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The  Ethics  of  Online  Coursework:    Instructor  Responsibilities,  Student  Participation,  and  Managing  Public-­‐‑Private  Learning  

Vanessa  P.  Dennen Florida  State  University

2nd  Annual  Symposium  on  Digital  Ethics Loyola  University October  29,  2012

•  Your  future  employer  was  able  to  hear  everything  you  said  in  a  class  3  years  ago?

•  Your  ex  tracked  you  down  based  on  information  about  a  course  assignment?

•  A  class  discussion  aRracted  media  aRention? •  Scholars  in  your  field  beliRled  and  ridiculed  you  for  your  naïveté  when  you  were  just  trying  to  do  your  coursework?

•  A  student  at  another  university  downloaded  your  assignment  and  turned  it  in  as  her  own?

What  if  …

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•  Traditional  classrooms  =  ephemeral  spaces  

•  Online  classrooms  =  archived  spaces  

•  Web  2.0  activities  =  an  open  stage

Is  learning  private?

Is  this  space  private?    How  private?

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Is  this  space  private?    How  private?

Is  this  space  private?    How  private?

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Is  this  space  private?    How  private?

Is  this  space  private?    How  private?

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•  Online  tools  are  supported  and  encouraged  by  the  institution

•  Web  2.0  tools  provide  interesting  pedagogical  possibilities  –  both  in  and  out  of  class

•  Technology  might  motivate  today’s  learners  

Issues:  Instructor  Perspective

•  May  have  an  account  already •  May  be  entirely  unfamiliar •  Teacher  is  in  charge •  Focused  on  the  grade

Issues:  Student  Perspective

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•  Researchers  are  bound  by  IRBs •  FERPA  protects  student  records •  NETS  Standards  and  district  policies  guide  K-­‐‑12  technology  use

•  University  level  course  technology  decisions  typically  are  left  to  the  discretion  of  the  instructor

No  Guidelines

Context:  Reflective  blog  for  course  (mandatory  assignment)

•  While  vanity  googling  during  a  job  search,  the  student  realized  the  blog  was  still  online  years  later

Case  1:  Lingering  Lessons

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Context:  Student  tweeting  under  real  name   •  Jane  Doe:  Fuck  yeah!  It’s  my  19th  birthday!!! •  Jane  Doe:  Check  me  out,  bitches!  I’m  19  today!  Worship  me!

•  Jane  Doe:  (twitpic  with  friends,  beers  in  hand) •  Jane  Doe:  Head  hurts.  Fuckin  awesome  birthday  party.

Case  2:  Troublesome  Tweets

Context:  Student  was  given  an  assignment  to  get  information  from  an  expert.

•  Student  posted  to  a  popular  academic  forum,  asking  for  help  in  a  very  general  way.

•  Responses  criticized  the  student  heavily.  (A  few  helped  or  were  at  least  kind.)

•  The  interactions  remain  archived  and  searchable.

Case  3:  Forum  Faux  Pas

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•  Explore  privacy  controls  of  tools  you  will  use •  Develop  options  for  students  who  may  be  uncomfortable  online

Solutions:  Pre  class

•  Teach  students  about  privacy  control  options •  Pseudonyms •  Multiple  accounts •  “no  robots”

Solutions:  Pre  assignment

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•  Teach  students  about  making  good  choices  online

•  Encourage  students  to  talk  about  their  experience(s)  online

•  Alert  students  to  potential  bad  choices  online  –  even  if  those  choices  are  not  directly  course  related  

Solutions:  During  class

•  Remind  students  that  they  may  wish  to  delete  items  or  accounts  when  you  are  done  grading  everything

Solutions:  Post  class

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•  There  is  no  need  to  shy  away  from  using  online  tools  in  a  class  seRing

•  Instructors  have  a  responsibility    to  educate  students  about  online    behavior  and  protect  them  from    online  harm

•  The  power  is  in  having  guidelines    and  providing  education,  not  in    enforcing  rules

Closing  thoughts:  Do  more  good  than  harm