Dennen digital ethics2012
•
0 likes•230 views
Presentation at 2nd Annual Symposium on Digital Ethics, Loyola University October 2012
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (8)
Similar to Dennen digital ethics2012
Similar to Dennen digital ethics2012 (20)
More from Vanessa Dennen
More from Vanessa Dennen (20)
Dennen digital ethics2012
- 1. 10/31/12 The Ethics of Online Coursework: Instructor Responsibilities, Student Participation, and Managing Public-‐‑Private Learning { Vanessa P. Dennen Florida State University 2nd Annual Symposium on Digital Ethics Loyola University October 29, 2012 • Your future employer was able to hear everything you said in a class 3 years ago? • Your ex tracked you down based on information about a course assignment? • A class discussion aRracted media aRention? • Scholars in your field beliRled and ridiculed you for your naïveté when you were just trying to do your coursework? • A student at another university downloaded your assignment and turned it in as her own? What if … 1
- 2. 10/31/12 • Traditional classrooms = ephemeral spaces • Online classrooms = archived spaces • Web 2.0 activities = an open stage Is learning private? Is this space private? How private? 2
- 3. 10/31/12 Is this space private? How private? Is this space private? How private? 3
- 4. 10/31/12 Is this space private? How private? Is this space private? How private? 4
- 5. 10/31/12 • Online tools are supported and encouraged by the institution • Web 2.0 tools provide interesting pedagogical possibilities – both in and out of class • Technology might motivate today’s learners Issues: Instructor Perspective • May have an account already • May be entirely unfamiliar • Teacher is in charge • Focused on the grade Issues: Student Perspective 5
- 6. 10/31/12 • Researchers are bound by IRBs • FERPA protects student records • NETS Standards and district policies guide K-‐‑12 technology use • University level course technology decisions typically are left to the discretion of the instructor No Guidelines Context: Reflective blog for course (mandatory assignment) • While vanity googling during a job search, the student realized the blog was still online years later Case 1: Lingering Lessons 6
- 7. 10/31/12 Context: Student tweeting under real name • Jane Doe: Fuck yeah! It’s my 19th birthday!!! • Jane Doe: Check me out, bitches! I’m 19 today! Worship me! • Jane Doe: (twitpic with friends, beers in hand) • Jane Doe: Head hurts. Fuckin awesome birthday party. Case 2: Troublesome Tweets Context: Student was given an assignment to get information from an expert. • Student posted to a popular academic forum, asking for help in a very general way. • Responses criticized the student heavily. (A few helped or were at least kind.) • The interactions remain archived and searchable. Case 3: Forum Faux Pas 7
- 8. 10/31/12 • Explore privacy controls of tools you will use • Develop options for students who may be uncomfortable online Solutions: Pre class • Teach students about privacy control options • Pseudonyms • Multiple accounts • “no robots” Solutions: Pre assignment 8
- 9. 10/31/12 • Teach students about making good choices online • Encourage students to talk about their experience(s) online • Alert students to potential bad choices online – even if those choices are not directly course related Solutions: During class • Remind students that they may wish to delete items or accounts when you are done grading everything Solutions: Post class 9
- 10. 10/31/12 • There is no need to shy away from using online tools in a class seRing • Instructors have a responsibility to educate students about online behavior and protect them from online harm • The power is in having guidelines and providing education, not in enforcing rules Closing thoughts: Do more good than harm 10