LAW8580 : Artificial Intelligence: Law, Theory and Practice
- Offered for Year: 2025/26
- Module Leader(s): Dr Tanya Krupiy
- Owning School: Newcastle Law School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This course aims to provide students with an overview of the societal significance of the deployment of artificial intelligence technology and the regulatory landscape. After taking the course, the students will be able to propose policy interventions for governing artificial intelligence technology. They will be aware of the challenges of applying existing international human rights law norms to this new context and devise appropriate solutions. In order to develop approaches to regulating artificial intelligence technology, stakeholders need to know the technical aspects of this technology and its societal impact. Due to having an awareness of how technology impacts people, social arrangements and governance, stakeholders can make more informed decisions. They can think of solutions to prevent harmful effects from arising. This course introduces the students to these issues. The students will learn about different theories regarding why societies regulate and how they achieve this task. They will be able to evaluate the societal consequences of using regulation-based, rights-based, and social justice-based approaches to fashioning intervention. Consequently, they will be better positioned to craft legal interventions that account for diverse interests. The students will be familiar with the different approaches that policy-makers in a number of different countries adopt in order to regulate artificial intelligence technology. They will be able to analyse the benefits and drawbacks of applying particular approaches to governing artificial intelligence technology. This course will interest students who wish to work in the policy-making arena, in private practice, in the not-for-profit sector, for companies developing artificial intelligence technology and for international organisations.
Outline Of Syllabus
The proposed outline of the syllabus is as follows, with the proviso that case studies will change each year dependent upon current issues, controversies and developments:
1. The interrelationship between the design of artificial intelligence technologies and societal outcomes
2. The interrelationship between knowledge creation, culture, society and artificial intelligence technology
3. Artificial intelligence technology as a tool of governance
4. Governing artificial intelligence: introduction to the theories of regulation
5. Rights-based approach to governing artificial intelligence technology
6. Case study: artificial intelligence and the right to the freedom of thought, conscience and religion
7. Social justice-based approaches to governing artificial intelligence technology
8. Governing artificial intelligence technology: United Kingdom
9. European Union approach to regulating artificial intelligence technology
10. Understanding artificial intelligence technology and the policy landscape across different countries (case study to be confirmed)
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | In person classes |
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | Preparation of assignments |
| Structured Guided Learning | Academic skills activities | 2 | 1:00 | 2:00 | The students will work on answering a problem-based question in class. This activity is designed to enable students to practice and to improve their legal skills. |
| Guided Independent Study | Directed research and reading | 2 | 3:30 | 7:00 | Students carry out reading and research as preparation for the in-class academic skills activities |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | Four one-hour long sessions to provide teaching to enable students to gain legal skills and to allow students to ask questions relating to the module content |
| Guided Independent Study | Independent study | 1 | 107:00 | 107:00 | Own reading and revision of the module content, combined with directed reading |
| Total | 200:00 |
Teaching Rationale And Relationship
The students will attend 10 research seminars. Each seminar is 2 hours in duration. The students will read the reading materials prior to participating in each seminar. The instructor will facilitate the students as they complete active learning-based activities in groups. Through completing these activities, the students engage with the reading materials and hone the skills which the course is designed to develop. The instructor will provide comments on an ongoing basis in order to enable the students to achieve deeper learning. This approach is appropriate for a postgraduate course because it focuses on the development of critical analysis, problem solving, communication and teamwork skills. Students at the graduate level have experience of reading the materials and identifying the main issues. Since some of the students have a non-law background, the instructor will incorporate a lecture component into the research seminar. The amount of time which the instructor spends on the lecture component will decrease as the course progresses in order to enable the students to become more independent.
The students will take part in 2 academic skills activities in class. Each activity is 1 hour in duration. The students will complete a problem-based exercise in groups during each activity. The students may carry out research prior to participating in these activities as preparation. The students will receive feedback and instruction. This activity will enable the students to practice their research, analytical, problem solving and teamwork skills.
I will hold 4 group teaching sessions that last one hour each. The students will tell me what teaching I can provide to them in order to help them with developing their legal skills. I will use this information to deliver teaching. This approach is designed to enable me to provide teaching that is tailored to the needs of the students. Additionally the students will be able to ask questions relating to the course. I will provide information about what further steps the students can take to improve their skills where this is relevant. These sessions support students in their knowledge and skill development. The students have an opportunity to raise issues relating to the module during these sessions.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 70 | 2800 words |
| Written exercise | 1 | M | 30 | Essay Outline. The students will receive feedback on their essay outline prior to writing the essay. 700 words. |
Assessment Rationale And Relationship
Assignment 1 (summative assessment)
The instructor will provide a number of essay questions that the students can choose from. The students will submit an assignment of 700 words in length in which they formulate an outline for the essay. The students will primarily use the course materials in order to answer the essay question. Additionally, they will carry out some independent research. The purpose of this assignment is to enable the students to practice their analytical and communication skills. This assignment prepares students to write the essay and enables them to receive ongoing feedback.
Assignment 2 (summative assessment)
The students will write a 2800 word essay. The instructor will formulate a number of essay questions and offer the students a choice which question to answer in the assignment. The teacher will formulate the essay questions in a manner that captures a legal issue which is the subject of the current legal debate. The teacher will formulate the essay assignment in a manner that reduces the likelihood that the students use ChatGPT or similar software to assist them to write their assignment. The students will primarily rely on the course materials in order to write the essay. Additionally, the students will conduct some research. The students will carry out critical analysis as part of completing the essay assignment. This assignment is designed to enable students to gain greater autonomy. I allocated teaching time for providing feedback to the students on the essay outline. As a result of completing this assignment, the students will ameliorate their research, problem solving, analytical and written communication skills. This is a summative assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- LAW8580's Timetable