Computing and Information Ethics Education Research

Robbins, Russell W.; Fleischmann, Kenneth R.; Wallace, William A.

doi:10.4018/9781605660226.ch026

Cited by 2 publications

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“…The course is innovative not only in its use of the novel cases and simulation described below, but also in its emphasis on learning and applying diverse ethical theories, which is aimed to fill important gaps in computing and information ethics education [10]. Specifically, a total of sixteen ethical theories are taught in the course, including eight that cover the traditional Western canon (divine command theory, subjective relativism, cultural relativism, Kantianism, act utilitarianism, rule utilitarianism, and virtue ethics) and eight additional ethical theories that represent diverse non-Western and feminist perspectives, including Indian ethics, Buddhist ethics, classical Chinese ethics, Islamic ethics, Ubuntu, rational egoism, situated knowledges, and the ethics of care.…”

Section: The Coursementioning

confidence: 99%

Collaborative learning of ethical decision-making via simulated cases

Fleischmann

Robbins

Wallace

2011

Proceedings of the 2011 iConference

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This paper describes the development and evaluation of an educational simulation that supports collaborative learning of ethical decision-making (EDM). This collaboration-based simulation serves as the core component of an information ethics course. Twenty-two graduate students used the simulation during the second half of a semester-long course. Twenty of the twentytwo students (91%) completed a written survey describing their experiences with the simulation as well as the course as a whole. The research question is: What did students learn from using the simulation as part of this course? Salient themes that emerged from the analysis included that students gained a greater understanding of the following: 1) their own EDM, 2) the EDM of others, 3) the importance of EDM; 4) the complexity of EDM, and 5) how EDM can be applied to their careers and everyday lives. Overall, using the simulation proved to be an effective collaborative learning experience for students.

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Section: The Coursementioning

confidence: 99%

Collaborative learning of ethical decision-making via simulated cases

Fleischmann

Robbins

Wallace

2011

Proceedings of the 2011 iConference

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“…As many online publishers provide online forums for readers to react to new stories, this is a new territory for researchers to collect timely data. Several issues, however, concerning user privacy and ethics also arise (Grimes, Fleischmann, and Jaeger, in press; Preer, 2008; Robbins, Fleischmann and Wallace, 2009). In 2007, the U.S. Federal Trade Commission (FTC) held a two‐day town hall meeting addressing issues of user privacy and online behavioral advertising (FTC, 2007).…”

Section: Overviewmentioning

confidence: 99%

The ethics of studying online communities: Challenges to research design and data collection

Chen

Denn

2009

Proc of Assoc for Info

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OverviewWeb sites, like online newspapers, magazines, and blogs, have been providing their readers with online forums as ways to voice their perspectives. These Web sites are often seen as online communities and have recently gained much attention from researchers. Due to the nature of these online communities, however, and the dynamic nature of the Internet, we lack systematic methodologies for collecting and analyzing online information (Zhou, Qin, Lai, & Chen, 2007; FTC. 2008). One of the challenges to studying this phenomenon is how to carry out a research project in a timely manner. The nature of online communities is dynamic and, therefore, requires a dynamic research approach. Researchers interested in online communities, however, have to comply with Institutional Review Board (IRB) regulations at their institutions which do not support a dynamic research approach. IRB regulations were created to support the kinds of static research approaches that were common in the pre-Web era. Curry (2005) reported that she waited 18 months to get IRB approval for her project on gay and lesbian youth which involved unobtrusive observations of reference services. Curry's example indicates that the process of applying for IRB approval is rigorous and timeconsuming. As such, it often slows down the progress of a proposed project, especially one

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Computing and Information Ethics Education Research

Cited by 2 publications

References 0 publications

Collaborative learning of ethical decision-making via simulated cases

Collaborative learning of ethical decision-making via simulated cases

The ethics of studying online communities: Challenges to research design and data collection

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