LAW8580 : Artificial Intelligence: Law, Theory and Practice
- Offered for Year: 2026/27
- 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. 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. The students will be familiar with the different approaches that policy-makers in a number of different countries adopted in order to regulate artificial intelligence technology. They will be able to analyse the benefits and drawbacks of using particular approaches to governing artificial intelligence technology . Additionally, the students will know what role international human rights law has in the governance of artificial intelligence. After taking the course, the students will be able to apply legal norms to the context of the use of artificial intelligence. 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 |
| 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 |
| 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. |
| 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 some of the research seminars. 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 | 40 | 1000 word essay |
| Written exercise | 1 | M | 60 | 2500 word essay |
Assessment Rationale And Relationship
Assignment 1 (summative assessment)
The instructor will provide an essay question. 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 assignments. The students will submit an assignment of 1000 words in length excluding footnotes and bibliography. The purpose of this assignment is to enable the students to practice their analytical and communication skills. This assignment enables students to receive ongoing feedback. The students will use 80% of the material from the reading list in order to write the essay. They can use the knowledge that they gained from doing independent research. However, this information should not exceed approximately 20% of the material being referenced. This is a summative assessment.
Assignment 2 (summative assessment)
The students will write a 2500 word essay. The instructor will formulate an essay question. 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 assignments. Subsequently, the students will conduct research. The students will carry out critical analysis as part of completing the essay assignment. The students will use 80% of the material from the reading list in order to write the essay. They can use the knowledge that they gained from doing independent research. However, this information should not exceed approximately 20% of the material being referenced. This assignment is designed to enable students to gain greater autonomy. 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