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JSCA and Its Goals

Using Online Courses in Legal Education: The Experience of the Justice Studies Center of the Americas (JSCA) Mauricio Duce (Program Director JSCA) October, 2009. JSCA and Its Goals. Justice Studies Center of the Americas (JSCA)

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JSCA and Its Goals

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  1. Using Online Courses in Legal Education: The Experience of the Justice Studies Center of the Americas (JSCA) Mauricio Duce (Program Director JSCA) October, 2009

  2. JSCA and Its Goals • Justice Studies Center of the Americas (JSCA) • Created in 1999 by the OAS, headquartered in Santiago de Chile, 34 member states • JSCA’s mission is to provide new impetus for justice reforms in the Americas and make use of the synergies that regional work can generate in this area: • Initial focus on CPR • Now expanding to other areas (civil justice)

  3. In JSCA Work in Online Courses • The Challenge of reaching a very large audience with few resources (regional level and not only judges) • 2003 development of virtual platform (in the context of a CIDA project for building The Inter American Program for Training Trainers) (hybrid model) • Since 2007 we developed new courses (pure model) • Challenges for prosecutor´s offices in Latin America (three versions between 2007-2008) • Introduction to the Gender Analysis in Criminal Justice System in Latin America (one version 2009)

  4. I General Description: Inter American Program • The main objective of this CIDA-funded project is to improve criminal justice systems by creating a network of local leaders who have been trained in the new approach • National critical mass • International network • Training and other interventions • Program is structured in 4 phases • On site basic course (one week) • Intermediate e-learning course (four months) • On site advanced course (one week) • Local replicas

  5. General Description • Five course have been executed • 1,225 applicants from 20 countries (including sixth version) • 242 students have passed the course (from 20 countries in Latin America) • 46.3% of those who passed were women • 308 students have participated in the basic course • Sixth course is ongoing: 49 students from 14 countries

  6. Who are our students? • Training program for leaders: one key element is selection (dissemination and evaluation process) • Network of leaders: • Young people between the ages of 30 and 40 • At the mid-point in their careers • High level of commitment to reform from different sectors (judges, prosecutors, public defenders, executive branches, university, NGOs, etc.) • Potential for leadership and future key roles • Exceptions • Regional and gender diversity (over 40% are women)

  7. On Site Stages of the Program • First Stage: Basic Course on Tools for Implementing an Oral and Adversarial System • The objective is to provide key knowledge and tools for developing criminal procedure reforms to justice system actors, emphasizing a new vision • Course designed to shock and deconstruct • On-site 35-40 hour course, • Third Stage: Advanced Course in Oral Litigation Skills • 40-hour, 5-day on-site course • Focused on transmitting litigation skills using active methodologies (role-playing, simulations, coaching, etc.) • Also offers skills for teaching

  8. Second Stage: Intermediate Course (E-learning) • The main objective is to provide a vision of the main problems involved with the implementation of reform processes along with innovative solutions and tools • E-learning course • CEJACAMPUS Virtual Platform(www.cejacampus.org) • Learning process has led to the development of new courses (ex. virtual courses on prosecutors, gender)

  9. General Structure • 10 modules, each of which addresses a specific problem related to implementation • Problem is described, successful experiences are discussed and innovative tools are offered • Each module includes: • General written information • Complementary reading material • Videos • Evaluation materials

  10. Each module involves 10-12 hours of work • Rest every two to three modules • Total duration: 4 months • Asynchronic course, but chat sessions are used every once in a while • Ongoing asynchronic forum • Ongoing course evaluation • Ongoing contact between students and teaching staff

  11. What do JSCA`s Courses Look Like?

  12. Main Page

  13. www.cejacampus.org

  14. Lessons Learned • Avoiding drop off • 90% – 95% Success • Constant follow up • Carrots and sticks • Avoiding technical gaps • Videos and audios • Support (online chat and e-mail) • Replacing the interaction of on site courses: • Forum • Chat • Warnings • Flexibility in the model • Technology • Type of courses

  15. www.cejamericas.org

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