Daffodil International University
Faculty of Humanities and Social Science => Law => Topic started by: abduarif on November 03, 2014, 02:50:28 PM
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by Tushar Kanti Das
When I was a student at the Department of Law of the University of Dhaka from 1988 to 1994, the use of technology and onlineness in legal education was out of context as we had little access to even computers. However, Bangladesh has apparently made significant progress in information and communication technology particularly over the last decade with the Government’s pursuit of Digital Bangladesh Vision 2021. During my last visit to Bangladesh in 2012, when I saw a huge billboard proclaiming that even train tickets could be purchased online, I had a big sigh in relief and pride. I still recall the terrible traffic, long queue and the thugs at the Kamalapur Rail Station. From banking to shopping, working to holidaying, many things now can far more easily be done online in Bangladesh. Has this wave of onlineness reached the shore of legal education in Bangladesh? Is ‘effective and useful use of technology’ (Vision 2021) being implemented in legal education in Bangladesh?
In the developed parts of the world such as US, UK or Australia, technology has revolutionized the way law is practiced these days. Not only most of the communications and interviews with the clients occur electronically, much of the correspondence with the courts, submission of legal documents, examination and cross examination of witnesses and legal arguments by counsel take place electronically as well. Lawyers no longer need to carry a truckload of law reports, but only one or a few thin CDs or online access to LEXIS-NEXIS, Westlaw etc. Use of technology in in-house or corporate legal practice is also considerable. Top global law firms are outsourcing a significant amount of their legal works to developing countries in the face of global competition and to minimise cost. Thanks to technology that makes this happen, as it is opening doors for lawyers in relatively low-cost legal service countries like India, Philippines and may be in Bangladesh in the foreseeable future.
The revolution in practice has necessitated a transformation in legal education. It did not take long for the law schools in the US, UK and Australia to realise that the way law is taught and learned needs to be reviewed in line with the advanced use of technology in legal practice. Law schools in those jurisdictions fairly quickly acted upon and decided that familiarisation with and proficiency in information and communication technology should be one of the critical lawyering skills required to prepare students for law practice. As a response, for example, Australian law schools generally ensure a minimum online environment and use of technology in dispensing legal education. All law schools have their own online Learning Management System (LMS) using various versions of Moodle, Blackboard and other technology and ensure that every law course or unit offered has its own dedicated website accessible to the students from anywhere, anytime. The individual course website is usually managed by the convenor or lecturer of the course and does not only store documents such as course and programme outline, assessment guidelines, lecture slides and video recording, required reading and resources, but also offers interactive forums commonly known as ‘discussion forum’ for students to engage in discussion with peers, lecturers and tutors.
A course website is also the place where significant assessment activity takes place. In some courses, students do assessable quiz tests, submit assignments, receive feedback and check their marks and grades through this course website. At an advanced level, particularly if the course is delivered online or involves clinical legal education, course website also use virtual tutorial and law firm, interactive video, computer simulations and gaming as well. To give an example, in the Migration Law Program of the Australian National University where I myself now belong, we require students to act in a virtual law firm through our course website. While a teacher plays the role of director of the firm, the role of manager and migration advisers rotates among the students. Students are given tasks that they would be doing in their real professional life ranging from drafting a letter of advice to clients to making a legal submission to the relevant authorities.
Inclusion of onlineness in the traditional legal education in Bangladesh should not pose challenges to the pedagogy and scholarship of legal education as it has already passed the scrutiny and critiques of legal academics around the globe. Neither this would be an economic imprudence for law faculties in Bangladesh, both public and private, in the context of the value it adds for students preparing to practice law at home and beyond, especially when the world is losing its borders. The flexibility, accessibility and environmental sustainability that this onlineness can offer deserves consideration as well. Both students and academic staff who have other commitments during the office hours would be able to connect with each other at their respective suitable time. Students from lower socio economic background and with disability will have greater access as they would not need to purchase or photocopy resources when they are electronically available, or would not need to travel a long way to collect the resources or submit an assignment. Electronic reading materials and resources save printing of millions of pages and thereby helps to minimise environmental pollution as well. The sooner the better law faculties in Bangladesh give serious thought to the inclusion of onlineness to avoid falling short of internationally accepted benchmark of legal education.
Source: http://www.dhakalawreview.org/blog/2014/11/onlineness-legal-education-489
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Though slowly, but it has started.
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Legal education should embrace technology, the sooner, the better!