Developing a values-based ethics learning tool

Abstract

Disruptive technologies create value tensions that students need to consider, irrespective of their discipline or professional context. These value tensions arise when competing values are present in a technosocial context. In 2018-2019, a card-based ethics learning tool was created to support students in developing values-based ethics and data literacy competencies. The cards engage students in considering ethical dilemmas and values when designing or using technologies and are informed by doctoral findings and classroom observations (Fernando, 2017; Fernando, 2020).

The first prototype of these cards was primarily aimed at undergraduate IT students, and was presented to local collegiate communities, at MozFest 2019, a conference sponsored by Mozilla, and at ETHICOMP 2020, the leading international computer ethics conference (Author, 2020). This early prototype of the conversation cards was based on value tensions but had not been validated or expanded to address the values-based ethics competencies in other discipline contexts.

At present, the authors are working on a funded Scholarship of Teaching and Learning (SoTL) project to extend the initial prototype by applying the theorising of Shannon Vallor (2018) and Shoshana Zuboff (2019) to the value tensions conceptual framing. Vallor (2018) theorised 12 technomoral virtues that people should consider when using or designing technologies, whereas Zuboff (2019) theorised surveillance capitalism, where the commodification of personal data through the design and use of technologies may curtail human freedom and dignity. The technomoral virtues and surveillance capitalism informed our identification of values to include in the conversation cards. These theoretical framings provide rigour while establishing clarity for learners. Student-centred and active learning pedagogical principles are realised in the conversation cards (Dada et al., 2023). The cards support problem-solving, reasoning, ethical understanding and responsible decision-making, while allowing for flexible, self-paced, learning in pairs.

A PRISMA scoping survey revealed that such cards are an innovative contribution to the field, and at present we are validating the cards through a repeated-measures study followed by focus group discussions. The repeated-measures study uses a factor vignette survey eliciting responses on a 7-point Likert scale eliciting quantitative data to be analysed with an Ordinal Logistic Regression, to reveal which combinations of social and market values are the most readily identifiable as problematic. The focus groups will explore participants’ thoughts and responses about the cards to elicit qualitative data to contribute nuance and clarity to the quantitative data.

To support future educators, this project will enhance educational accessibility by developing an Open Educational Resource (OER). The effective implementation of the OER hinges on User Experience (UX) and usability principles and its development will be guided by Jacob Nielson’s 10 Usability Heuristics (1994) and Norman’s broader design principles (2013). The OER interface will incorporate clear navigation and intuitive interaction to guide learners through complex ethical reasoning while being highly usable (Mayer, 2014) and will provide a feedback-rich environment. The OER will be platform independent, support diverse disciplines and educational approaches (Bower, 2010). Adopting the Web Content Accessibility Guidelines (WCAG) principles (W3C, 2023) will ensure universally accessibility, while visual design principles (Williams, 2014) will immerse learners and facilitate understanding of complex ethical dilemmas.