SBIR Phase I: Crowd Sourcing Apprenticeship Learning: A Web Platform for Teaching Entrepreneurial Lawyering

这个小企业创新研究（SBIR）第一阶段项目是创建一个基于网络的平台，通过虚拟学徒制教授创业律师技能。企业家的技能和经验？律师对企业家的成功有显著的影响。律师是将创新转化为商业化的关键建筑师。他们组织实体，组织融资，保护知识产权，并作为创业社区的节点。很少有律师有能力很好地履行这些职能。法学院和律师事务所都没有提供有效的创业律师技能培训。因此，社会无法充分利用技术创新的潜力。该项目是对现有教育模式的颠覆性创新，将其重心转移到课堂之外，将资深从业者重新引入到新手教育中。它的本质是什么？人群采购吗?专家参与。通过分配指导工作，该平台增加了以前依赖于不可扩展的面对面互动的高阶学徒学习的机会。这个项目更广泛的影响/商业潜力是创造一个低成本的杠杆手段来改善？练习准备?最近的法律毕业生创业律师技能。法学院已经推出了各种体验式学习计划，包括临床课程和模拟。律师事务所也尝试过类似的培训项目。虽然在边际上改善了学习，但这些努力都没有产生根本性的影响。它们的核心都依赖于传统的、高成本的师生互动模式。各种在线工具提供了获取实质性知识的资源，但缺乏导致发展构成真正专业知识的认知能力的互动成分。这些解决方案都没有试图利用在资深从业人员社区中发现的专业知识储备。该项目利用社交网络和分布式工作策略来克服老年人参与的障碍，充分利用老年人分享专业知识的愿望。

This Small Business Innovation Research (SBIR) Phase I project is the creation of a web-based platform for teaching entrepreneurial lawyering skills through virtual apprenticeships. The skill and experience of an entrepreneur?s lawyer have a significant impact on the success of the entrepreneur. Lawyers are critical architects of bringing innovation to commercialization. They organize entities, structure financings, protect intellectual property and serve as the nodes of entrepreneurial communities. Too few lawyers have the skills to perform these functions well. Neither law schools nor law firms offer effective training in entrepreneurial lawyering skills. As a result, society fails to capitalize on the full potential of technological innovation. The project is a disruptive innovation to the existing educational model that shifts its center of gravity outside of the classroom by reintroducing senior practitioners into the education of novices. Its essence is ?crowd sourcing? expert participation. By distributing the work of mentoring, the platform multiplies the opportunities for higher order apprenticeship learning that previously depended on non-scalable, face-to-face interactions.The broader impact/commercial potential of this project is to create a low cost, leveraged means to improve the ?practice readiness? of recent law graduates in entrepreneurial lawyering skills. Law schools have launched various experiential learning initiatives, including clinical offerings and simulations. Law firms have experimented with similar training programs. While improving learning on the margin, none of these efforts has had a fundamental impact. All rely at their core on the traditional, high-cost model of student-teacher interaction. Various on-line tools offer resources for acquiring substantive knowledge but lack the interactive component that leads to the development of the cognitive capacities that make up true expertise. None of the solutions has attempted to tap the reservoir of expertise found among the community of senior practitioners. Using social networking and distributed work strategies to overcome the obstacles to their participation, this project capitalizes on the desire of seniors to share their expertise.