1. Teaching Computer Ethics Using Case Studies Matt Frederickson mfrederickson@crsd.org Tom Range trange@crsd.org

2. Ethics 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 obligation 2 : a set of moral principles 3 : plural : a set of moral issues or aspects (as rightness) http://www.webster.com

3. 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

4. Mandated Requirements Acceptable Use Policy – required by PDE Acceptable Use Policy – required by PDE Children Internet Protection Act – Federal and State requirements Children Internet Protection Act – Federal and State requirements PA State Law on illegal computer use PA State Law on illegal computer use

5. What Is Ethics “Doing the right thing” “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. 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.

6. Why Use Case Studies? Students learn more effectively when involved in the learning process. (Bonwell and Eison, 1991; Sivan et al, 2001) 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) Provides problem based learning (Savin-Baden, 2003) Exposes students to real-world issues (Raju and Sanker, 1999) Exposes students to real-world issues (Raju and Sanker, 1999) Increases student motivation and interest (Mustoe and Croft, 1999) Increases student motivation and interest (Mustoe and Croft, 1999) It works! It works!

7. Problem Based Learning Problems provided by staff Problems provided by staff Students determine what and how they learn Students determine what and how they learn Teacher facilitates Teacher facilitates Focus on problem-management, not clear, bounded solution Focus on problem-management, not clear, bounded solution Students expected to define the knowledge needed to solve the problem Students expected to define the knowledge needed to solve the problem

8. Anatomy of Case Study Scenario introduction Scenario introduction Character introduction Character introduction Environmental description Environmental description Influences description Influences description Problem/issue stated Problem/issue stated

9. In The Classroom Why use Case Studies Why use Case Studies How was it received? How was it received? Do Student know Ethical behavior? Do Student know Ethical behavior? Types of Stories Types of Stories Software in another country Software in another country Heart Hardware Heart Hardware Cloning Machines Cloning Machines Taking another job Taking another job Using Data for an Application Using Data for an Application

10. In The Classroom How was it assigned? How was it assigned? Groups of 2 Groups of 2 Oral Summary Oral Summary Written Paper Written Paper

11. In The Classroom How was it graded? How was it graded? My own beliefs vs. Ethical Question My own beliefs vs. Ethical Question Discussion and Understanding Discussion and Understanding Have students grade themselves? Have students grade themselves? Will I use it again? Will I use it again?

12. 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 (application/synthesis/evaluation, not recall) Raise the level of critical thinking skills (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.

13. Why Use Cases? Help learners connect theory and practice. Help learners connect theory and practice. Facilitate the social learning process of learning judgment. Facilitate the social learning process of learning judgment. Are "inefficient transmitters of facts." Are "inefficient transmitters of facts." Provide a vehicle for examining multiple points of view/hearing various voices. Provide a vehicle for examining multiple points of view/hearing various voices.

14. Why Use Cases? Build partnership/collegiality among learners and teacher. Build partnership/collegiality among learners and teacher. Encourage attention to and self-consciousness about assumptions and conceptions. Encourage attention to and self-consciousness about assumptions and conceptions. Allow students' naive questions to precipitate profound change in approach. Allow students' naive questions to precipitate 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 knowledge. Reflect the contextual, situated, complex nature or knowledge. Help students see connection to their own goals. Help students see connection to their own goals.

15. Why Use Cases Help teachers become aware of their own tensions and ironies. Help teachers become aware of their own tensions 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" answer, after all. Teach students that there may not be one "right" answer, after all. Illustrate interaction among variables (especially human ones). Illustrate interaction among variables (especially 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.

16. Why Use Cases Simulate passage of time, so you can integrate real life consequences and developments. Simulate passage of time, so you can integrate real 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 and divergent. Can be structured and convergent, or unstructured 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 and a variety of roles. Provide possibilities for all learners to be successful and a variety of roles.

17. Key Skills Developed Group working Group working Individual study skills Individual study skills Information gathering and analysis Information gathering and analysis Time management Time management Presentation skills Presentation skills Evaluation skills Evaluation skills

18. Case Study Overview Example Cases Example Cases Match Case to Level Being Taught Match Case to Level Being Taught Don’t be afraid to create your own “relevant” cases Don’t be afraid to create your own “relevant” cases

19. Questions? Markkula Center for Applied Ethics (Santa Clara University) http://www.scu.edu/ethics/ Markkula Center for Applied Ethics (Santa Clara University) http://www.scu.edu/ethics/ http://www.scu.edu/ethics/ Digital Citizenship – Resources for Educators http://digitalcitizenship.ning.com/ Digital Citizenship – Resources for Educators http://digitalcitizenship.ning.com/ http://digitalcitizenship.ning.com/ Education World http://www.educationworld.com/a_tech/tech/tech055.shtml Education World http://www.educationworld.com/a_tech/tech/tech055.shtml http://www.educationworld.com/a_tech/tech/tech055.shtml The Research Center on Computing and Society (Southern Connecticut State University) http://www.southernct.edu/organizations/rccs/resources/teachi ng/teaching_mono/teaching_comp_eth_contents.html The Research Center on Computing and Society (Southern Connecticut State University) http://www.southernct.edu/organizations/rccs/resources/teachi ng/teaching_mono/teaching_comp_eth_contents.html Connexions http://cnx.org/ Connexions http://cnx.org/