About this paper

Appears in:
Page: 2721 (abstract only)
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1583

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

USING AN ONLINE BRAINSTORMING TOOL IN CASE-BASED COMPUTER ETHICS EDUCATION

S.B. Kert, M. Köşkeroğlu Büyükimdat

Yıldız Technical University (TURKEY)
Online Brainstorming environments such as “Bubble.us”, “Popplet”, “SpiderScribe”, ”IMindMap”, ”MindMeister” etc. have remarkable potential to enhance in-class collaborative activities. Especially, in a case-based instruction process, interactions among students can be enriched by using these tools. Teachers and students can see all of the ideas on a screen through the visualization of discussions. “Computer ethics” education is generally based on reviewing ethical issues and making discussions on the possible solutions. Sometimes, it can be a big problem to create an active individual participation for each student. In this study, in order to come through this problem, a sample usage of a brainstorming tool was presented. This 2-year long term study was conducted in the department of computer education and instructional technologies. All undergraduate students getting elective “Computer Ethics” course in the spring terms of 2013-2014 and 2014-2015 academic years were the participants of the experimental process.

Computer ethics is a 3rd class elective undergraduate course which includes three major topics:
(a) The meaning of computer ethics
(b) Philosophic belief systems
(c) Computing field as a Profession
(d) Ethical theories
(e) Four ethical areas of the digital age.

Case-based approach is used during the15-week course period, in this context, some computer ethics scenarios were prepared by lecturer and discussed through in-class activities. There were 22 students in the first and 24 students in the second year of the course. During the courses, Ethical issues related to computers are classified under four sections: (P)rivacy, (A)ccuracy, (P)roperty, (A)ccesibility in accordance with the scientific literature. Four ethical scenarios, each of them was representing one ethical section, were written and published for the comments of the university students for two years. At the end of the online discussions four discussion maps were created and presented with detailed explanations.
@InProceedings{KERT2016USI,
author = {Kert, S.B. and K{\"{o}}şkeroğlu B{\"{u}}y{\"{u}}kimdat, M.},
title = {USING AN ONLINE BRAINSTORMING TOOL IN CASE-BASED COMPUTER ETHICS EDUCATION},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1583},
url = {http://dx.doi.org/10.21125/edulearn.2016.1583},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {2721}}
TY - CONF
AU - S.B. Kert AU - M. Köşkeroğlu Büyükimdat
TI - USING AN ONLINE BRAINSTORMING TOOL IN CASE-BASED COMPUTER ETHICS EDUCATION
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1583
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 2721
EP - 2721
ER -
S.B. Kert, M. Köşkeroğlu Büyükimdat (2016) USING AN ONLINE BRAINSTORMING TOOL IN CASE-BASED COMPUTER ETHICS EDUCATION, EDULEARN16 Proceedings, p. 2721.
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