Group Admins
Description
Session Description
This reflective practice presentation will offer a set of descriptive accounts of how university students can be engaged in discussing ethical dilemmas that arise from interacting in digital environments. These accounts are based on course activities of several faculty members at one of New York’s public universities, and they are related to topics on digital literacies and foundations of learning in digital environments. While different ethical perspectives, like a utilitarian approach or virtue approach can be used to consider potential responses to ethical dilemmas, finding a sustainable resolution to issues like cyber-bullying, fake news, surveillance and identity theft remain frustrating. Given the vast, distributed nature of information exchange today, some theorists have suggested it is driving the need to understand our interactions within a framework of distributed morality. How can we engage our students in thinking about such a concept, and the ways we might actualize it? A critical response on the potential of using open pedagogies will be offered based on the descriptive accounts offered in this presentation.
In response to the feedback from reviewers, I will include time for an exchange with audience members, and conclude with a suggestion on how we might generate a set of oer collaborative case studies.
References
Ess, Charles. (2013). Digital Media Ethics. 2 edition. Cambridge Malden, MA: Polity.
Floridi, L. (2013). Distributed Morality in an Information Society. Science and Engineering Ethics, 19(3).
Gal, D., Allain, N., Mackey, T. and Bocciolesi, E. (2018). Promoting Digital Ethics in a Post-Truth Society. Panel Presentation at Online Learning Consortium Conference, Orlando FL. 11.14.2018
Mackey, T. P. and T. E. Jacobson. (2014). Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: ALA/Neal-Schuman Publishing.
Wiley, D., & Hilton III, J. (2018). Defining OER-Enabled Pedagogy. The International Review Of Research In Open And Distributed Learning, 19(4). doi:http://dx.doi.org/10.19173/irrodl.v19i4.3601
This reflective practice presentation will offer a set of descriptive accounts of how university students can be engaged in discussing ethical dilemmas that arise from interacting in digital environments. These accounts are based on course activities of several faculty members at one of New York’s public universities, and they are related to topics on digital literacies and foundations of learning in digital environments. While different ethical perspectives, like a utilitarian approach or virtue approach can be used to consider potential responses to ethical dilemmas, finding a sustainable resolution to issues like cyber-bullying, fake news, surveillance and identity theft remain frustrating. Given the vast, distributed nature of information exchange today, some theorists have suggested it is driving the need to understand our interactions within a framework of distributed morality. How can we engage our students in thinking about such a concept, and the ways we might actualize it? A critical response on the potential of using open pedagogies will be offered based on the descriptive accounts offered in this presentation.
In response to the feedback from reviewers, I will include time for an exchange with audience members, and conclude with a suggestion on how we might generate a set of oer collaborative case studies.
References
References
Ess, Charles. (2013). Digital Media Ethics. 2 edition. Cambridge Malden, MA: Polity.
Floridi, L. (2013). Distributed Morality in an Information Society. Science and Engineering Ethics, 19(3).
Gal, D., Allain, N., Mackey, T. and Bocciolesi, E. (2018). Promoting Digital Ethics in a Post-Truth Society. Panel Presentation at Online Learning Consortium Conference, Orlando FL. 11.14.2018
Mackey, T. P. and T. E. Jacobson. (2014). Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: ALA/Neal-Schuman Publishing.
Wiley, D., & Hilton III, J. (2018). Defining OER-Enabled Pedagogy. The International Review Of Research In Open And Distributed Learning, 19(4). doi:http://dx.doi.org/10.19173/irrodl.v19i4.3601