ABSTRACT
In this chapter, I reflect on my experiences in using digital and online platforms at the School of Law, Auckland University of Technology. The first set of initiatives was implemented on a planned basis and included: the development and dissemination of e-books containing reading materials, text, and video commentary for public law; the repackaging of similar material within teacher-managed standalone websites; and finally, student-led research websites for an international environmental law course. The second set of initiatives was associated with an unplanned migration to entirely online teaching and learning of a compulsory second-year LLB course in Constitutional Law as a result of the 2020 COVID-19 global pandemic. I place the use and assessment of these initiatives within the context of scholarly assessments of the place and impact of digital technology in higher education, identifying their benefits and limitations. My experiences with both the planned and unplanned initiatives confirm my alignment with scholars who recognise the demonstrated benefits of aspects of digital technology including online delivery in tertiary legal education but retain an appreciation of, and commitment to, maintaining non-digital, in-person dimensions of law teaching where that can be done safely and appropriately.
