PENDIDIKAN ETIKA REKA BENTUK DALAM PROGRAM INDUSTRI KREATIF DI INSTITUSI PENGAJIAN TINGGI MALAYSIA [DESIGN ETHICS EDUCATION FOR CREATIVE INDUSTRIES PROGRAMMES IN MALAYSIAN HIGHER EDUCATION INSTITUTIONS]

Nowadays, the creative industry is rapidly developing with various technologies and creativity moving forward. However, problems and issues involving ethical aspects are still often seen on social media, television and print media, it clearly shows the lack of values and ethical aspects of the individual in the production of designs. Therefore, this study is conducted to propose the guidelines on ethical education design for creative industry programs in the institutions of higher learning. The objective of this study is to evaluate students' behavior towards design ethics among students of higher education institutions, evaluate teaching practices implemented by educators of higher education institutions as well as to assess challenges related to design ethics faced by creative industry professionals in submitting proposal regarding ethical education guidelines for creative industry programs. This study uses quantitative method which is the survey method in which questionnaires are distributed to respondents. For the sampling of studies, which is stratified sampling that refers to individual specific characteristic features in terms of his/her involvement in the creative industry. The numbers of respondents were 164 for the students, 108 respondents for the teaching staff and 89 respondents were from creative industry professionals. The findings of this study that are based on the mean value and standard deviation from the data collected through the survey study, show that students' behavior on ethical aspects is an important aspect of design ethics. Meanwhile, for the lecturers, the teaching practices implemented show that ethical aspects are a crucial element in the teaching sessions. Next, for the creative industry professionals, ethical aspects are considered as an important element in facing the challenges regarding design ethics. This is explained through the findings of students, lecturers and creative industry professionals through high recorded mean value. Therefore, it is clear that ethical aspects are a vital element to these three groups. Thus, a guideline on ethical education design for creative industry programs in institutions of higher learning is produced through the findings. Hence, this study provides a module on design ethics education that can be practiced in creative industry programs in Institutions of Higher Learning in Malaysia.

Understanding responsibility in Responsible AI. Dianoetic virtues and the hard problem of context

During the last decade there has been burgeoning research concerning the ways in which we should think of and apply the concept of responsibility for Artificial Intelligence. Despite this conceptual richness, there is still a lack of consensus regarding what Responsible AI entails on both conceptual and practical levels. The aim of this paper is to connect the ethical dimension of responsibility in Responsible AI with Aristotelian virtue ethics, where notions of context and dianoetic virtues play a grounding role for the concept of moral responsibility. The paper starts by highlighting the important difficulties in assigning responsibility to either technologies themselves or to their developers. Top-down and bottom-up approaches to moral responsibility are then contrasted, as we explore how they could inform debates about Responsible AI. We highlight the limits of the former ethical approaches and build the case for classical Aristotelian virtue ethics. We show that two building blocks of Aristotle’s ethics, dianoetic virtues and the context of actions, although largely ignored in the literature, can shed light on how we could think of moral responsibility for both AI and humans. We end by exploring the practical implications of this particular understanding of moral responsibility along the triadic dimensions of ethics by design, ethics in design and ethics for designers.

Training for Community Health

Training and supervision have been cited as integral aspects to well-functioning community health worker (CHW) programmes. However, to date no books have focused on addressing this specific topic. This edited volume brings together a range of viewpoints from world leading practitioners and academics in CHW training, education, and supervision from different geographic regions. It explores the themes of supervision, technology support for training, participatory design, ethics and programme evaluation. The book aims to provide a comprehensive and multifaceted overview of the current state of this emerging field and to identify gaps in research and practice in this key area of global health.

Coupling levels of abstraction in understanding meaningful human control of autonomous weapons: a two-tiered approach

The international debate on the ethics and legality of autonomous weapon systems (AWS), along with the call for a ban, primarily focus on the nebulous concept of fully autonomous AWS. These are AWS capable of target selection and engagement absent human supervision or control. This paper argues that such a conception of autonomy is divorced from both military planning and decision-making operations; it also ignores the design requirements that govern AWS engineering and the subsequent tracking and tracing of moral responsibility. To show how military operations can be coupled with design ethics, this paper marries two different kinds of meaningful human control (MHC) termed levels of abstraction. Under this two-tiered understanding of MHC, the contentious notion of ‘full’ autonomy becomes unproblematic.

Belief and Intention towards Design Ethics among Design Undergraduates in Malaysian Higher Education Institutions

This paper reports on the findings of a study by design graduates on their belief and intention on ethical issues in the creative design industry. The study was conducted at two universities (University A and University B) in Malaysia, which included 120 undergraduates in design. A survey was conducted in which a questionnaire was distributed among respondents to determine their degree of agreement with respect to each argument in the questionnaire. The results of the data showed that the belief and intention of design graduates towards design ethics is poor, with the exception of the respondents of University A who have strong belief towards social, environmental and sustainability issues. These results indicate that a well-structured model of design ethics education and effective teaching mechanism for design ethics education should be in place. These would have an impact on students’ belief and intention towards design ethics. As such, the research results serve as a cornerstone from which the current practice of teaching and learning of design ethics education can be more critically examined, so that more changes can be made to the existing curriculum that can help to develop designers with ethical characteristics.