Visualizing computer ethics using infographics

Alabdulqader, Ebtisam

doi:10.1145/2462476.2466529

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…When learners have developed infographics (similar to our research interest), pedagogical settings have resembled inquiry learning. Alabdulqader [7] asked learners to prepare infographics as a method to report outcomes of their studies on ethical issues in computing in their local community. Shanks et al [11] asked small learner groups to study a selected health issue and prepare an infographic as the outcome of their group inquiry.…”

Section: Infographics In Educationmentioning

confidence: 99%

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Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?

Heimbürger

Isomöttönen

2019

2019 IEEE Frontiers in Education Conference (FIE)

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Our Work in Progress Paper in Innovative Practice Category focuses on how learners' experience use of infographics in advanced level e-course on requirements engineering (RE). Infographics are visual representations of information in such a way that information can be easily understood at a glance. Most of the previous infographics studies have been conducted in the context of inquiry learning. To complement this research, we studied how learners experience use of infographics as a method for reflective assignment and hence if the usage of infographics supported conceptualization about RE. We adopted a qualitative content analysis approach, applying thematic network analysis to the data received from five case learners. This approach proposes graphical networks as an aid for analyzing and synthesizing qualitative data into basic, organizing, and global themes. The thematic network analysis produced two global, seven organizational, and 53 basic themes. The global themes were named "Visual literacy" and "Conceptualization". In addition, the e-course supervisor evaluated learners' infographics according to assessment criteria. Based on these analyses, learners can, using infographics, concentrate on essential topics, distill information, and develop their skills for visual literacy and conceptualization. The results suggest that infographics can be successfully utilized in reflective courses assignments that are typically produced as linear texts.

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Section: Infographics In Educationmentioning

confidence: 99%

“…[6]) and as assignments in which learners create them (e.g. [7]). In the latter case, subject knowledge needs to be integrated with technology skills such as representational skills (see, [8]).…”

Section: Introductionmentioning

confidence: 99%

Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?

Heimbürger

Isomöttönen

2019

2019 IEEE Frontiers in Education Conference (FIE)

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“…[7]) or students can create them (e.g. [9]). The present research interest concerns creating infographics as a learning assignment.…”

Section: Infographics In Educationmentioning

confidence: 99%

“…Creating infographics asks students to integrate subject area knowledge with skills that are needed for creation (see, [10]). Inquiry learning (e.g., explorative student projects) can be identified as one common setting of creating infographics (e.g., [9,11]). The study by Gebre and Polman [10] echoes the present interest because it calls attention to use of abstraction (good learning).…”

Section: Infographics In Educationmentioning

confidence: 99%

Learning via Summarizing Infographics Assignment in Software Engineering Management e-Course?

Heimbürger

Keto

Isomöttönen

2020

2020 IEEE Frontiers in Education Conference (FIE)

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Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications

Brown,

Xie,

Sarder

et al. 2024

ACM Trans. Comput. Educ.

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The computing education research community now has at least 40 years of published research on teaching ethics in higher education. To examine the state of our field, we present a systematic literature review of papers in the Association for Computing Machinery (ACM) computing education venues that describe teaching ethics in higher-education computing courses. Our review spans all papers published to SIGCSE, ICER, ITiCSE, CompEd, Koli Calling, and TOCE venues through 2022, with 100 papers fulfilling our inclusion criteria. Overall, we found a wide variety in content, teaching strategies, challenges, and recommendations. The majority of the papers did not articulate a conception of “ethics,” and those that did used many different conceptions, from broadly-applicable ethical theories, to social impact, to specific computing application areas (e.g., data privacy, hacking). Instructors used many different pedagogical strategies (e.g., discussions, lectures, assignments) and formats (e.g., standalone courses, incorporated within a technical course). Many papers identified measuring student knowledge as a particular challenge, and 59% of papers included mention of assessments or grading. Of the 69% of papers that evaluated their ethics instruction, most used student self-report surveys, course evaluations, and instructor reflections. While many papers included calls for more ethics content in computing, specific recommendations were rarely broadly applicable, preventing a synthesis of guidelines. To continue building on the last 40 years of research and move toward a set of best practices for teaching ethics in computing, our community should delineate our varied conceptions of ethics, examine which teaching strategies are best suited for each, and explore how to measure student learning.

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Visualizing computer ethics using infographics

Cited by 3 publications

References 1 publication

Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?

Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?

Learning via Summarizing Infographics Assignment in Software Engineering Management e-Course?

Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications

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