7.2 Localizing the content and adapting time frames
You can take the following steps to localize the content:
Determine if there is any content that might be deemed offensive in a local cultural context and remove or adapt that part
Provide a customized introduction that refers to relevant legal frameworks and case studies, perhaps recent examples that appeared in the local media
If required, replace or complement the existing readings, case studies and exercises with examples that reflect the local context
If appropriate, merge the E4J content with an existing Module
If required, translate the content into a local language
Adapt content to better relate to a certain discipline, sector or industry.
The three-hour time slot is offered as a guideline. Depending on your lecturing style and the class size, a typical E4J Module, with all exercises, could probably be offered in a timeframe that ranges between one and four hours. These requirements vary between institutions and programmes.
Undergraduate contact sessions are usually shorter, and one E4J Module might have to be spread over two or more sessions. By contrast, postgraduate sessions could last two or three hours, which might be sufficient to cover the content of an entire Module.
However, you may still wish to spread the Module over two sessions, as the break in between the two sessions could allow students to process and internalize the materials better. In some cases, you might wish to introduce additional content to offer a half-day or even a full-day workshop.
There are no rigid guidelines in this regard and you need to make adjustments to fit your circumstances. Given their highly interactive nature, the exercises in the Modules are most appropriate for relatively small classes of up to 50 students, where students can be easily organized into small groups in which they discuss cases or conduct activities before group representatives provide feedback to the entire class.
In larger classes comprising a few hundred students, it is more challenging to have the same small group structure and you might wish to adapt the facilitation techniques to ensure sufficient time for group discussions as well as providing feedback to the entire class.
The easiest way to deal with the requirement for small group discussion in a large class is to ask students to discuss the issues with the four or five students sitting close to them. Given time limitations, not all groups will be able to provide feedback in each exercise.
It is recommended that you try to ensure that all groups get the opportunity to provide feedback at least once during the session. If time permits, you could facilitate a discussion in plenary after each group has provided feedback.