Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology.
This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workpl...
| Published in: | Science & Engineering Ethics Vol. 19; no. 3; pp. 1375 - 1394 |
|---|---|
| Main Author: | |
| Format: | Article |
| Published: |
Springer Nature
Sep2013
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=89583468&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 89583468 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Sep2013 vid: 19 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 89583468 10.1007/s11948-012-9368-5 ppf: 1375 ppct: 19 formats: fmt: @attributes: type: P size: 206KB tig: atl: Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology. aug: au: Voss, Georgina affil: Faculty of Arts, University of Brighton, East Sussex BN2 0JY UK su: Engineering ethics Curriculum Experiential learning Group work in education Online social networks Case studies sug: subj: Engineering ethics Curriculum Experiential learning Group work in education Online social networks Case studies keyword: Case-studies Curriculum development Group work ab: This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2013. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
|---|