The Open University's Institute of Educational Technology Ethics and Mobile Learning: Methodological Considerations Dr. Robert Farrow CALRG Conference 2011
Ethics and mobile learning
Dec 19, 2014
In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists typically fail to capture the nature, scope and impact of ethical issues in
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
The Open University's Institute of Educational Technology
Ethics and Mobile Learning: Methodological Considerations
Dr. Robert FarrowCALRG Conference 2011
Context: m-learning• Encourage “anywhere, anytime” learning• Improving accessibility• Improve 21st-century social interactions• Fit with learning environments• Enable a personalized learning experience
Schuler (2009)
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
Context: m-learning• New pedagogical possibilities• Accommodating learner needs• Access to information• Collaboration• Context-specific• Organisation• Management
Context: ethics• Accessibility• Inclusion• Security
– Privacy/Sharing– Protecting information
• Personal time
The Open University's Institute of Educational Technology
• Personal space• Cultural change/resistance• Professional standards• Institutional support• Research ethics &
‘informed consent’• Monitoring (esp. children)
The Open University's Institute of Educational Technology
Problem(s)• The use of mobile technologies in educational contexts
raises a number of ethical issues• How can we grasp these issues when nature and use of
technologies develops so quickly?• How can we give guidance without being prescriptive?
Four (largely assertive) theses• Ethics is difficult to analyse!• Most educational technologists focus on research ethics,
not ethics per se• Diverse contexts of application in m-learning further
complicate matters• The advocacy problem
The Open University's Institute of Educational Technology
The MOTILL Project (2009-10)• Mobile devices are inclusive and widely used • Building an evidence base for assessing the impact of
mobile technologies upon lifelong learning • Integration of mobile technologies into lifelong learning
policies• Developing the digital economy and contributing toward
meeting the various targets for lifelong learning
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
Arrigo, M. et al (eds.), 2010
Why Meta-ethics?Philosophers often distinguish two areas of ethics
NORMATIVE ETHICS(prescriptive)
• How should we behave?
• What beliefs/values should we have?
• Which ‘rules’ should we follow?
META-ETHICS(reconstructive)
• What does our moral language mean?
• Do our moral concepts make sense?
• What is the relationship between values, reasons & actions?
The Open University's Institute of Educational Technology
Dominant meta-ethical theories1. DEONTOLOGICAL
2. CONSEQUENTIALIST
3. VIRTUE ETHICS
Deontological Meta-ethics• Literally, the ‘science of duty’ from the Greek δέον
[deon] meaning obligation or duty and -λογία, [-logia] meaning ‘rational inquiry’
• Emphasizes duties, obligations, responsibilities & rights• Actions are usually either forbidden or permitted• Are there conflicts between duties, or exceptions?
• m-learning: what is expected of teachers and learners in an m-learning scenario?
Consequentialist Meta-ethics• Assesses the ‘rightness’ or ‘wrongness’ of actions
specifically in terms of their consequences/outcomes• ‘Moral calculus’? (metrics)• Agent-neutral: considers ‘the whole picture’,
aggregating the effects on all relevant parties• Counter-intuitive?
• m-learning: how can we understand the impact of changing practices and technologies?
Virtue Meta-ethics• Focuses upon the desirability of traits, skills and
characteristics of agents• Virtue ethicists believe that ethics is about cultivating
the qualities and habits that contribute to a good or ‘flourishing’ life [eudemonia]
• m-learning: acquiring and making use of the relevant technological, didactic, communicative and social skills
Meta-ethics: summary• Each type of theory has strengths and weaknesses• There is much debate both between and among different
schools of thought• Hybrid approaches are common in philosophical ethics• Meta-ethics helps us to clarify and analyse our moral
intuitions rather than provide specific guidance on how to act
The Open University's Institute of Educational Technology
Relating to m-learning
Meta-ethics Ethical Issues in m-learning
Deontological Responsibilities
Consequentialist Outcomes (Results)
Virtue Ethics Personal Development
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
ETHICSETHICS
ETHICSETHICS
LEARNING OUTCOMES
POLICIES & RULES
PEDAGOGICAL
RELATIONSHIPS
Revised ToolEthical
Concerns in m-Learning
Taxonomy
ResponsibilitiesPedagogical Relationships
Personal Development
Learning Outcomes
(General) Outcomes
Policies & Rules
Accessibility
Privacy & Security
Copyright
The Open University's Institute of Educational Technology
Potential Uses• Evaluation of m-learning projects/activities• Stakeholder analysis• Policy Review• Practitioner Reflection
The Open University's Institute of Educational Technology
Institute of Educational TechnologyThe Open UniversityWalton HallMilton Keynes, UKMK7 6AA
www.open.ac.uk/iet
Related Documents
