Antoinette Muntjewerff

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Constructing ontologies in educational design is not really new. The specification of educational goals is what is called now a days an ontology. Although content has always been considered a crucial factor in education, the emphasis in educational research has been on form, as is also pointed out by [Mizogichi et al., 1997]. Ontological engineering for(More)
A common approach in teaching law is to make use of invented cases which have to be solved by students. This is seen as a method of learning the basic legal concepts in a certain field. The problem with this way of teaching is that teachers do not instruct students in how to solve cases in general nor how to solve cases in a specific area. There also is not(More)
Legal case solving is a central activity of legal practitioners. This may account for the fact that legal case solving has a place within legal education. However, students experience difficulties learning to solve legal cases and teachers find it difficult to teach it. To offer students support with the learning of legal case solving the computer program(More)
The design of computer assisted instruction is characterized as basically being instructional design. The computer program described in this paper is designed to create an instructional environment for the purpose of facilitating the learning of legal case solving. This paper describes the principled design of the instructional program for learning to solve(More)
It is essential for law students to learn about the applicable general rules of law. A major source of applicable rules within the Dutch legal system is the category of decisions by judges. Law students experience difficulties with reading and comprehending these decisions. CASE is proposed to support students in structuring and analysing decisions. CASE(More)
Electronic legal education involves the use of information, communication and instructional technologies to enhance students learning of the law and to provide law teachers with environments and tools for teaching the law. Since the beginning of the Eighties these types of technologies were introduced in legal education at Law schools and faculties of Law.(More)
A theory of arificial legal reasoning is described together with the consequences the assumptions have on knowledge representation and the architecture derived from this view. Some extensions, refinements and adaptations necessary in order to be able to use the architecture to develop a system to teach legal reasoning to law students are described. The(More)
In this paper I shall explore the relationship between legal theory and legal knowledge based systems from the standpoint of a computer scientist engaged onthe development of legal KBS. First I shall examine some jurisprudentially based criticisms of a particular approach to legal KBS made by Robert Moles. I shall then examine a second jurispru-dential(More)