Creative Ways to Teach Ethics and Assess Learning

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Literature Review for
Creative Ways to Teach Ethics and Assess Learning
This will review the article “Creative Ways to Teach Ethics and Assess Learning” by Catherine Beaton in October 18 - 21, 2009 which is published by 39th ASEE/IEEE Frontiers in Education Conference. The author describes the brief introduction regarding the Assessment, Creativity, Ethics, Information, Technology and learning. Where he mentions different ways to teach Ethics.

In this article author states about the Y generation students who does not care for the lectures and spends their time either by messaging or laptops or games. In classrooms they are addicted to multitasking. In addition, it is very distracting for their peers to concentrate on the lecture at hand while screens around them are flashing. Traditional method of teaching is not effective any more for generation Y. Lecturing does not provide sufficient engagement of the student body. Ethics cannot be taught like a programming language, with a structured format to follow, and specific rules to which one must adhere((Donald,2000). Lecture Style

Traditional lecturing, means standing in front of a class and delivering a monologue. Even though the content is interesting, student interest wanes after approximately 15 to 18 minutes, according to Bligh Donald( 2000,pp53). It therefore becomes useful to develop strategies to keep the attention of students, as well as providing a break from note taking. When taking notes, it becomes harder to process the information being disseminated. Bynum(2004,pp13) There are a variety of techniques that have been used successfully by this author, to permit engaging and meaningful activities for students to investigate current themes in Information Technology as they relate to ethical behavior(Beaton 2009). Alternate methods

The first method in alternate teaching styles is to hold a trial. Students are assigned homework in the previous class to research a topic. A show of hands determines who wants to be on the prosecution, and who would like to be on the defense. The students are then assigned opposite roles, so that those who chose the defense are now the prosecutors. Once the students are in their teams, they are given 30 minutes to collaborate on what their approach shall be, to tackle the topic at hand The benefit of holding a trial is that students must do research and be prepared not only to defend what they consider to be their cases’ strengths, but to also be prepared to tear apart what they think the other team will argue(Beaton 2009). A second method is to hold a debate. The same process ensues as the previous scenario. Students are assigned the topic in the previous lecture. They do their research and come to class prepared to debate. They have a half hour to meet with their teammates and develop a strategy. Then the debate begins. The difference between the trial and the debate is that in the debate, everyone must visibly participate. Each person is actively involved in the team argument, whereas in the trial, the participation is partially passive; they contribute to the topic at hand, offer feedback and then become passive listeners for the remainder of the trial(Beaton 2009). A third method is to have a ‘Lead the Class ‘assignment. Leading their class means they may use video clips, power points, self made videos etc(Beaton 2009). A fourth method is to have a ‘breaking news’ class. In this class, the professor hands out various recent news articles to each team. The tem reads the articles (usually one or two articles per team) and prepares to share with the rest of the class the general gist of the article, and whether or not the actions within the article were ethical, based on a specific ethical model(Beaton 2009). A fifth method is to do case studies. There is nothing new with this method; case scenarios are provided, and the students analyze the scenarios and answer questions related to the scenarios. The...
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