Computing and Information Ethics Education Research

2009 ◽  
pp. 391-408 ◽  
Author(s):  
Russell W. Robbins ◽  
Kenneth R. Fleischmann ◽  
William A. Wallace
Keyword(s):  
Education Research ◽  
Information Quality ◽  
Ethics Education ◽  
Ethical Problem ◽  
Deep Understanding ◽  
Information Ethics ◽  
Learning Processes ◽  
Learning Science ◽  
Information Tools ◽  
New Directions

This chapter explains and integrates new approaches to teaching computing and information ethics (CIE) and researching CIE education. We first familiarize the reader with CIE by explaining three domains where information ethics may be applied: Information Ownership; Information Privacy; and Information Quality. We then outline past and current approaches to CIE education and indicate where research is necessary. Research suggestions for CIE education focus upon developing a deep understanding of the relationships between students, teachers, pedagogical materials, learning processes, teaching techniques, outcomes and assessment methods. CIE education exists to enhance individual and group ethical problem solving processes; however these are not yet fully understood, making research necessary. We then discuss CIE education research results to date and suggest new directions, including applying insights from the field of learning science as well as developing dynamic computing and information tools. Since these tools are dynamic and interactive, they will support collaboration, iteration, reflection, and revision that can help students learn CIE.

A Customizable Information Quality Activity in Business and Management Courses: Recommendations for Research

2021 ◽  
pp. 237929812199705
Author(s):  
Joseph G. Gerard ◽  
Reena E. Lederman ◽  
Jack P. Greeley
Keyword(s):  
Education Research ◽  
Information Literacy ◽  
Information Quality ◽  
Management Education ◽  
Successful Implementation ◽  
Literacy Theory ◽  
New Research ◽  
Business And Management ◽  
Future Management

As business and management instructors, we increasingly struggle with student inattention to information accuracy and quality in our courses, especially when student-based research is required and misinformation is more prevalent. Without the time to teach information literacy (IL) skills, we created a series of information sourcing (IS) prompts that were small and flexible enough to be deployed anywhere we might need IL reinforcement. We describe this “IS plug-in,” share challenges surrounding its creation and successful implementation across multiple courses, and explain its grounding in information literacy theory. We then provide insights and recommendations for future management education research that arose from experiences with the unique IS plug-in approach and in-depth application of new research in IL. We provide recommendations for expanding the IL Framework’s use and measurement, and improving our understanding of authority and information versus belief.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

scholarly journals Story Completion: Storying as a Method of Meaning-Making and Discursive Discovery

2019 ◽  
Vol 18 ◽  
pp. 160940691989315 ◽  
Author(s):  
Karen Gravett
Keyword(s):  
Qualitative Research ◽  
Education Research ◽  
Data Analysis ◽  
Feminist Theory ◽  
Analytical Approach ◽  
Experimental Approach ◽  
Meaning Making ◽  
Structured Interview ◽  
New Directions ◽  
Story Completion

This article focuses on a method of data collection that exists in the margins of qualitative research: story completion. Story completion has a background of usage within disciplines such as psychology, feminist theory, and psychotherapy. However, this method is still uncommon and underutilized and has not been widely put to work as an approach for qualitative education research, despite its rich potential as a tool for accessing participants’ meaning-making. In this article, I argue that story completion can serve as an interesting and flexible method for researchers across the disciplines, particularly for those looking to adopt a post-structuralist lens, concerned with discursive discovery: the surfacing of discourses individuals draw upon to write. I introduce and explain a divergent approach to doing story completion from that described elsewhere in the literature, where a story completion exercise is enhanced by the addition of a traditional semi-structured interview. I also share an experimental approach to data analysis: using a rhizomatic perspective to analyze story completion data. Ultimately, I argue that story completion, the story-mediated interview, and a more experimental analytical approach offer exciting new directions for qualitative researchers to pursue.

Cognition and Socio-Cognition in Metaverse

2014 ◽  
pp. 164-182
Keyword(s):  
Education Research ◽  
Social Interaction ◽  
Research Group ◽  
Virtual World ◽  
Learning Processes ◽  
Cognitive Mechanisms ◽  
Digital Education ◽  
Raising Awareness

This chapter presents and discusses different cognitive and socio-cognitive mechanisms that appear in the interaction between subject-avatars, and between subject-avatars and the 3D Digital Virtual World, constructed in the Metaverses, based on the results from the Digital Education Research Group GPe-dU UNISINOS/CNPq. In these contexts, the authors analyze how perception and representation occurs, the acts of doing, understanding, and raising awareness, and finally, enabling collaboration and cooperation in individual and social interaction with Metaverses. As the main conclusion, the experience built in the subjects' living and collaborating, represented by their avatars, and with MDV3D, favors learning processes, regarding the technical and didactic-pedagogic ownership of metaverse technology, as well as the execution of awareness processes about how learning occurs in these contexts.

Sign in / Sign up

Export Citation Format

Share Document