David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Science and Engineering Ethics 11 (3):463-476 (2005)
Certain attributes are particularly desirable for public educational websites, and websites for ethics education in particular. Among the most important of these attributes is wide accessibility through adherence to the World Wide Web Consortium (W3C) standards for HTML code. Adherence to this standard produces webpages that can be rendered by a full range of web browsers, including Braille and speech browsers. Although almost no academic websites, including ethics websites, and even fewer commercial websites are accessible by W3C standards, as illustrated by the Online Ethics Center for Engineering and Science 〈http://onlineethics.org〉, even websites created on limited budgets and with an undergraduate student staff can fulfill these standards. Other desirable attributes, such as provision of annotation for all links and the use of annotated links to give the user alternate ways of ordering and organizing content, are important for making full use of the educational possibilities of hypermedia for websites.
|Keywords||website design accessible HTML academic websites ethics websites undergraduate staff WCAG|
|Categories||categorize this paper)|
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References found in this work BETA
Caroline Whitbeck (1995). Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. Science and Engineering Ethics 1 (3):299-308.
Matthew Wilks Keefer (2005). Making Good Use of Online Case Study Materials. Science and Engineering Ethics 11 (3):413-429.
Citations of this work BETA
Stephanie J. Bird & Joan E. Sieber (2005). Teaching Ethics in Science and Engineering: Effective Online Education. Science and Engineering Ethics 11 (3):323-328.
Keith W. Miller (2005). Web Standards: Why so Many Stray From the Narrow Path. Science and Engineering Ethics 11 (3):477-479.
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