the course by video input from other subject matter experts who serve as guest-lecturers. The variety of input and styles this entails will require, as mentioned, a new type of moderator instructor. They will provide continuity and also serve as mentors for students, to interact with them in a group or individualized basis. Others may specialize in the mentor role, and still others in the testing and certification roles. The personal touch in education will continue, so too will community, but it will change forms.
Such online community building and interactivity will be key, just as it is in current bricks and mortar instruction, but it will use many different media. It could include realtime video and teleconferences, and instant messages, or convenient-time emails, messages, twitters, wikis, and forums. Face-to-face meetings may still occur on occasion. The teachers who respond to questions may also include a much wider universe of subject matter experts, who would agree to be on call for certain universities on various subjects on which they possessed special expertise. Students can also easily interact with each other in online communities built and supported by their school. This interaction, like the instruction itself, will take many forms, including multi-media formats with audio-visual enhancements to videos. It will constantly change and evolve as new technologies emerge.
The instruction will include many short videos, not just a few long-winded talks. Research has shown that students tune out after 15 to 30 minutes. The videos will be interspersed with extensive and fully hyper-linked writings, drawings, diagrams, and other images and animations. Videos of instructors will also be enhanced with graphics and animations, as I have already done with a few videos on this blog. See eg. EDRM – The Unofficial Video Version. Instruction will be designed to impact both the left and right brains. Each course will also include a variety of creative task oriented challenges and interactivity opportunities. It will include periodic testing, both computerized and person-administered and graded. There will be structure and order in the curriculum, but this will be balanced by student empowering selection and arrangement choices. Online instruction in the future will be more like a challenging video game and less like a public television show. As I have often said before: Creativity is the best friend of learning and boredom is the enemy.
Research on Online Education
Current scientific research supports these postulations. First of all, research shows that online education is already better than traditional classroom instruction. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (hereinafter “Department of Education Report” or “Report”). The Report at page ix of the Abstract states that:
… on average, students in online learning conditions performed better than those receiving face-to-face instruction.
The Report stresses repeatedly that online instruction tests “significantly positive for undergraduate and other older learners, but not for K–12 students.” The advantages, if any, for the K-12 age group are still somewhat speculative, in large part due to the absence of significant research for that age group. By contrast, there have been many tests and research concerning the university level and beyond, including significant testing in the area of medicine. Report pgs. xiii, xvii. Unfortunately, but not too surprisingly, only a few were noted in the area of law. This is not surprising because there has, until recently, been virtually no online training offered in law. This is, however, now changing rapidly, as seen for instance by NYU’s new offering of an online Masters of Law program in Taxation. This new online program by New York University School of Law is, I submit, of great importance, and should serve as a wake-up call to all in the academic community.
Some of the key findings of the Report include the following quotes:
Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Id. at xiv
The effectiveness of online learning approaches appears quite broad across different content and learner types. Id. at xv.
Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes. Id. at xvi. [Note: some of the studies suggested to the contrary that the inclusion of some face-to-face instruction did improve learning. For that reason I believe that some real-time interaction remains important, be it in person, by video, telephone, IM, or the like.]
Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes. Id. [Note: in my opinion this finding in one or more studies is the result of overly-long and otherwise poor quality videos and quizzes.]
Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection. Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals. Id.
Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners. When groups of students are learning together online, support mechanisms such as guiding questions generally influence the way students interact, but not the amount they learn. Id.
The Report also includes a caveat about the conclusions and limitations of these studies. This cautions against immediate abandonment of traditional face-to-face instruction for the seemingly superior and obviously much cheaper online instruction modes:
However, several caveats are in order: Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium. In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction. Id. at vxii.
There are other legitimate criticisms and caveats that you can make concerning the Department of Education Report. See for instance Clive on Learning. But the major thrust of the report is incontrovertible. Online asynchronous learning has many distinct advantages over traditional synchronous classroom learning and is more effective for many students at advanced University and post-graduate levels.
The following quotations provide a good flavor for the contents of the sixty-six page Report. They also suggest ways, which I consider especially important, to improve online education programs by student powered creative interactivity and community based functions:
- One common conjecture is that learning a complex body of knowledge effectively requires a community of learners (Bransford, Brown and Cocking 1999; Riel and Polin 2004; Schwen and Hara 2004; Vrasidas and Glass 2004) and that online technologies can be used to expand and support such communities. Another conjecture is that asynchronous discourse is inherently self-reflective and therefore more conducive to deep learning than is synchronous discourse (Harlen and Doubler 2004; Hiltz and Goldman 2005; Jaffee et al. 2006). Id. at pg. 2.
- In deciding how to implement online learning, it is important to understand the practices that research suggests will increase effectiveness (e.g., community building among participants, use of an online facilitator, blending work and training). Id.
- Typically, in expository instruction, the technology delivers the content. In active learning, the technology allows students to control digital artifacts to explore information or address problems. In interactive learning, technology mediates human interaction either synchronously or asynchronously; learning emerges through interactions with other students and the technology. Id. at Pg. 4.
- Scoville and Buskirk (2007) examined whether the use of traditional or virtual microscopy would affect learning outcomes in a medical histology course. Students were assigned to one of four sections: (a) a control section where learning and testing took place face-to-face, (b) a blended condition where learning took place virtually and the practical examination took place face-to-face, (c) a second blended condition where learning took place face-to-face and testing took place virtually, and (d) a fully online condition. Scoville and Buskirk found no significant differences in unit test scores by learning groups. Id. at pg. 39.
- A study by Zhang et al. (2006) suggests that the way in which a medium is used is more important than merely having access to it. Zhang et al. found that the effect of video on learning hinged on the learner’s ability to control the video (“interactive video”). The authors used four conditions: traditional face-to-face and three online environments—interactive video, noninteractive video, and nonvideo. Students were randomly assigned to one of the four groups. Students in the interactive video group performed significantly better than the other three groups. There was no statistical difference between the online group that had noninteractive video and the online group that had no video. Id. at pg. 40.
- Zhang (2005) reports on two studies comparing expository learning with active learning, both of which found statistically positive results in favor of active learning. Zhang manipulated the functionality of a Web course to create two conditions. For the control group, video and other instruction received over the Web had to be viewed in a specified order, videos had to be viewed in their entirety (e.g., a student could not fast forward) and rewinding was not allowed. The treatment group could randomly access materials, watching videos in any sequence, rewinding them and fast forwarding through their content. Zhang found a statistically significant positive effect in favor of learner control over Web functionality (see also the Zhang et al. 2006 study described above). Gao and Lehman (2003) found that students who were required to complete a “generative activity” in addition to viewing a static Web page performed better on a test about copyright law than did students who viewed only the static Web page. Id. at pg. 41.
- Grant and Courtoreille (2007) studied the use of post-unit quizzes presented either as (a) fixed items that provided feedback only about whether or not the student’s response was correct or (b) post-unit quizzes that gave the student the opportunity for additional practice on item types that had been answered incorrectly. The response-sensitive version of the tutorial was found to be more effective than the fixed-item version, resulting in greater changes between pre- and posttest scores. Id. at pg. 44.
- These studies found that a tool or feature prompting students to reflect on their learning was effective in improving outcomes. Id.
- Zhao et al. also found that instructor involvement was a strong mediating variable. Distance learning outcomes were less positive when instructor involvement was low (as in “canned” applications), with effects becoming more positive, up to a point, as instructor involvement increased. Id. at pg. 53.
Conclusion
I am not arguing for the dismantlement of our brick and mortar Universities, including our law schools. Nor am I suggesting that our current system of CLEs be discontinued entirely, a system where people travel all over the country, if not the world, for just a few minutes of face-to-face presentations. What I am saying is that the current bricks and mortar only systems cannot and should not continue. More than that, they will not continue. The forces of history, competition, and technological advances will compel change, whether we like it or not.
This is a good thing. Online education is already better than face-to-face education, even though it is, I contend, still in its infancy and just beginning to realize its full potential. Moreover, online education is far more energy efficient and far less expensive. It is also far more capable of widespread distribution. Although we should not abandon or quickly replace our traditional modes of education, we should immediately begin to supplement these traditional modes with innovative online methods.
I predict that in the next five to ten years online education will surpass traditional education in popularity in all major fields of education, including legal. But surpass does not mean replace. Just as some people will still read paper newspapers in the future, myself included, some will still continue to attend and teach in face-to-face schools. Our universities are better funded and established than our newspapers. For that reason, they are better positioned to perpetrate the traditional pre-technological forms while adding to and embracing new online methods.
I call upon all schools to embrace this coming change, including law schools and the ABA which accredits them. The law should take notice and follow the lead of NYU. Law schools should start planning today to add online J.D. instruction and Masters of Law degree programs to supplement their in-person classroom instruction and degrees. CLE programs must do the same. If anything, the need for change is strongest in the area of continuing education, especially in my field of electronic discovery. Our scarce educational resources should be invested in technologies, including video and multimedia production facilities, not in more brick and mortar classrooms and jet fuel. We should be able to turn on our computers to meet the best and the brightest in the field, not travel to New York, Washington, or London. The way of the future is green and efficient. It is online.
Posted by Ralph Losey
This is a continuation of my interview on ESI Bytes by Karl Schieneman. The first part of the interview discussed the upcoming première of my video with Jason Baron at Legal Tech on February 3rd, and e-discovery specialization. It is found just below this blog, and if you have not already read it, you should start there. This second half of the interview continues the discussion of specialization and branches off into a host of other vaguely related topics.
LOSEY: Well, it’s like, you know, mandating a rule that people speak French to each other at the beginning of a case. If they don’t already speak French, it’s just not happening. It’s barely happening that they’re having 26(f) conferences at all, but to have a rule that says that during the conference, you will discuss French literature in French. You have to bring in a person that speaks French to do that, a specialist. Most clients are unwilling to pay for that, most lawyers are unwilling to take the time to learn French. They’re fine with English, thank you very much. And so as a consequence, the statistics show that even in the federal system, it’s about 30% only of the 26(f) conferences that electronic discovery is even mentioned. And even then, it might be mentioned and they may say “Let’s not do any e‑discovery, at least not at first. Let’s try to do the case without it, if we can.”
LOSEY: Well, I’m more optimistic about cooperation. I would disagree a little bit with your statement on that. If lawyers are confident and comfortable in their knowledge, they can cooperate. They know that is needed, and that the alternative is going to potentially endanger their case and be detrimental to their client. Most lawyers understand that whether the deposition is at 3:00 or 4:00, for instance, doesn’t really make any difference and they will cooperate. You know, what goes around, comes around. They will cooperate on simple technical matters. Any lawyer during a trial is not going to object to a leading question at the beginning of asking questions of a witness. This is where you always ask leading questions just to make the witness more comfortable, like isn’t it true you live in Florida, things like that. Technically you could object, but if you did, you know what? The judge would look at you like you were a complete idiot because it is common protocol and an acceptable professionalism to not make such objections, but to cooperate. And why is that? It’s to move things along. It’s to facilitate the process. And that’s in your client’s best interest. And lawyers do cooperate on small matters that they understand.
LOSEY: The worst time to discuss e‑discovery is at the end of the case. That’s why the rules are written the way they are. They’re written to try to force federal practitioners to address it at the beginning of a case, rather than at the end. That’s why it’s on the list of topics in 26(f), that’s why in my opinion courts ought to start having mandatory 16(b) hearings, which most federal courts do not, you know, because it’s a lot of work and I don’t blame them. They’re dockets are too busy. But you know what? If the judges would do that, would always schedule a 16(b) hearing to discuss your 26(f) conference and your report, your case management report, then the judge could specifically ask them: What about e‑discovery? Where is that? What have you talked about on that? That’s what it’s going to take to force lawyers to do what they don’t want to do, most lawyers, and that is discuss e‑discovery. They don’t want to do it because, like I said, they don’t know how to speak French and they don’t really want to, they haven’t had a good course offered to them where they can learn it. And also there aren’t enough e‑discovery specialists out there for them to turn to. There’s only really a few of us that do it full time. When that happens, when the judges use their power and hold the lawyers feet to the fire with a 16(b) hearing, and put the questions to them, that’s going to force lawyers to go ahead and do it up front like the rules require.
The solution to that is we’ve got to make e‑discovery affordable, which is, you know, a whole other conversation. But the bottom line as to how you make e‑discovery affordable is the same answer you have to most e‑discovery questions, and that is, you educate the practitioners involved so that they know what they’re doing, so that can do e‑discovery in an affordable way. The affordability factor is e‑discovery 2.0 if you will, the second paradigm of e‑discovery that I’ve been working on for years and other people have too. And that is how to do bottom line based discovery instead of the original way e‑discovery was being done, and frankly is still being done by some experts, where you just collect everything and throw it all up on a review platform and review it all and damned with the cost. So it all comes back to education in my stilted view of the informed consumer, which is also what generalists are. They’ve become a consumer, not only of the services of specialist attorneys, but also of vendors. If they’re an informed consumer, they are going to end up doing it cheaper than if they’re an uninformed consumer with a blank check.
So bottom line, how do you find an expert? Right now it’s very difficult. After my 3½ years of just doing e‑discovery, I’ve kind of figured out who the best are in different areas, who’s good and who’s not. But could I do it by just going online and looking at all the wild claims? No, probably not. So it’s pretty much word of mouth. You know, George Socha said he gave up ranking companies. They’re not going to do that any more, which is probably a good thing. Maybe Gartner’s going to move into the field. They already are starting some ranking. But that’s more ranking of software, that’s not ranking of actual outside experts. So, the short answer to your question of how do you go about finding the right experts, is by word of mouth reputation, checking people out. Just the old fashioned way, like you would go to find any expert that you were searching for. You know, how would you find a good economist, things like that. It’s a difficult process and you have to do your homework and buyer beware. …
And before I forget, too, lest I be accused of not finishing my thought on the three-legged stool, the third leg is the one thing you’ve already been mentioning, but I’ll put a label on it, and that is using technology and the new methods that are being developed that take advantage of modeling, things like statistics and quality control. The other great paper that Jason R. Baron was the editor of is the Sedona paper on quality (The Sedona Conference Commentary on Achieving Quality in the E-Discovery Process (2009). (See my prior blog:
There’s an interesting little discussion going on in my blog about the amount of time needed to study e-discovery. I don’t know if you’ve seen it, but somebody left a comment regarding my statement that for a student to do really well in e-discovery, they will have to spend in the course of a semester 200, as much as 250 hours of study. If they put in that kind of time, if anybody does, 200, 250 hours, they’re going to have a good basic understanding of the field. But then I also went on to quote Malcolm Gladwell in his latest book, Outliers about 2,000 hours – and, by the way, you might want to read that book before New York Legal Tech because Malcolm is going to be one of the keynote speakers. I’m looking forward to hearing him because he’s one of my favorite authors and his book Outliers is fabulous and it includes a discussion about an attorney outlier – people that really achieve on the highest levels, which I consider, you know, either – I don’t like the fancy word, they’re a genius, but I like more the phrase a complete master of the subject. That’s from the old medieval tradition of being a master with apprentices, like Leonardo da Vinci was a master artist. If you’re a master craftsman and you’re a master of something as complicated as e‑discovery, or for that matter something as complicated as securities transactions or, you know, hostile takeovers, I mean, who knows what. You name it, there’s thousands, millions of very complicated fields. To attain that level of mastery according to Malcolm Gladwell, studies have shown that it takes about 10,000 hours. The Beatles got to be at the top, super good, better than everybody else, because they went to Berlin and they put in about 10,000 hours instead of partying in Liverpool. And that’s why when they came back from Germany, they were like, oh my god, this group is so great. That’s how they did it. That’s one of the many studies that Malcolm Gladwell offers. You want to be the best – you want to be a master of e‑discovery, then you’ve got to pay your dues and spend the time. There’s no shortcut. There’s no I’m so smart, I can do it.
I was interviewed recently on ESI Bytes about the upcoming world première at Legal Tech NY on February 3, 2010, of my so-called movie with Jason R. Baron. The six-minute video (we just call it a movie as a joke) is called “e-Discovery: Did You Know?” 
SCHIENEMAN: Boy, I would – we’ve done about 60 podcasts this year, and I can’t even imagine turning this into a book, but I commend you for your efforts. It’s an excellent blog. I enjoy reading the blog online. And Ralph, how is your film clip faring? Any notice from Cannes or the Sun Dance Film Festival this year?
LOSEY: I feel like I’m on the Tonight Show or something, plugging my new book and movie. We call it a “movie,” but that’s a joke. It’s a six-minute video clip. It follows the style of a well-known series of videos on You Tube called Did You Know? This was pioneered by educators who came up with this format – this fast-moving format of throwing mind-boggling facts at people – did you know this, did you know that. What Jason Baron and I did was prepare an e‑discovery version of this film genre, if you will, and of course, I’m joking – but of this type of You Tube video, the Did You Know style, where we throw a lot of facts about electronic records and what’s going on in electronic discovery, and in the courts, and things like that. Those of you who spend a lot of time in electronic discovery, I’m sure will be familiar with a lot of the facts, if not most of them. But I think that Jason and I have dug up a few new ones you may not have heard before and, in any event, the people that have seen it so far seem to be entertained and amused by the experience.
LOSEY: You know I would! I’m never shy on giving an opinion. By the way, let me just state something for the record. These are always just my personal opinions. Old Man Akerman, he has passed away, and his great firm of which I am a part, have nothing to do with this. This is just me and my personal views, not the views of my firm, not the views of any clients, just my personal, unrehearsed views. It is certainly not legal advice and you would be extremely foolish to rely upon it as legal advice. So that’s my disclaimer.
LOSEY: Yeah, it is. And of course, my partners or other lawyers I meet don’t get it because they think e‑discovery itself is a narrow, small little specialty. And when I say, “Oh, geez, I wouldn’t do that kind of e-discovery forensic work. I would bring in another specialist on that”, you know, they don’t quite get it, that a small specialty in turn has specialties. There’s a huge knowledge gap between folks like us, that just do e-discovery, and attorneys that have either never done it or have just dabbled in it.
Judge Shira A. Scheindlin has written a new opinion, destined to be widely cited, that provides the “criteria a court should review in evaluating discovery conduct.” 
Id. at pgs. 7-8.
All commentators agree that the level of culpability or wilfulness is a continuum, with evil intent on one side, innocent mistake on the other, and lots of gray area in between. These in-between-areas are key to discovery sanctions analysis. Their jurisprudence is explained by Judge Scheindlin in the following paragraphs:
This sends a clear message to litigants and the Bar that they must, at the very least, send out written hold notices. If you do not, then, in Judge Scheindlin’s court at least, you have failed to “exercise the care that even a careless person would use.” That is not good. It puts you well on the path to sanctions.
Judges have broad discretion to impose a remedy they deem appropriate under the circumstances. In cases of non-production of evidence appropriate sanctions should:
Evidence will always be missed. The volumes of ESI are too high and the methods of search are too imprecise for total recall to be even remotely possible. In fact, 50% recall, or even far less, could be acceptable, even very good, in certain document collections for certain issues. We need to understand the bar we are measuring is reasonability of effort, not results.
Judge Mary S. Scriven in an Order dated January 5, 2010, affirmed in part Magistrate Judge Spaulding’s prior order dismissing plaintiff’s case with prejudice.
Although smart, and otherwise generally well-educated, most lawyers suffer from a huge technology knowledge gap. They do not really understand much of the science and engineering of the computer driven world in which they live. This is not something which can be, or should be, easily sluffed off. Indeed, the problem has become so bad as to become an ethical issue.
This vlog is a six minute video from the last day of class on e-discovery at the University of Florida. Holland & Knight’s William Hamilton and I serve as adjunct professors at the College of Law to try to pass on what we know about the subject to the next generation. A basic understanding of the subject takes a few hundred hours and, if a student works hard, can be accomplished in one semester. According to Malcolm Gladwell, and I agree, to go on and obtain complete mastery of any complex task like this takes 10,000 hours. See: 
