This module is a resource for lecturers

Possible class structure

The following is a recommended structure for the class. Students should complete the required readings before coming to class. The lecture is meant to reinforce what they learned in the readings and the exercises are designed to apply what they learned in the readings and the lecture. The following breakdown is designed for a three-hour class. Lecturers can adapt the structure based on their needs and class times.

Introduction and learning outcomes

Lecture (10 minutes):

• Provide a brief introduction to the class and its contents
• Identify and discuss the learning outcomes of the class

Interpersonal Cybercrime: An Introduction

Lecture (10 minutes):

• Define interpersonal cybercrime
• Discuss types of interpersonal cybercrime

Online Child Sexual Exploitation and Abuse

Lecture (30 minutes):

• Discuss and differentiate between different forms of online child sexual exploitation and abuse
• Identify trends in online child sexual exploitation and abuse
• Discuss the ways in which child sexual exploitation and abuse is perpetrated online
• Discuss and critically evaluate the legal and technical measures implemented to counter online child sexual exploitation and abuse

[ Optional: Students complete "Exercise # 1: Use of Network Investigation Techniques in Child Sexual Exploitation and Abuse Investigations" under the "Exercises" section of this Module before class and discuss their findings during the lecture].

[ Optional: Students complete "Homework # 2: National Laws on Online Child Sexual Exploitation and Abuse" under the "Student Assessment" section of this Module before class and discuss their findings during the lecture].

Break

Time: 10 minutes

Cyberstalking and Cyberharassment

Lecture (20 minutes):

• Discuss and differentiate between cyberstalking and cyberharassment
• Discuss the ways in which cyberstalking and cyberharassment is perpetrated
• Identify and critically engage with the role of law in addressing cyberstalking and cyberharassment

[ Optional: Assign students to complete "Homework # 3: Technologies of Surveillance" under the "Student Assessment" section of this Module as a written assignment (one to three pages) before class and discuss their findings during the lecture].

[ Optional: Ask students to complete "Homework # 4: Disinhibition Effect" under the "Student Assessment" section of this Module as a written assignment (one to three pages) before class and discuss their findings during the lecture].

Class Exercise (20 minutes):

• Use the questions in "Exercise # 2: What Cybercrime or Cybercrimes Were Committed?" to facilitate a discussion on the topic.

Cyberbullying

Lecture (20 minutes):

• Discuss and differentiate between cyberbullying
• Discuss the ways in which cyberstalking and cyberbullying is perpetrated
• Identify and critically engage with the role of law in addressing cyberbullying

Gender-Based Interpersonal Cybercrime

Lecture (20 minutes):

• Discuss gender-based interpersonal cybercrimes and critically engage with the role of law and other measures in addressing these cybercrimes

Class Exercise (20 minutes):

• Use the questions in "Exercise # 4: Responding to Gender-Based Interpersonal Cybercrime (Image-Based Sexual Abuse)" to facilitate a discussion on the topic. [Students need to complete the exercise before class].

[ Optional: Ask students to complete "Exercise # 3: HeForShe Campaign" under the "Exercises" section of this Module before class and discuss their findings during the lecture. Students can either hand in a one-page summary of their findings or merely come prepared to discuss their findings in class].

Interpersonal Cybercrime Prevention

Lecture (20 minutes):

• Discuss and critically assess interpersonal cybercrime prevention measures

[ Optional: Ask students to complete "Homework # 1: The Roles of Apps in Interpersonal Cybercrime" under the "Student Assessment" section of this Module before class and discuss their findings during the lecture. Students can either hand in a one-page summary of their findings or merely come prepared to discuss their findings in class].

Next: Core reading

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