Formal institutional procedures address (or maybe absent) Consent, informed Data protection, Liability Reward/ recompense (covert ethnography sometimes) may not be up-to-date, well informed, And only cover research (or evaluation) Law may be vague (liability, consent, jurisdiction) Two questions: If ethics is roughly the avoidance of harm, who decides what constitutes harm (or the risk of harm)? What is informed consent, how is it assessed and signified? Is it ethical to treat teaching as merely the subject of personal professional judgement Do research ethics procedures merely diffuse responsibility or paternalistically encourage tokenism in researchers
Need for revision or introduction of professional codes or frameworks or guidance (eg BERA, AoIR) ALT, IAmL eg Needed? Prescriptive code, enforceable code? Framework of principles? How to train? The role of ‘horror stories’? The role of funders eg JISC, LSN, Becta? Games often have inbuilt but local ethical agenda ….. Do we accept, agree or what?
Unexpected consequences in popular digital technologies Betraying identity or location eg Rapidity of technical change and the rapidity of appropriation (happy slapping, blue jacking, cyber bullying) Also capacity for moral outrages? The relationship to the digital literacy agenda … good (ethical) digital citizens? What does mean?
Starting point was that HEI doesn’t make either the rules or expectations (Owners, networks, technologists may make contractual rules) Communities exist within and across these technologists with clear ideas about Relationships, interactions, posture, humour, dress, language About what you do/do not do to be accepted, to conform; what’s ok What constitutes harm, distress, embarrassment, shame, discomfort What is ethical! Ethically and methodologically and professionally important
These spaces inhabited by phoneurs, twitterati, facebookers constitutes different overlapping & ephemeral foreign countries Where we seek to engage students on their own terms within their own terms Or where we take other existing students over the garden wall Either to teacher or to research teaching http://www.flickr.com/photos/aidanwojtas/2111982063/
These technologies also reconfiguring virtual & real spaces, communities & identities convergence / overlap Ethics is an important component of identity – vegetarian, researcher, quaker, conscientious objector, patriot Virtual worlds not at the expense of ‘real’ world and f2f Engagement in the virtual becomes lightweight/interwoven/opportunistic – not in a bubble Also work/school spaces Day extender syndrome –applies potentially to universities too No dead air - Users reclaim this space
Approxi – meeting Slipperiness of time Micro-coordination Softening of schedules Punctuality valorised by swiss calvinists
Embodiment Prosthetic Pacifier Implications of people’s conception of intrusion, privacy
http://www.reporter.co.za/article.aspx?ID=RP21A371718 21 June 2007
One common use of the term is to describe the condition of Western History since the mid-1400s, or roughly the European development of moveable type and the printing press . Rise of capitalism ; Emergence of socialist countries ; Institution of representative democracy ; Individualism ; Increasing role of science and technology ; Spread of social movements ; Urbanization ;Mass literacy and proliferation of mass media Industrialization Defining characteristics of modernity There have been numerous ways of understanding what modernity is, particularly in the field of sociology . A wide variety of terms are used to describe the society, social life, driving force, symptomatic mentality, or some other defining aspects of modernity. They include: bureaucracy , disenchantment of the world , rationalization , secularization , alienation , commodification , decontextualization , individualism , subjectivism , linear progression , objectivism , universalism , reductionism , chaos , mass society , industrial society , homogenization, unification, hybridization, diversification, democratization , centralization, hierarchical organization , mechanization, totalitarianism , and so on. Modernity may be considered "marked and defined by an obsession with ' evidence '", visuality , and visibility (Leppert 2004, p.19). Leppert, Richard (2005). "The Social Discipline of Listening" in Aural Cultures, edited by Jim Drobnick, 19-35. Toronto: YYZ Books, 2004.
The sense and reality of surveillance are documented as consequences of mobility and connectedness (many sources mention foucauld and the panopticon, carl smith draw my attention to victorian schools)
