Pub Date : 2021-08-06DOI: 10.4337/9781789908534.00017
Alexandre Lillo, Thomas Burelli
{"title":"Game on! Game-based learning as an innovative tool for teaching international environmental law","authors":"Alexandre Lillo, Thomas Burelli","doi":"10.4337/9781789908534.00017","DOIUrl":"https://doi.org/10.4337/9781789908534.00017","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129158906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.4337/9781789908534.00005
R. Fowler, C. Warnock, A. Kennedy, A. D. Plessis, Evan Hamman
A book on teaching and learning in environmental law is justified, given the emergence of environmental law as a regular component of the law curriculum in many countries and the widespread use of innovative and distinctive teaching methodologies in courses on this subject. In addition, an examination of the challenges in designing and delivering an environmental law course can assist scholars who are at an early stage of teaching in this area. Environmental law has evolved from having status as a marginal aspect of legal education to become a new and dynamic sub-discipline that constitutes a part of the mainstream of legal scholarship and education in many parts of the world. This evolution is reflected in the burgeoning body of publications in this field and in the emergence of an expanding community of environmental law scholars, particularly through the IUCN Academy of Environmental Law. examines ways of addressing the challenges that arise in designing and delivering an environmental law course, both at the undergraduate and postgraduate levels. It focuses particularly on the purpose, scope and content of such courses. It also outlines a wide range of innovative teaching methodologies that have been deployed by environmental law teachers, including to deal with the interdisciplinary nature of the subject. It also covers the teaching of international environmental law and the supervision of doctoral dissertations in this area. Finally, the chapter identifies two broad challenges that remain with respect to the future direction of environmental law teaching: first, to find the resources to enable an expansion of the number of legal scholars equipped to teach environmental law in those parts of the world where it is not yet a mainstream subject in the law curriculum; and second, the need to manage the impacts of technological innovation on the teaching of environmental law, from expanding access to digital technologies in the classroom and effectively utilizing such technologies in distance learning to determining the role of technologies such as remote sensing, data analytics, algorithms and artificial intelligence.
{"title":"From marginality to mainstream: the evolution of teaching and learning in environmental law","authors":"R. Fowler, C. Warnock, A. Kennedy, A. D. Plessis, Evan Hamman","doi":"10.4337/9781789908534.00005","DOIUrl":"https://doi.org/10.4337/9781789908534.00005","url":null,"abstract":"A book on teaching and learning in environmental law is justified, given the emergence of environmental law as a regular component of the law curriculum in many countries and the widespread use of innovative and distinctive teaching methodologies in courses on this subject. In addition, an examination of the challenges in designing and delivering an environmental law course can assist scholars who are at an early stage of teaching in this area. Environmental law has evolved from having status as a marginal aspect of legal education to become a new and dynamic sub-discipline that constitutes a part of the mainstream of legal scholarship and education in many parts of the world. This evolution is reflected in the burgeoning body of publications in this field and in the emergence of an expanding community of environmental law scholars, particularly through the IUCN Academy of Environmental Law. examines ways of addressing the challenges that arise in designing and delivering an environmental law course, both at the undergraduate and postgraduate levels. It focuses particularly on the purpose, scope and content of such courses. It also outlines a wide range of innovative teaching methodologies that have been deployed by environmental law teachers, including to deal with the interdisciplinary nature of the subject. It also covers the teaching of international environmental law and the supervision of doctoral dissertations in this area. Finally, the chapter identifies two broad challenges that remain with respect to the future direction of environmental law teaching: first, to find the resources to enable an expansion of the number of legal scholars equipped to teach environmental law in those parts of the world where it is not yet a mainstream subject in the law curriculum; and second, the need to manage the impacts of technological innovation on the teaching of environmental law, from expanding access to digital technologies in the classroom and effectively utilizing such technologies in distance learning to determining the role of technologies such as remote sensing, data analytics, algorithms and artificial intelligence.","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125383362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.4337/9781789908534.00026
Amanda Kennedy, A. Cosby
Whether adopted out of choice or necessity, e-learning will undoubtedly be a feature of the future law school landscape. This requires law teachers – including environmental law teachers – to think quite deliberately about what it means to teach online. In this chapter, we explore e-learning as a specific approach to teaching and learning that may prove useful for environmental law – but the modality, we argue, is secondary to good instructional design. As alluded to in our chapter title, our discussion focuses less on e-learning as a platform, and more on its ‘pedagogical soundness’. In our own teaching of environmental and natural resources law, we have both enjoyed positive experiences with e-learning, and we have found, like others, that ‘no sacrifice in educational quality necessarily accompanies online legal education’. Our aim in this chapter however is not to suggest that e-learning is preferable to face-to-face instruction. We hope to demonstrate that, with careful planning and selection based on learning theory and desired learning outcomes, online learning can be used to deliver a pedagogically-robust environmental law course. We begin this chapter by briefly canvassing the tools and benefits of e-learning, before focusing in detail on its pedagogical value. We then discuss some of the challenges and constraints experienced with e-learning, and offer some commentary as to how these might be traversed. Ultimately, we contend that by viewing e-learning as a distinct pedagogy, rather than just a set of technological tools to replicate face-to-face teaching practice, environmental law lecturers can draw upon an effective educational approach grounded in social collaboration, active learning and authentic assessment.
{"title":"Never mind the platform, heres the pedagogy: e-learning in environmental law","authors":"Amanda Kennedy, A. Cosby","doi":"10.4337/9781789908534.00026","DOIUrl":"https://doi.org/10.4337/9781789908534.00026","url":null,"abstract":"Whether adopted out of choice or necessity, e-learning will undoubtedly be a feature of the future law school landscape. This requires law teachers – including environmental law teachers – to think quite deliberately about what it means to teach online. In this chapter, we explore e-learning as a specific approach to teaching and learning that may prove useful for environmental law – but the modality, we argue, is secondary to good instructional design. As alluded to in our chapter title, our discussion focuses less on e-learning as a platform, and more on its ‘pedagogical soundness’. In our own teaching of environmental and natural resources law, we have both enjoyed positive experiences with e-learning, and we have found, like others, that ‘no sacrifice in educational quality necessarily accompanies online legal education’. Our aim in this chapter however is not to suggest that e-learning is preferable to face-to-face instruction. We hope to demonstrate that, with careful planning and selection based on learning theory and desired learning outcomes, online learning can be used to deliver a pedagogically-robust environmental law course. We begin this chapter by briefly canvassing the tools and benefits of e-learning, before focusing in detail on its pedagogical value. We then discuss some of the challenges and constraints experienced with e-learning, and offer some commentary as to how these might be traversed. Ultimately, we contend that by viewing e-learning as a distinct pedagogy, rather than just a set of technological tools to replicate face-to-face teaching practice, environmental law lecturers can draw upon an effective educational approach grounded in social collaboration, active learning and authentic assessment.","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128054943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.4337/9781789908534.00021
Erika J. Techera
{"title":"Enriching the postgraduate environmental law classroom: combining mixed cohorts and intensive mode teaching","authors":"Erika J. Techera","doi":"10.4337/9781789908534.00021","DOIUrl":"https://doi.org/10.4337/9781789908534.00021","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132932212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00009
E. V. Wagner
{"title":"Placing natural resources law: preliminary thoughts on decolonizing teaching and learning about people, places, and law","authors":"E. V. Wagner","doi":"10.4337/9781789908534.00009","DOIUrl":"https://doi.org/10.4337/9781789908534.00009","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128108540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00020
Heather C. McLeod-Kilmurray
{"title":"The emergence of specialist postgraduate coursework programs in environmental law","authors":"Heather C. McLeod-Kilmurray","doi":"10.4337/9781789908534.00020","DOIUrl":"https://doi.org/10.4337/9781789908534.00020","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132735980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00013
B. Boer
{"title":"Teaching and learning environmental law using small group teaching methodologies","authors":"B. Boer","doi":"10.4337/9781789908534.00013","DOIUrl":"https://doi.org/10.4337/9781789908534.00013","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117131378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00027
Chacrit Sitdhiwej, R. Fowler
{"title":"Teaching environmental law in Thailand","authors":"Chacrit Sitdhiwej, R. Fowler","doi":"10.4337/9781789908534.00027","DOIUrl":"https://doi.org/10.4337/9781789908534.00027","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00022
W. D. Plessis, A. D. Plessis
{"title":"Doctoral research in environmental law (Part 1): rationale and some supervision challenges","authors":"W. D. Plessis, A. D. Plessis","doi":"10.4337/9781789908534.00022","DOIUrl":"https://doi.org/10.4337/9781789908534.00022","url":null,"abstract":"","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125189276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4337/9781789908534.00025
S. Vaughan
This chapter was written by the module convenor of a final year undergraduate Environmental Law course in the UK and his students. In it, we ask a series of questions about the teaching of environmental law in the UK. We do this, in part, by drawing on data we collected from the top 100 UK law school websites and survey responses from UK environmental law scholars. We show what we think is a decline in the provision of environmental law teaching in the UK and stasis in student numbers over time. We explore perceptions that environmental law is ‘ soft ’ , asking if this is because environmental law scholars are seen as liberal ‘tree huggers’ and/or because environmental law is thought to be more about values than about law. We also look at employability as a mission of modern u niversities, asking if studying environmental law at university can only ever be a ‘nice to have’ in this context. We ask more questions than we can answer, but hope this piece is the start of an important debate. And we hope it will encourage other environmental law academics to do this sort of action research with their students.
{"title":"Of density and decline: reflections on environmental law teaching in the UK and on the co-production of environmental law scholarship","authors":"S. Vaughan","doi":"10.4337/9781789908534.00025","DOIUrl":"https://doi.org/10.4337/9781789908534.00025","url":null,"abstract":"This chapter was written by the module convenor of a final year undergraduate Environmental Law course in the UK and his students. In it, we ask a series of questions about the teaching of environmental law in the UK. We do this, in part, by drawing on data we collected from the top 100 UK law school websites and survey responses from UK environmental law scholars. We show what we think is a decline in the provision of environmental law teaching in the UK and stasis in student numbers over time. We explore perceptions that environmental law is ‘ soft ’ , asking if this is because environmental law scholars are seen as liberal ‘tree huggers’ and/or because environmental law is thought to be more about values than about law. We also look at employability as a mission of modern u niversities, asking if studying environmental law at university can only ever be a ‘nice to have’ in this context. We ask more questions than we can answer, but hope this piece is the start of an important debate. And we hope it will encourage other environmental law academics to do this sort of action research with their students.","PeriodicalId":309488,"journal":{"name":"Teaching and Learning in Environmental Law","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127082253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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