1. Distance Learning Christoffer Wong, Faculty of Law, Lund University christoffer.wong@jur.lu.se

2. Distance learning can occur at different levels There is already ‘distance learning’ but perhaps not so much ‘distance teaching’ Activities already done at a distance, e.g. written feedback to assignments, take-home exams etc. Students’ learning activities away from the classroom, e.g. preparation in groups Distance learning not the same as the Internet

3. Advantages Possibility to reach more students, especially students with family and/or other work Students can usually learn at their own pace Better time management for both students and teachers Less cost for travel and accommodation to attend training courses Distance learning can deal with basic knowledge; on-site teaching more qualified

4. Disadvantages No or less direct contact between students and teachers and among students Not all students have the same access to technologies Initial set-up costs and cost of administration Dealing with technology rather than the law Keeping students motivated Plagiarism Keeping course material up-to-date Copyright issues

5. Example: FLLU Introduction to Law ⌂ Spring and Autumn Terms 20 weeks @ 50%, Summer Term 10 weeks @ 100% Introduction to Law (Extended Course) ⌂ Autumn Terms 10 weeks @ 100%, Spring Term 20 weeks @ 50% Labour Law ⌂ Spring and Autumn Terms 20 weeks @ 50% Administrative Law ⌂ Spring and Autumn Terms 20 weeks @ 50% Intellectual Property Law ⌂ Spring and Autumn Terms 20 weeks @ 50 Introduction to European Business Law ⌂ Forthcoming MOCCForthcoming MOCC

6. Organization at FLLU Technical department responsible for the infrastructure of the online courses including a studio for video-production Academic department responsible for the content of the courses Designated website for the online courses Student teachers acting as the Faculty’s main contact points with online course students

7. Content v. platform The teachers (and students) must be comfortable with the technology but do not need to be an expert Teachers responsible for the content A critical mass is usually required for a certain technique to work efficiently Learning Management Systems – developed by the university (e.g. luvit, or paid third-party platforms (e.g. blackboard,)luvit blackboard Using/adapting open and often free platforms

8. Online components Lecture, module, e-mail, MOOC etc. Background Reference (Wikipedia) Activities: discussion, self-diagnostic test, assignment, Examination Journal: learning records

9. Some observations Choice between a whole course, a module or simply some online elements Depository/hub/library Communication: vertical, horizontal, community Keeping the material up-to-date Taking the students’ perspective (e.g. be a student yourself) Do not double the work, do not underestimate the time needed to teach an online course

10. Copyrights The author’s copyright, and copyright to work produced in the course of employment Students have copyright too! Creative Commons – http://creativecommons.org/ http://creativecommons.org/ – https://wiki.creativecommons.org/Vietnam https://wiki.creativecommons.org/Vietnam Links rather then embedding etc. if unsure about copyright, but absolutely no links to illegal material

11. Creative Commons Licences

12. Licence Restrictions Attribution Non-commercial Share Alike No Derivatives

13. Some general observations on online learning from the Australian Learning and Teaching Council