The authors argue that teaching can and should occur even after the fixed-location class has ended. The article suggests that a more portable learning environment would better match the changing world and make legal education more effective. While this notion is not revolutionary in many other educational contexts, it has not had much impact in legal education to date. Yet, with 21st century students ready and willing to receive portable education and the metacognition of learning supporting such venues, portability in legal education is primed for its moment. Additionally, the article points out that accepting portability merely as a part of the legal education scaffolding will not end the discussion or debate about it. Perhaps the most significant issue raised by accepting the premise of portability in legal education involves redefining the classroom. The issue raises normative and deep structural issues about legal education generally.
Catherine Dunham & Steven I. Friedland, Portable Learning for the 21st Century Law School: Designing a New Pedagogy for the Modern Global Context, 26 J. Marshall J. Computer & Info. L. 371 (2009)