Course Website: civ.utoronto/sect/traeng/ilute/as3bb3.htm

1. Course Website: www.civ.utoronto.ca/sect/traeng/ilute/as3bb3.htm

2. Group-led Session andSeminar Planning

3. Group-Led Sessions

5. Group-Led Session: Expectations • 20-25 minute presentation • Clear description of the topic and how it is related to the social control of technology • Additional research beyond what is given by Sclove • Alternative points of view, critical analysis • Case studies, examples are recommended • 20-25 minute learning exercise / discussion Format up to the group: • Attempt a simulation (e.g. try to do a mini consensus conference in class) • Debate • Small or large group discussion • Group members will facilitate the learning exercise

6. Group-Led Session: Expectations • Single page (2-sided) handout • Meant to supplement the presentation and/or the learning exercise • Format is up to the group • Evaluation • All class members will evaluate strengths and weaknesses (leave 5 minutes at end of class) • Attendance is mandatory • AV Equipment

7. Inquiry Seminars

8. volunteers for the firstseminar?

9. Inquiry Approach • To me, inquiry can be defined as question driven research, in search of understanding • It is not problem-solving, it precedes problem-solving • In engineering, there is a lot of stress on problem solving, but too often the problem is poorly defined or understood

10. Seminars: Expectations • Inquiry paper • Emphasis should be placed on asking a good question, clearly stating your position on the issue, backing up your argument with good research • Paper is a formal style with sources cited properly • Provide a word count (2500 max) • Submit the paper 2 business days in advance in C105 • See course outline for late penalties • Submit a Diskette or CD with electronic copy

11. Seminar Topic • Your inquiry paper should focus on one or more techniques, procedures or mechanisms of social control that you feel has potential to address a specific technological problem or class of problems • Your inquiry question should pinpoint a crucial issue and should demonstrate a strong understanding of the problem at hand • Your paper should have a clear position (thesis statement), that is backed up by evidence from referenced sources (consider carefully the quality/appropriateness of the sources) • In developing your inquiry question, you should consider different points of view, or schools of thought, that you learn about as part of your research. • I’m not expecting you to solve the technological problem in your paper. If you can, then perhaps the question you have generated is too simplistic. A section of your paper outlining a future research strategy would probably be appropriate. • I recommend consulting with myself or the TAs once you feel you are approaching a good question (by email)

12. Seminars: Expectations • 20 minute student-led presentation/exercise • Feel free to use your imagination to come up with an interesting seminar. • 25 minute discussion – facilitated by the TA • Evaluation • All class members and TA will evaluate strengths and weaknesses of the inquiry paper, and the presentation • Final grade for the inquiry paper: instructor • Final grade for the seminar: TA • Attendance is mandatory • 1 mark deduction for each student that misses a seminar

13. Generating good questions Good inquiry requires good questions, but how do you formulate good questions? • This is especially difficult when you are unfamiliar with the area • Consider sample questions: • See the course handout, for some starting points • What do I now think about… • Challenge your own beliefs on a subject, especially if your own beliefs differ from others • Apply concepts learned in other courses (e.g. culture of tech)

14. Concepts from Culture of Technology • Values implicit in technology • Belief in progress • Various ways of knowing (e.g. Ellul dialectical thinking) • Other concepts?

15. Example Inquiry Questions The gun is a value-laden technology. Yet it is a critical tool in the day-to-day life of many in rural areas. How can the Canadian government justly place stronger bureaucratic controls on guns? Auto companies, through the use of advertising, appear to create a need for the newest auto stylings, even though the basic technology has remained the same. Has this resulted in a throw-away auto culture, and if so, what mechanisms could be used to control it? There is substantial evidence of severe personal consequences for engineering “whistle blowers”. Should professional engineering societies bear primary responsibility for supporting whistle blowers?

16. For Monday • Read Daly and Cobb in Courseware

17. Group led-sessionQuestion-generating • Find your group for the group-led session • Begin to formulate possible questions & ideas for your presentation / learning exercise