To Blog or not to Blog? Technology, Blogging from a Pedagogical Consideration and Teaching International Economic Law: Taking Blogging Seriously from the Lens of AfronomicsLaw Blog
8 Pages Posted: 9 Aug 2021
Date Written: September 21, 2020
Global advances have changed teaching, access to resources and interaction in many ways. In particular, ‘technological advances have further transformed both the practice and teaching of law’. Despite the technological changes, generally, as I have argued in my article, the legal profession’s adoption of technological tools has been slow and evolutionary. Nevertheless, the impact of COVID-19 and restrictive measures adopted by governments in curbing its spread, such as closure of schools, has forced schools to adopt online teaching as an alternative to classroom-based teaching. However, not all schools had the opportunity to immediately move to online teaching. In the Global South and particularly in Least Developing countries where internet usage is limited, exacerbated by the digital divide, online teaching was scarce. In worst scenarios, most schools remain closed. In this article, building on the findings of the TRILA Project Report, and using AfronomicsLaw blog as a case example, I focus on the role of academic blogging as one of the digital tools that has great potential in shaping scholarly development in international economic law in the Global South. The AfronomicsLaw blog, launched less than two years ago, has exponentially grown, and therefore this blog article provides scholars, legal practitioners, policy makers, law students and readers and followers of the blog in general with an opportunity to assess the benefits of academic blogging through its lens.
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