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Enhancing Computer Ethics Education with Moodle for Multi-Institutional Collaboration

This study explores collaborative learning in teaching computer ethics using Moodle across multiple institutions. It addresses fundamental questions on motivation, learning experiences, collaboration outcomes, and ensuring effective learning. The multi-institutional approach involves universities from Ireland and the UK, focusing on the ethical foundations of professional computing practice. The use of Moodle facilitates group organization, resource access, communication, and assessment of individual contributions. Topics covered include group formation, discussions, case studies, and assessment of cognitive presence. Future plans include expanding collaborations globally and incorporating more activities for enhancing collaborative learning experiences.

rachel-fitzgerald
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Enhancing Computer Ethics Education with Moodle for Multi-Institutional Collaboration

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  1. A Very Big Adventure Using the Moodle to enable multi-institutional collaboration in teaching computer ethics Joe Griffin, Dept of CSIS, University of Limerick, Ireland

  2. Overview • Fundamental questions • Subject domain • Multi-institutional approach • Collaborative Learning • How Moodle was used • Future research ideas

  3. Some fundamental questions • How do you motivate students? • How do you make learning a very big adventure? • What happens when students collaborate? • How do you ensure learning takes place?

  4. PISE • Professional Issues in Software Engineering • “The legal, ethical and social consequences of the design, development and use of computer systems” • Objective: • To encourage students to develop the ethical foundations of good professional practice in computing • A major theme is the relationship between ethics and the legal and social consequences of being a computer professional

  5. Multi-institutional approach • Previous study focused on the use of collaborative learning involving students from three institutions using B****b**** • University of Limerick, Ireland • Sacred Heart University, USA • de Montfort University, England • This study involved two universities, UL and University of East London (UEL). • Courses had similar focus • Pedagogicalapproach was teaching and learning collaboratively in groups

  6. Why Collaborative Learning? • Collaboration with other students has been shown to stimulate activity, make learning more realistic and to stimulate motivation • Research has also shown that moral dilemmas in computer ethics encourage group discussion • Teamwork encourages social facilitation, better learning and higher cognitive skills • Groups can produce better solutions to moral and ethical problems than individuals • Collaborative learning supported by instructional technology can lead to deeper understanding and new knowledge creation

  7. Problems with Collaborative Learning • A major problem with the use of group-based approaches is individual assessment • Free-Riding: some individuals gain more (in terms of grades) than they have put into the process (this grows more problematic with larger groups) • Domination by the stronger students

  8. Moodle use • Management: self-organisation of students into groups, selection of topics, tutorial times and presentation times • Accessing learning materials and other resources • Communication • lecurer to lecturer • lecturer to student • student to lecturer • student to student • Collaboration using self-regulated discussion groups • Assessment of individual contributions

  9. Moodle activities • Groups • Forums • News • Social • Case study • Glossary • Resources • Plain text • Uploaded file • Web link • Web page

  10. Topics • Introduction and socialisation • Forming groups • First glossary entry • Upload group minutes • Interim reports

  11. Assessing contributions • Quantity • 186,000 forum views • Rated • Analysis of cognitive presence [Garrison et al, 2001] • Triggering • Exploration • Integration • Resolution • Grading of threaded discussions

  12. Future work • Repeat cycle with new collaborators • Extend network to involve universities from Asian countries (EU/Asia fund) • Develop more exercises for virtual learning community establishment and sustainability • Incorporate more activities (journal, workshop) to enhance collaborative learning

  13. Contact details Joe Griffin Department of Computer Science and Information systems University of Limerick Limerick Ireland Email: joe.griffin@ul.ie

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