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Teaching Computer Ethics Using Case Studies

Teaching Computer Ethics Using Case Studies. Matt Frederickson mfrederickson@crsd.org Tom Range trange@crsd.org. Ethics. Main Entry: eth·ic Pronunciation: ’e-thik Function: noun

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Teaching Computer Ethics Using Case Studies

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  1. Teaching Computer Ethics Using Case Studies Matt Frederickson mfrederickson@crsd.org Tom Range trange@crsd.org

  2. Ethics Main Entry: eth·ic Pronunciation: \’e-thik\ Function: noun Etymology: Middle English ethik, from Middle French ethique, from Latin ethice, from Greek ēthikē, from ēthikos Date: 14th century 1 :the discipline dealing with what is good and bad and with moral duty and obligation 2 :a set of moral principles 3 : plural : a set of moral issues or aspects (as rightness) http://www.webster.com

  3. Case Study Main Entry: case study Function: noun Date: 1875 1 :an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment 2 :case history http://www.webster.com

  4. Mandated Requirements • Acceptable Use Policy – required by PDE • Children Internet Protection Act – Federal and State requirements • PA State Law on illegal computer use

  5. What Is Ethics • “Doing the right thing” • Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves - as friends, parents, children, citizens, business people, teachers, professionals, and so on.

  6. Why Use Case Studies? • Students learn more effectively when involved in the learning process. (Bonwell and Eison, 1991; Sivan et al, 2001) • Provides problem based learning (Savin-Baden, 2003) • Exposes students to real-world issues (Raju and Sanker, 1999) • Increases student motivation and interest (Mustoe and Croft, 1999) • It works!

  7. Problem Based Learning • Problems provided by staff • Students determine what and how they learn • Teacher facilitates • Focus on problem-management, not clear, bounded solution • Students expected to define the knowledge needed to solve the problem

  8. Anatomy of Case Study • Scenario introduction • Character introduction • Environmental description • Influences description • Problem/issue stated

  9. In The Classroom • Why use Case Studies • How was it received? • Do Student know Ethical behavior? • Types of Stories • Software in another country • Heart Hardware • Cloning Machines • Taking another job • Using Data for an Application

  10. In The Classroom • How was it assigned? • Groups of 2 • Oral Summary • Written Paper

  11. In The Classroom • How was it graded? • My own beliefs vs. Ethical Question • Discussion and Understanding • Have students grade themselves? • Will I use it again?

  12. Why Use Cases? • Create the need to know. • Provide a space to think about practice. • Raise the level of critical thinking skills (application/synthesis/evaluation, not recall) • Enhance the listening/cooperative learning skills. • Prompt deeper diagnosis and meaning making. • Develop problem solving skills.

  13. Why Use Cases? • Help learners connect theory and practice. • Facilitate the social learning process of learning judgment. • Are "inefficient transmitters of facts." • Provide a vehicle for examining multiple points of view/hearing various voices.

  14. Why Use Cases? • Build partnership/collegiality among learners and teacher. • Encourage attention to and self-consciousness about assumptions and conceptions. • Allow students' naive questions to precipitate profound change in approach. • Help students learn to monitor their own thinking. • Reflect the contextual, situated, complex nature or knowledge. • Help students see connection to their own goals.

  15. Why Use Cases • Help teachers become aware of their own tensions and ironies. • Teach students not to take things literally. • Teach students that there may not be one "right" answer, after all. • Illustrate interaction among variables (especially human ones). • Teach that it is easy to overlook important details. • Get you thinking and brainstorming.

  16. Why Use Cases • Simulate passage of time, so you can integrate real life consequences and developments. • Get students to be active, not passive. • Can be structured and convergent, or unstructured and divergent. • Encompass an enormous range of possibilities. • Create a rich ambiguous learning environment. • Provide possibilities for all learners to be successful and a variety of roles.

  17. Key Skills Developed • Group working • Individual study skills • Information gathering and analysis • Time management • Presentation skills • Evaluation skills

  18. Case Study Overview • Example Cases • Match Case to Level Being Taught • Don’t be afraid to create your own “relevant” cases

  19. Questions? • Markkula Center for Applied Ethics (Santa Clara University) http://www.scu.edu/ethics/ • Digital Citizenship – Resources for Educators http://digitalcitizenship.ning.com/ • Education World http://www.educationworld.com/a_tech/tech/tech055.shtml • The Research Center on Computing and Society (Southern Connecticut State University) http://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/teaching_comp_eth_contents.html • Connexions http://cnx.org/

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