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Is
Using A Distance Learning Approach Applicable to Teaching Ethics
to Business and Computer Science Students?
Abstract
Teaching in ethics for computing students may take many forms, for
example, as part of technical module; separate module taught in
technical departments; or module taught in other departments, such
as a Philosophy module. The second form is the technique used at
Middlesex University. The module is delivered to computer science
and business information systems students. The experience gained
by the authors in delivering this module has led to several changes
in the approach and syllabus of the module. The paper describes
the rationale for the development of a distance learning application
on the Internet. This application is seen as a mode for future delivery
of the module.
During
its history the module has evolved accordingly due to the introduction
of new teaching personnel; to new computing technologies and their
respective ethical issues, which have implied revisions to content;
to changes in student profiles and to logistics issues in running
the module across a number of distributed campuses. The analysis
of each change describes the challenges that academics face in educating
the professionals of tomorrow in the context of undergraduate courses
at university level. It is hoped that the lessons learnt from this
case study can assist fellow academics that are working on developing
modules to teach ethics to computing students. The paper discusses
whether there can be one standard curriculum suitable for distance
learning.
Introduction
of new personnel
The introduction of new personnel involved with delivering the module
at Middlesex University has invoked changes to the module syllabus.
Each member of the teaching team introduces a certain expertise
to the module. If the involvement of any specific member is lost
then this can, and has had, profound effect on the content of the
module. Respective units on the module can be lost or replaced according
to the loss or recruitment of teaching staff. On occasions this
can be detrimental to the learning outcomes of the computer ethics
module. The development of the distance learning application on
the Internet is seen as a possible solution to this issue.
Introduction of new computing technologies
The ever-rapid introduction of new computing technologies invokes
respective ethical issues. Each advent implies revisions to content
of the module. The impact of the development and deployment of the
Internet is a classic example of how a new technology has implied
changes in the syllabus of the computer ethics module. New units
have been developed for introduction into the module. This implies
that
- A typical
12 week semester, each teaching week corresponding to specific
topic, constraints the number of topics that can be covered. The
development of each new unit implies a conscious decision being
made as to which existing unit must be replaced, if at all.
- Each member
must be professionally competent to deliver a unit. The introduction
of new units implies the possibility that staff may not have the
relevant expertise. This factor influences whether the adoption
of a new unit is successful or not.
The above can
have a profound affect on the learning outcomes of a module. The
development of the distance learning application on the Internet
is seen as a possible solution to this issue. The expertise of teaching
staff can be captured and delivered to students. The syllabus is
neither constrained by timetable issues or the possible lack of
expertise.
Changes in
student profiles
The module was originally developed with the intention of delivering
to traditional information systems students. However, recently computer
science and information technology students have been given the
choice of choosing the module as an option. The pre requisite skills
and knowledge that the students have influence the delivery of a
unit. The paper will highlight the pre requisite knowledge the students
may or may not share when they begin the module, and this is of
importance because it influences the deliver of computer ethics
modules. In addition, in terms of learning outcomes there has been
a greater emphasis placed on developing transferable skills. These
skills will be identified in the paper.
Logistics
issues in a distributed campus environment
The current computer ethics module is run across three campuses
at Middlesex University distributed over North London. Issues of
timetable, additional teaching and research commitments imply that
more often than not a lecturer cannot deliver units themselves across
all three campuses. Reliance on additional staff in assisting the
on delivery of module units at other sites is paramount. However,
as argued above each respective team member has specific expertise,
which they introduce into the module. On occasions a lecturer can
find themselves in a position where they feel that they do not have
the level of competency to justly deliver a unit. In these instances
the student learning experience is impinged and ultimately detrimental
to their learning outcomes. The
development of the distance learning application on the Internet
is seen as a possible solution to this issue assisting as a support
mechanism for teaching and learning.
The development
of the distance learning application on the Internet
In addition, the paper highlights the work initiated on developing
distance learning via the Internet. It is envisaged that initially
Intranet technologies will assist in primarily resolving the logistics
issue in delivering the module across three distributed campuses
at Middlesex University. Upon successful completion of the project
the scheme will be updated to an Internet solution offering universities
distributed across the UK and world to use the site as a teaching
and learning resource. The development of the application will be
ideally utilizing multi media technology. The incorporation of text,
audio and video images, alongside an on-line discussion group is
seen as the future delivery mode for this module. In conclusion
the paper will discuss the viability of long distance learning as
applicable to this subject area.
Dr Harjinder
Rahanu
School of Computing Science
Middlesex University
The Burroughs
London NW4 4BT
h.rahanu@mdx.ac.uk
Eva Turner
Principal Lecturer
Department of Innovation Studies
University of East London
Royal Albert Way
London
E16 2QJ
E.Turner@uel.ac.uk
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