This section contains suggestions for in-class and pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.
Case studies rarely document any linkages with cybercrime or use of technology, so students should be encouraged to access the UNODC SHERLOC Case Law Database and discuss key issues.
It may be helpful to set research tasks relating to the following questions:
Debate whether cybercrime law should be a decision for individual jurisdictions against the background of existing human rights instruments or a topic for a new global convention.
Debate whether data and privacy issues should be ignored to enable the collection of biometric data from victims of trafficking or smuggled migrants who cross borders.
A global fraud is conducted by the purchase of domain names and the use of websites to attract investors for shares and commodities.
No investment is ever made. All levels of communication are fraudulent. By the time of discovery, all money has disappeared from the bank account. Workers recruited to carry out the tasks in jurisdiction C work for very low wages in "sweat shop"-like conditions. Some are smuggled migrants.
This is a complex legal problem which is suggested to be used as a discussion problem. Students break out into three groups and brainstorm the links between cybercrime and trafficking or smuggling in this context:
Imagine the above scenario but this time in the context of distribution of online abuse involving the live streaming of child sexual abuse. One additional problem is that once the live stream ceases there is no content, so proof is lost.
Answer the following questions:
Jane takes drugs from country A to country B. She is apprehended at the border and indicates that she has been deceived by a recruiter for work as a maid. She says she has no idea the bag she was given contained drugs. She thought it was her maid's uniform. She is vulnerable and from a deprived background in a source country for victims of trafficking.
Have your students answer the following questions: What role can technology play
Second, answer as if Jane has not carried drugs, but has instead been smuggled across a border and apprehended by State authorities. How can technology help the investigation of this crime?