1. Differences and similarities in the delivery of the modules Privacy, Ethics and Social Responsibilities and Professional Ethics Katerina Zdravkova keti@ii.edu.mk

2. Contents Target groups Teaching materials Delivery of the module Discussion forums Assignments Global assignment Grading system Simplified grading Final grading Student feedback Conclusion

3. Schedule and target groups in 2007 Novi Sad, November ’06 – June ’07:  Privacy, Ethics and Social Responsibilities (PESR)  21 postgraduates Skopje, February ’07 – June ‘07:  Philosophy of Informatics (PoI)  sixth semester  80 undergraduates at engineering 4-year studies according to old curricula Skopje, October ’07 – January ‘08:  Professional Ethics (PE)  fifth semester  95 undergraduates at engineering 4-year studies  52 undergraduates at 3-year studies in information technologies

4. Schedule and target groups in 2008 Skopje, February ’08 – June ’08:  PoI, sixth semester  12 undergraduates at educational studies Novi Sad, March ’08 – June ’08:  PESR  4 postgraduates Skopje, March ’08 – September ’08:  PESR  22 postgraduates in Skopje

5. Four different categories 47 students at postgraduate studies at both Universities (7,5 credits) 80 students according to old curricula with 2 lectures per week (no credits) 147 students according to new curricula with 3 lectures per week (4 credits) 12 students at educational studies with 3 lectures per week (4 credits)

6. The syllabus Ethics: normative frameworks, values, analysis approaches. Privacy: concepts of privacy, information privacy, information privacy legislative, privacy – the global perspective / privacy enhancing technologies. Trust: concepts and classification of trust; reliability. Security: information security, surveillance. Access: information access, software piracy. Property: intellectual property, ICT espionage. Social impact: social impact audit, cultural impact and ethnography, globalization. Conduct: professional conduct, codes of conduct, information risk management.

7. Credits Syllabus definition: Katerina Zdravkova under strong supervision of Simon Rogerson and Hussein Zedan Slide preparation: Katerina Zdravkova Consultancy and discussions: Rebeca Cortazar Technical editor: Mirjana Ivanovic Logistics and devoted support: Zoran Putnik

8. Learning outcomes Upon successful completion of this module, the student will be able to:  define the concepts of privacy and data protection within a multi-cultural and multidisciplinary context;  recognise and evaluate current and future threats to privacy;  outline and evaluate IS professional practice with regard to perceived professional and social responsibilities to employers and data subjects;  research into an area of privacy and or data protection;  integrate complex and sometimes conflicting ideas into a coherent analysis that demonstrates integrative, synoptic and analytical skills.

9. Particular goals of the module Increase the awareness of all the aspects of professional ethics Induce that these aspects are very much present in professional and in real life Critically think about privacy, ethics, and social responsibilities and their emergent influence in the new era and society Increase the awareness that we can change ourselves and influence others to behave more ethically

10. Delivery of all the modules Presentation for all the students based on the same pool of slides Examples and case studies vary depending on the student category and on the delivery period Although the module is covered with more than 600 slides, main goal is not to present them, but to encourage students to discuss, present their feelings, and to support the feelings with representative case studies. And, to be active participants in the module

11. Case studies for postgraduates Directed toward their professional experience:  IT companies (why was President’s site hacked)  Banks (how were credit card numbers stolen, what were the consequences, and which were the measures undertaken to prevent the repetition of this problem)  Auditing company (what is the responsibly of an auditing company)  Societe General (what has really happened, and how did that affect the security in Ohrid Bank)  Schools (do pupils feel what is copyright) Students are more mature, questions are seriously considered, answers are precise

12. An interesting remark Zoran Gligorov after one accidental reply all: “Hopefully, Google works toward connecting electronic things with the users – with the first step, they enabled us to send messages from the past, with adequate modification of message date. I do hope that with next step, they will enable us to withdraw messages back when we notice a mistake :)”

13. Case studies for undergraduates Basic questions, which lead toward more specific case studies:  What is ethics?  What disturbs my privacy?  What is security?  Is information access a privilege?  How do I feel when my intellectual property is stolen?  What is censorship?  What is professional conduct?

14. Answers about privacy:

15. Answers about property:

16. Specialised discussions For students who will become future teachers, discussions are connected with the education:  How should relations between pupils and students be established?  Which contents should be controlled at school?  What should you aware your pupils of?  Are children on the Internet victims of paedophiles?  … and many, many others

17. Undergraduates from 2006/07 Group projects where students had to discover case studies connected with each topic, and then present them to others. Each group had a leader During a fortnight, they were supposed to:  make a research  collect case studies  present them in half page each  make a slide And, they had 15 minutes to present their projects

18. Some case studies Security numbers and unique personal citizen number Whistle blowing Hardware risks Software risks Consequences of programming dark side Trust management systems Plagiarism most infamous cases Wiretapping Trials connected with hardware patents Trials connected with code lifting Blogs and social networks Mutual influence of ICT and real life Professionalism

19. Next step: discussion forums Enabled by Moodle Undergraduates needed some time to become disciplined, but at the end they managed to behave professionally Discussions present case studies Postgraduates carry the discussion, and afterwards prepare the reports

21. Some discussion topics for undergraduates in 2007/08 Contemporary ethics Code of ethics of MASIT Disturbed privacy and trial epilogues How to increase your privacy? Security of your computers How reliable are your computers? Do we enter “Big brother” era? ICT enabled resolution of criminal acts Piracy financial effects Assistive technologies Information risk management

22. At the beginning: many subtopics

23. Real discussion starts

24. Final discussions

25. Benefits of discussion forums All students do some research They read other discussions, so the awareness increases Second important benefit is that students see their progress and progress of others And finally, they learn how to document their news

26. Discussions for postgraduates in Novi Sad

27. Discussions for postgraduates in Skopje

28. The broader discussion topics Maner: The Special Status of Computer Ethics Which IT companies didn't obey the code of ethics? Greatest privacy threats Discuss articles:  Neumann: “Computer Security and Human Values”  Stalman: “Can you trust your computer?”  Bailey, Gurak, Konstan: “Do You Trust Me? An Examination of Trust in Computer-Mediated Exchange” Evolution of privacy on the Internet How to increase security and reliability of your computer Trials connected with property infringement in ICT Privacy, security and data protection in E-voting

29. A typical Novi Sad forum …

30. and a forum in Skopje

31. Moderator reports Subtopics in Novi Sad were determined by the teacher Each student peaks a subtopic, moderates it Subtopics in Skopje are defined by students Reason: 4 students vs. 22 students At the end, moderator makes a report which presents the topic, as well as discussions. Citation of sources and discussions is inevitable

32. An example of a moderator’s report

33. Assignments for undergraduates in 2006/07 Assignments for undergraduates are always group projects Topics are defined, students do research, make an essay, and present it within 15 minutes Problems:  research is done by few people, others contribute very few, or at all  essays are usually too big, and too narrative  citation is usually forgotten  presentations do not confirm the template  students are sometimes shy, and  very few have presentation experience

34. Assignments for undergraduates in 2007/08 Assignments for undergraduates are always individual projects They had only one big group project, done by in average 50 students Each week, they can peak one out of three – four different themes which is related with the topic Topics are defined, students do research, and make an essay with very limited length (between 50-250 words) Assignments are submitted through Moodle Submission of assignments was locked, to teach students to prompt delivery

35. Assignments for postgraduates Assignments for postgraduates in Novi Sad are individual:  Moderator reports  Individual research Assignments for postgraduates in Skopje will be a mixture of individual and group moderator reports and research essays

36. Teacher’s report as a sample

37. Global assignment for all A DIARY During the whole module, students should collect current news from the media connected with the module Each news should be presented with one sentence only and supported by the sources Student selects five most important news, and makes a report with 40 to 50 lines + sources

38. An example of a perfect student diary (news)

39. An example of a perfect student diary (short essay)

40. Motivation and results Intentions:  motivate students to increase their own awareness about module topics  motivate students to do very a simple research  teach them how to cite correctly  teach them how to express themselves with limited amount of words Most students manage to fulfil all the criteria

41. Initial grading of postgraduates Grading criteria:  Promptness  Quantity and quality of research  Referencing  Citation  Self attitude  Writing style  Conforming delivery templates for the essay  Conforming delivery templates for the slide Each grading criteria had its own sub criteria, in total, more than 25 The grade is a weighted sum of all criteria

42. Next step: simplified grading Motivation:  Number of students is too big  Number of assignment is too big  Grades are unnecessary complex  Impossible to grade them on time Improvement:  Simplified grading of: Assignments Forums Group project Individual contribution within group project

43. Grading criteria for undergraduates in 2006/07 Determined with students The grade is:  Presence at lectures: 10%  Participation at forums and results with the assignments: 40%  The diary: 30%  Team project: 20% Difficult task: how to grade these elements?

44. Grading of forums Elements which are graded in a scale [0,1]:  Relevancy  Activity  Discussion, replies to other discussions  References  Self attitude  Number of subtopics All the sub-grades are multiplied At the end, they are normalized

45. Grading of assignments Elements which are graded in a scale [0,1]:  Promptness  Relevancy  Research  Quantity  Templates  References  Self attitude All the sub-grades are again multiplied At the end, they are normalized

46. Grading of group project Elements which are graded in a scale [0,1]:  Overall group paper  Overall presentation  Contribution to group project  Referencing  Contents of individual slide  Conforming the delivery templates Again, all grades are multiplied

47. How do the grades look like?

48. But, what stands inside?

49. Final remarks about grading system Each student could have at most 45 activities An average student had about 25 activities Each activity was graded Very time consuming, but at the same time, very objective

50. E-testing of undergraduates in 2006/07

51. Multiple choice with several correct answers

52. Experience with e-testing It is difficult to define questions, and to formulate the answers Initially, students couldn’t get a good result (74 students, few students managed to pass it, the best got 73%) But, due to limited number of questions, students managed to learn them, so at the third testing, some students got 100% Consequence, e-testing is no longer used

53. Student feedback Postgraduates in Novi Sad were very happy They complained that grading was not prompt, so this year, all the activities are graded at most 12 hours after the submission deadline Undergraduates in Skopje in 2007/08 were impressed by the module, and spent hours and hours doing their research They were also very happy with the grading

54. Teacher’s impression Students like the module and find it refreshing With new system, based on many discussions and many smaller assignments, they learn a lot But, grading is time consuming, and it absorbs the teacher 

55. At last: similarities and differences Similarities Same teaching materials Delivery based on many discussions Same global assignment Great individual student contribution Grading of discussion forums and assignment with similar grading criteria Differences Different interpretation of teaching materials Discussions and assignments adapted to student age and study group Different quantity of student involvement

56. Conclusion All modules  rise the awareness for social and professional issues of computing  initiate critical thinking  attract students who are more relaxed, but learn a lot  manage to teach students how to do research express themselves obey predefined templates paraphrase others Student find the module useful and important Teacher is very happy, but the effort to manage all the groups and all the students is extreme