David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science and Engineering Ethics 11 (3):435-446 (2005)
To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices.
|Keywords||instructional technology distance education online course teaching learning|
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Citations of this work BETA
Haldun M. Ozaktas (2013). Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey. Science and Engineering Ethics 19 (4):1439-1450.
Christopher A. Chung & Michael Alfred (2009). Design, Development, and Evaluation of an Interactive Simulator for Engineering Ethics Education (Seee). Science and Engineering Ethics 15 (2):189-199.
Christopher Chung (2015). Comparison of Cross Culture Engineering Ethics Training Using the Simulator for Engineering Ethics Education. Science and Engineering Ethics 21 (2):471-478.
Stephanie J. Bird & Joan E. Sieber (2005). Teaching Ethics in Science and Engineering: Effective Online Education. Science and Engineering Ethics 11 (3):323-328.
Michael Alfred & Christopher Chung (2012). Design, Development, and Evaluation of a Second Generation Interactive Simulator for Engineering Ethics Education (SEEE2). Science and Engineering Ethics 18 (4):689-697.
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