A Study on the Necessity and Content Composition of AI Ethics Education

As is evidenced by the associated AI, Ethics and Society conference, we now take as given the need for ethics education in the AI and general CS curricula. The anticipated surge in AI ethics education will force the field to reckon with delineating and then evaluating learner outcomes to determine what is working and improve what is not. We argue for a more descriptive than normative focus of this ethics education, and propose the development of assessments that can measure descriptive ethical thinking about AI. Such an assessment tool for measuring ethical reasoning capacity in CS contexts must be designed to produce reliable scores for which there is established validity evidence concerning their interpretation and use.

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Extraction of Learning Elements and Development of Teaching and Learning Models for AI Ethics Education

Journal of The Korean Association of Artificial Intelligence Education ◽

10.52618/aied.2021.2.1.4 ◽

2021 ◽

Vol 2 (1) ◽

pp. 45-52

Author(s):

Miyoung Ryu ◽

◽

Jongjin Jung

Keyword(s):

Teaching And Learning ◽

Ethics Education ◽

Learning Models ◽

Ai Ethics

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Emerging challenges in AI and the need for AI ethics education

AI and Ethics ◽

10.1007/s43681-020-00002-7 ◽

2020 ◽

Author(s):

Jason Borenstein ◽

Ayanna Howard

Keyword(s):

Ethics Education ◽

Ai Ethics

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Ethics: The Use of Case Studies in Ethics Education

Perspectives on Administration and Supervision ◽

10.1044/aas13.2.22 ◽

2003 ◽

Vol 13 (2) ◽

pp. 22-24

Author(s):

Cheryl D. Gunter

Keyword(s):

Case Studies ◽

Ethics Education

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To Tell or Not to Tell, That Is the Question

European Psychologist ◽

10.1027/1016-9040.11.3.236 ◽

2006 ◽

Vol 11 (3) ◽

pp. 236-243 ◽

Cited By ~ 3

Author(s):

Knut Dalen

Keyword(s):

Gender Differences ◽

Ethics Education ◽

Ethical Dilemmas ◽

Continuous Process ◽

Telephone Counseling ◽

Counseling Service ◽

Telephone Service

Ethical dilemmas encountered by psychologists have previously been studied in surveys and as formal ethical complaints. No previous publications have been found in which data from an ethics counseling telephone service for psychologists has been analyzed. The present study examines ethical dilemmas, as presented by members of the Norwegian Psychological Association calling the Ethics Telephone Counseling Service (ETCS) from 2001 through 2003. Psychologists seek counseling for a range of ethical dilemmas. Ethical dilemmas concerning confidentiality are those most commonly presented. Dilemmas concerning integrity are also fairly common, whereas dilemmas concerning competence are rarely presented. The study shows virtually no difference in frequency and nature of consultation based on how long a psychologist has been licensed. This study also shows only minor gender differences in the use of the ETCS. Possible implications for ethics education as a continuous process are discussed.

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