A Pragmatic Approach for Teaching Ethics to Engineers and Computer Scientists

Lennerfors, Thomas Taro; Laaksoharju, Mikael; Davis, Michaël I.; Birch, Peter; Fors, Per

doi:10.1109/fie44824.2020.9274029

Cited by 9 publications

(4 citation statements)

References 37 publications

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“…In the case of AI, such high level outcomes can be found in program descriptions and educational plans issued by the Association for Computing Machinery and the IEEE Computer Society, or similar documents. In the case of EB, besides program descriptions, educational plans, and similar documents, scientific publications bring a significant contribution; (see, for example, Martin, Huff, Gotterbarn, & Miller, 1996;Martin & Weltz, 1999;Martin & Huff, 1997;Werth, 1997;Harris Jr, Davis, Pritchard, & Rabins, 1996;Callahan, 1980;Huff & Frey, 2005;Frey, 2010;Lennerfors, Laaksoharju, Davis, Birch, & Fors, 2020).…”

Section: Description Of the Gedai Frameworkmentioning

confidence: 99%

Viewpoint: Ethical By Designer - How to Grow Ethical Designers of Artificial Intelligence

Vanhée¹,

Borit²

2022

jair

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Ethical concerns regarding Artificial Intelligence (AI) technology have fueled discussions around the ethics training received by AI designers. We claim that training designers for ethical behaviour, understood as habitual application of ethical principles in any situation, can make a significant difference in the practice of research, development, and application of AI systems. Building on interdisciplinary knowledge and practical experience from computer science, moral psychology and development, and pedagogy, we propose a functional way to provide this training. This article appears in the special track on AI & Society.

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Section: Description Of the Gedai Frameworkmentioning

confidence: 99%

Viewpoint: Ethical By Designer - How to Grow Ethical Designers of Artificial Intelligence

Vanhée¹,

Borit²

2022

jair

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“…Por fim, as recomendac ¸ões podem ser consideradas em 3 dimensões da formac ¸ão em computac ¸ão: (i) o educar para o uso adequado e frutífero das mídias sociais, trazendo à pauta hábitos como a cessão de consentimento sem leitura efetiva [Knepp 2018], até o zelo explícito pela inclusão [Berman 2020]; (ii) o educar para o exercício profissional da computac ¸ão, seja implantando, desenvolvendo ou testando em grau de engenharia [Lennerfors et al 2020] ou na realizac ¸ão de pesquisa, e (iii) o educar para pesquisa em campo, conforme debatido em [Bispo-Jr. et al 2021], ou contemplando os vários contextos, como proposto em [Rangel 2021].…”

Section: Discussão Recomendac ¸õEs E Possibilidadesunclassified

Redes Sociais Descentralizadas na graduação em Computação: implantação, percepção discente, possibilidades

Torres

Estevam²,

Nóbrega³

2022

Anais Do XXXIII Simpósio Brasileiro De Informática Na Educação (SBIE 2022)

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Originado há mais de década, o movimento pela Web descentralizada vem se consolidando em varias áreas de aplicação. Especificamente para aprendizagem informal, Redes Sociais Descentralizadas (RSDs) podem ampliar o leque de oportunidades educacionais em computação, em aspectos técnicos e éticos. O trabalho ora relatado objetivou apontar possibilidades de se explorarem RSDs na graduação em computação, a partir de (i) implantação de uma instância e (ii) levantamento de percepção discente pré e pós uso. Para tanto, foram abordadas 9 turmas de 3 cursos do Departamento de Ciencia da Computação (CIC) da Universidade de Brasília (UnB). Destaquem-se, entre os achados, interesse e curiosidade, em contraponto com ceticismo e receio.

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“…Pfatteicher (2001) takes a different position, arguing that students should understand the nature of engineering ethics in order to consider why one should be an ethical engineer, and be trained in resolving problems. Lennerfors et al (2020) discuss awareness, responsibility, critical thinking, and action as possible learning outcomes in engineering ethics education, while Tormey et al (2015) draw on James Rest's four learning outcomes of moral sensitivity, moral judgment, moral motivation, and moral character.…”

Section: Engineering Ethics Educationmentioning

confidence: 99%

Fictional Film in Engineering Ethics Education: With Miyazaki’s The Wind Rises as Exemplar

Hitt¹,

Lennerfors

2022

Sci Eng Ethics

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This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both conventional methods of teaching engineering ethics and more arts-based methods such as fiction, as well as connect ethics learning outcomes and issues to the lifeworld of a person. The paper further illustrates the potential of using Miyazaki Hayao’s film The Wind Rises for highlighting a range of ethical issues pertaining to engineering. It also discusses the important role educators play in how film can be used effectively in the classroom. Synthesizing a range of sources from film theory to the use of film in business and medical education, the paper makes the case for using film in engineering ethics education and calls for more research on the use of this method.

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A Pragmatic Approach for Teaching Ethics to Engineers and Computer Scientists

Cited by 9 publications

References 37 publications

Viewpoint: Ethical By Designer - How to Grow Ethical Designers of Artificial Intelligence

Viewpoint: Ethical By Designer - How to Grow Ethical Designers of Artificial Intelligence

Redes Sociais Descentralizadas na graduação em Computação: implantação, percepção discente, possibilidades

Fictional Film in Engineering Ethics Education: With Miyazaki’s The Wind Rises as Exemplar

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