Teaching Computer Ethics Using Case Studies

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Teaching Computer Ethics Using Case Studies

• Matt Frederickson
• mfrederickson_at_crsd.org
• Tom Range
• trange_at_crsd.org

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Ethics
Main Entry ethic Pronunciation \e-thik\
Function noun Etymology Middle English ethik,
from Middle French ethique, from Latin ethice,
from Greek ethike, from ethikos 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
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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
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Mandated Requirements

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

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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.

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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!

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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

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Anatomy of Case Study

• Scenario introduction
• Character introduction
• Environmental description
• Influences description
• Problem/issue stated

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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

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In The Classroom

• How was it assigned?
• Groups of 2
• Oral Summary
• Written Paper

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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?

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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.

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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.

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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.

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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.

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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.

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Key Skills Developed

• Group working
• Individual study skills
• Information gathering and analysis
• Time management
• Presentation skills
• Evaluation skills

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Case Study Overview

• Example Cases
• Match Case to Level Being Taught
• Dont be afraid to create your own relevant
  cases

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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_te
  ch/tech/tech055.shtml
• The Research Center on Computing and Society
  (Southern Connecticut State University)
  http//www.southernct.edu/organizations/rccs/resou
  rces/teaching/teaching_mono/teaching_comp_eth_cont
  ents.html
• Connexions http//cnx.org/