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Teaching Computer Teaching Computer Ethics Using Case Ethics Using Case
StudiesStudies
Matt FredericksonMatt [email protected]@crsd.org
Tom RangeTom [email protected]@crsd.org
EthicsEthics
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 obligation2 : a set of moral principles3 : plural : a set of moral issues or aspects (as rightness)
http://www.webster.com
Case StudyCase 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
Mandated RequirementsMandated Requirements
Acceptable Use Policy – required by PDEAcceptable Use Policy – required by PDE
Children Internet Protection Act – Federal and Children Internet Protection Act – Federal and State requirementsState requirements
PA State Law on illegal computer usePA State Law on illegal computer use
What Is EthicsWhat Is Ethics
““Doing the right thing”Doing the right thing”
Simply stated, ethics refers to standards of Simply stated, ethics refers to standards of behavior that tell us how human beings ought behavior that tell us how human beings ought to act in the many situations in which they find to act in the many situations in which they find themselves - as friends, parents, children, themselves - as friends, parents, children, citizens, business people, teachers, citizens, business people, teachers, professionals, and so on. professionals, and so on.
Why Use Case Studies?Why Use Case Studies?
Students learn more effectively when involved Students learn more effectively when involved in the learning process. in the learning process. (Bonwell and Eison, 1991; Sivan et al, 2001)(Bonwell and Eison, 1991; Sivan et al, 2001)
Provides problem based learning Provides problem based learning (Savin-Baden, 2003)(Savin-Baden, 2003)
Exposes students to real-world issues Exposes students to real-world issues (Raju and Sanker, (Raju and Sanker,
1999)1999)
Increases student motivation and interest Increases student motivation and interest (Mustoe (Mustoe
and Croft, 1999)and Croft, 1999)
It works!It works!
Problem Based LearningProblem Based Learning
Problems provided by staffProblems provided by staff Students determine what and how they learnStudents determine what and how they learn Teacher facilitatesTeacher facilitates Focus on problem-management, not clear, Focus on problem-management, not clear,
bounded solutionbounded solution Students expected to define the Students expected to define the knowledgeknowledge
needed to solve the problemneeded to solve the problem
Anatomy of Case StudyAnatomy of Case Study
Scenario introductionScenario introduction Character introductionCharacter introduction Environmental descriptionEnvironmental description Influences descriptionInfluences description Problem/issue statedProblem/issue stated
In The ClassroomIn The Classroom
Why use Case StudiesWhy use Case Studies How was it received?How was it received? Do Student know Ethical behavior?Do Student know Ethical behavior? Types of StoriesTypes of Stories
Software in another countrySoftware in another country Heart HardwareHeart Hardware Cloning MachinesCloning Machines Taking another jobTaking another job Using Data for an ApplicationUsing Data for an Application
In The ClassroomIn The Classroom
How was it assigned?How was it assigned? Groups of 2Groups of 2 Oral SummaryOral Summary Written PaperWritten Paper
In The ClassroomIn The Classroom
How was it graded?How was it graded? My own beliefs vs. Ethical QuestionMy own beliefs vs. Ethical Question Discussion and UnderstandingDiscussion and Understanding Have students grade themselves?Have students grade themselves? Will I use it again?Will I use it again?
Why Use Cases?Why Use Cases?
Create the need to know. Create the need to know. Provide a space to think about practice. Provide a space to think about practice. Raise the level of critical thinking skills Raise the level of critical thinking skills
(application/synthesis/evaluation, not recall) (application/synthesis/evaluation, not recall) Enhance the listening/cooperative learning skills. Enhance the listening/cooperative learning skills. Prompt deeper diagnosis and meaning making. Prompt deeper diagnosis and meaning making. Develop problem solving skills. Develop problem solving skills.
Why Use Cases?Why Use Cases?
Help learners connect theory and practice. Help learners connect theory and practice. Facilitate the social learning process of Facilitate the social learning process of
learning judgment. learning judgment. Are "inefficient transmitters of facts." Are "inefficient transmitters of facts." Provide a vehicle for examining multiple Provide a vehicle for examining multiple
points of view/hearing various voices.points of view/hearing various voices.
Why Use Cases?Why Use Cases? Build partnership/collegiality among learners and Build partnership/collegiality among learners and
teacher. teacher. Encourage attention to and self-consciousness about Encourage attention to and self-consciousness about
assumptions and conceptions. assumptions and conceptions. Allow students' naive questions to precipitate Allow students' naive questions to precipitate
profound change in approach. profound change in approach. Help students learn to monitor their own thinking. Help students learn to monitor their own thinking. Reflect the contextual, situated, complex nature or Reflect the contextual, situated, complex nature or
knowledge. knowledge. Help students see connection to their own goals.Help students see connection to their own goals.
Why Use CasesWhy Use Cases
Help teachers become aware of their own tensions Help teachers become aware of their own tensions and ironies. and ironies.
Teach students not to take things literally. Teach students not to take things literally. Teach students that there may not be one "right" Teach students that there may not be one "right"
answer, after all. answer, after all. Illustrate interaction among variables (especially Illustrate interaction among variables (especially
human ones). human ones). Teach that it is easy to overlook important details. Teach that it is easy to overlook important details. Get you thinking and brainstorming.Get you thinking and brainstorming.
Why Use CasesWhy Use Cases
Simulate passage of time, so you can integrate real Simulate passage of time, so you can integrate real life consequences and developments. life consequences and developments.
Get students to be active, not passive. Get students to be active, not passive. Can be structured and convergent, or unstructured Can be structured and convergent, or unstructured
and divergent. and divergent. Encompass an enormous range of possibilities. Encompass an enormous range of possibilities. Create a rich ambiguous learning environment. Create a rich ambiguous learning environment. Provide possibilities for all learners to be successful Provide possibilities for all learners to be successful
and a variety of roles.and a variety of roles.
Key Skills DevelopedKey Skills Developed
Group workingGroup working Individual study skillsIndividual study skills Information gathering and analysisInformation gathering and analysis Time managementTime management Presentation skillsPresentation skills Evaluation skills Evaluation skills
Case Study OverviewCase Study Overview
Example CasesExample Cases
Match Case to Level Being TaughtMatch Case to Level Being Taught
Don’t be afraid to create your own “relevant” Don’t be afraid to create your own “relevant” casescases
Questions?Questions?
Markkula Center for Applied Ethics (Santa Clara University) Markkula Center for Applied Ethics (Santa Clara University) http://www.scu.edu/ethics/http://www.scu.edu/ethics/
Digital Citizenship – Resources for Educators Digital Citizenship – Resources for Educators http://digitalcitizenship.ning.com/http://digitalcitizenship.ning.com/
Education World Education World http://www.educationworld.com/a_tech/tech/tech055.shtmlhttp://www.educationworld.com/a_tech/tech/tech055.shtml
The Research Center on Computing and Society (Southern The Research Center on Computing and Society (Southern Connecticut State University) Connecticut State University) http://www.southernct.edu/organizations/rccs/resources/teachihttp://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/teaching_comp_eth_contents.htmlng/teaching_mono/teaching_comp_eth_contents.html
Connexions http://cnx.org/Connexions http://cnx.org/
