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Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education

Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education

William Boyd, Diane Newton
Copyright: © 2011 |Volume: 1 |Issue: 3 |Pages: 11
ISSN: 2155-6903|EISSN: 2155-6911|EISBN13: 9781613506271|DOI: 10.4018/ijcee.2011070101
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MLA

Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education." IJCEE vol.1, no.3 2011: pp.1-11. http://doi.org/10.4018/ijcee.2011070101

APA

Boyd, W. & Newton, D. (2011). Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education. International Journal of Cyber Ethics in Education (IJCEE), 1(3), 1-11. http://doi.org/10.4018/ijcee.2011070101

Chicago

Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education," International Journal of Cyber Ethics in Education (IJCEE) 1, no.3: 1-11. http://doi.org/10.4018/ijcee.2011070101

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Abstract

Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examine ethical dilemmas associated with increasingly networked and on-line learning, the authors propose that an ethics of community will assist finding practical solutions to ethical dilemmas in curriculum development and delivery. This approach shifts from the individual as moral agent to ethical practice as communal processes. Considering community practices and processes can frame and critique learning and teaching approaches, policies and administration to assist students and staff develop ethical scholarship and professionalism.

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