Home Resumé Ph.D. Studies

DESIGN DEVELOPMENT PLAN

By D.L. Jackson

CONTENT

General Intention/Introduction √

Constraint Guide√

Hardware Constraints √

Software Constraints √

Budget Constraints √

Timeline Constraints √

Client Responsibilities √

Costing Guide √

Chart of Learner Characteristics √

Learning Objectives √

Locus of Control √

Learning Map √

Question Types to be Used √

Storyboard: Learning About Ethics Through A Case Study √

Evaluation Form √

Summary of Documentation √

Project Reflection √

Sources √

Prototype:

GENERAL INTENTION: To design a 10 minute tutorial that will be used as a basis for additional tutorials for a course entitled Information Technology in a Global Society. The course will be offered to high school students and I've begun work on the overall design in two other Capella classes. The two online rough drafts are: http://www.geocities.com/manjackpit à Studies à ED722 (first rough draft) and http://www.geocities.com/manjackpit à Studies à ED848 (second rough draft) which will lead to the course information. The course does not yet include individual classes/tutorials. The final project for ED721 will involve an introduction to ethics, provide a learning guide for determining ethical behavior, a step-by-step case study, and a final assignment that will involve reading information about Napster, formulating and defending an opinion regarding the Napster question: Is it ethical to use a program to download free songs from another machine?

CONSTRAINT GUIDE

Constraints: Hardware

COMPUTERS: PC

DETAILS AND COMMENTS

RAM: 64Mb

A minimum - doubling is suggested

Monitor resolution: 800x600

Other resolutions will mean the design will not be as effective; however, it will be usable.

Sound Card: Genius Sound Mark (SM) 32

Other sound cards will be acceptable including SoundBlaster

Network: Windows NT

For the purpose of sharing files, responses, etc, a LAN would be useful; however, standalones with access to the Internet will be sufficient.

Processor: Pentium based

Any Pentium based processor would be adequate

Hard Drive capacity: 6.0 Mb

Remembering that how much hard drive capacity remains is almost as important as how much was initially there

CD-ROM: 56X

  

Modem speed: 56K

Faster access media would be advantageous; however, this is a minimum specification.

Comments: Use this area to provide other information that will help define the hardware constraints, such as distribution of different types of computers, their accessibility, and so on.

These are the specs for the machines that will be in use in the school. There are no other machines that will be used in this project.

 

Constraints: Software

COMPUTERS: PC

DETAILS AND COMMENTS

Operating system, including release no.:

Windows NT

Browser, including version no.:

Windows Explorer 4.0

Presentation:

PowerPoint 2000

Scripting:

FrontPage 2000

Graphics:

Macromedia Flash and Adobe Photoshop 6.0

Audio:

Real Audio

Document reader:

Adobe Reader

Word processing:

MS Word 2000

Spreadsheet:

MS Excel 2000

Network:

Windows NT

Comments: Use this area to provide other information that will help define the software constraints, such as use of integrated packages, such as Lotus Notes, firewall software, security restrictions, and so on.

A firewall will be set up to protect against incoming viruses, etc. The anti-virus software is pre-installed: Norton Anti-Virus and is updated every three months or as necessary. This system will be set up in Saudi Arabia which has a country-wide proxy server that is managed by the University and Government; therefore, the contents must be approved by the government.

 

Constraints: Budget

Total available budget:

$5,000.00

Comments: Use this area to provide other information that will help define the budget constraints, such as payment schedules, payments tied to deliverables, and so on.

 

 

 

 

 

 

 

This budget has been issued in the form of a blanket grant. All documentation must be submitted to the grant issuing institution for final approval. As preliminary approval has already been granted, final approval for the program will be granted or denied within 14 days of receipt of the documentation. Complete payment will be issued at that time; however, the grant will convert into a 12 month, 8% balloon-payment loan if the project is not completed within 30 days of issuance. Any changes to the original documentation must be okayed prior to initiation.

Constraints: Timelines

Final deadline:

30 days upon issuance of the $5,000 grant which is deposited into a pre-assigned bank account with the acceptance of design documentation.

Intermediate deadlines: (List all deadlines here, for both client and developer.)

  

Deadline 1:

Submit design documentation within 2 weeks of preliminary design approval.

Deadline 2:

Within 14 days of submission of design documentation, granting agency must either accept or not accept the plans. Any requests for clarification must fit within these constraints as well.

Deadline 3:

One week after receiving funds (or on a date designated by both parties in writing), a prototype of all major components (as determined by both parties in writing) will be available for preview.

Deadline 4:

Two weeks after receiving funds (or on a date designated by both parties in writing), one-half (as determined by both parties in writing) of the total project will be available for preview

Deadline 5:

Three weeks after receiving funds (or on a date designated by both parties in writing), all of the total project will be available for preview.

Deadline 6:

There will be four days available for any additions and/or changes (as determined and agreed upon by both parties in writing).

Deadline 7:

An additional three days will be provided for any final touch-ups and for the completion of documentation.

Deadline 8:

The final project is due 30 days after the initial acceptance date.

 

 

Constraints: Client Responsibilities

Primary contact persons

  

Contract negotiation/legal:

Mike Havercroft, (School address)

Project coordination:

D.L. Jackson (School address)

Subject-matter: (Name SME contacts, availability, and any other constraints.)

Trevor Pitman, IT material (School address)

Jack Dermot, IT material (School address)

Assets: (Such as video, audio, artwork)

Student based audio is present; Basic art work has been completed on prior projects

Technical: (Hardware, networks)

Hardware and networks: William Ransom

Billing:

Liz Ganahl

Required actions:

  

Providing materials: (Scripts, assets, etc. Include persons responsible for doing and for sign-off.)

  

Design documentation:

D.L. Jackson

Subject Matter:

T. Pitman and J. Dermot

Prototype:

D.L. Jackson and W. Ransom

First Draft Final Project:

D.L. Jackson, W. Ransom, M. Havercroft

List required client actions with timelines: (For example, required reviews, turn-around times, sign-off requirements, and so on.)

  

Design Documentation

Sign off M. Havercroft

Design Documentation Accept/Deny

(14 days max), sign off

Prototype

(7 days max), sign off as per agreement

One-half of the total project

(7 days max), sign off as per agreement

Total project

(7 days max), sign off as per agreement

Additional changes

(4 days max), sign off as per agreement

Final adjustments

(3 days max), sign off as per agreement

Final Project

(30 days max after receipt of $ in bank account), sign off as per agreement

COSTING GUIDE

Content acquisition:

  

Text assembly: 8 hours at $50 per hour =$400

$400.00

Powerpoint compilation: 6 hours at $50 per hour =$300

$300.00

Assessment compilation: 10 hours at $50 per hour=$500

$500.00

Graphics compilation: 10 hours at $50 per hour=$500

$500.00

Audio compilation: 4 hours at $50 per hour =$200

$200.00

Total hours for Content Acquisition: ________

38 hours

Total cost for Content Acquisition: $________

$1,900.00

Development of standards

  

Font/size Standards: 1 hour at $50 per hour =$50

$50.00

Student Standards: 2 hours at $50 per hour=$100

$100.00

Assessment Standards: 4 hours at $50 per hour=$200

$200.00

Color Standards: 2 hours at $50 per hour =$100

$100.00

Design Standards: 2 hours at $50 per hour =$100

$100.00

Total hours for Development of standards: ________

11 hours

Total cost for Development of standards: $________

$550.00

 

Scripting

  

Text: 4 hours at $50 per hour =$200

$200.00

PowerPoint: 4 hours at $50 per hour =$200

$200.00

Assessment: 6 hours at $50 per hour=$300

$300.00

Audio: 2 hours at $50 per hour =$100

$100.00

Total hours for Scripting: ________

16 hours

Total cost for Scripting: $________

$800.00

Screen Design

  

Flash page: 2 hours at $50 per hour =$100

$100.00

Title screen: 1 hour at $50 per hour =$50

$50.00

Navigation bars: 3 hours at $50 per hour = $150

$150.00

Communication tools: 4 hours at $50 per hour = $200

$200.00

Closing screen: 1 hour at $50 per hour = $50

$50.00

Credits: 1 hour at $50 per hour = $50

$50.00

Total hours for Screens: ________

12 hours

Total cost for Screens: $________

$600.00

Storyboard Write-up

  

Flash and Title pages: 5 hours at $50 per hour = $250

$250.00

Content pages: 13 hours at $50 per hour = $650

$650.00

Assessment: 4 hours at $50 per hour = $200

$200.00

Summary: 1 hour at $50 per hour = $50

$50.00

Total hours for Storyboard Write-up: ________

23 hours

Total cost for Storyboard Write-up:

$1,150.00

Project Summary

  

Total hours:

100 hours

Total salaries :

$5,000.00

TOTAL COSTS

$5,000.00

CHART OF LEARNER CHARACTERISTICS

Item

Weaker learners

Average learners

Stronger learners
       

Age*

16-18

16-18

16-18

Educational level

high school

high school

high school

Reading level

14 years

16 years

19 years

Motivation

variable

solid

independent

Prerequisite knowledge

some computer knowledge

some computer knowledge

some computer knowledge

Prerequisite skills

passing earlier course

passing earlier course

passing earlier course

Facility with a computer

average

good

excellent

Familiarity with the Web

good

good

good

Typing ability

poor

below average

average

Access to computers

excellent

excellent

excellent

Access to Web

variability

excellent

excellent

Time availability

regulated in class; outside poor

regulated in class; outside variable

regulated in class; outside good

Additional Comments Regarding Learner Characteristics:

Why are they learning? For the most part, they will have chosen this course because they are interested in (relatively) up-to-date computer technologies. This course will be one of six they will be taking for two years.

How much do they want to learn? As they are high school students interested in going on to University, they will be striving to achieve the best mark possible. In terms of content, they want to learn about applications and to do "work on the computer". Some will be thinking of going on to study computer graphics in university. Others will be contemplating whether or not a career in web design will be suitable for their needs. Others will be interested in finding out more about how modern day businesses can use the latest in technology to become more efficient.

What kind of knowledge do they seek? The purpose of this course is to provide a broad overview of many different topics ranging from artificial intelligence to computer graphics but to allow the students a chance to develop their own proficiency through the development of a project.

Where will the students be? As this is still a school-based course, the students will be present in class during a normal timetable and will be using the course information from home or if illness precludes their coming to school.

How can they learn best?

 

à Language skills. The students have a full range of writing and reading skills although, in this class, writing is the more critical skill as they write up to eight 700-1000 words mini-essays on various IT topics. Some of the students need little help with their writing skills. Other students need to have 2-3 re-writes. All students are provided with assessment sheets and every other paper is either group assessed or self-assessed. The point to the assessment is to help the students identify what makes a good paper and to try to aim towards improvement for themselves. 80% of the students will not be native speakers but be very proficient and all students will have at least one other language in their background and some will have three or four. About half of the students will not use English at home or with at least one of their parents/guardians. However, all students will have had English schooling throughout their school lives.

 

à Keyboarding Skills: Some of the students are more proficient at typing skills but most will type at approximately 35 words per minute which is about the speed at which their thoughts are processed and so their speed does not hold them back. About 10% will type at a slower speed but will make up for that by using shorthand techniques in their e-mail and chat line responses.

 

à Physical Abilities: There are no physically challenged people in this group. Overall, the school admits very few physically challenged students. School-wide, there are no provisions made for this type of student. This is not unusual in international schools. Many parents with children who need extensive special needs programs will opt to stay in their country of origin because of the lack of facilities as well as expertise in these areas.

 

à Motivation. The students are fairly well motivated and work together cohesively as a group but only about 80% like to work individually. The remaining 20% will work alone and independently but will need to have time-out sessions to see what others are producing!

What technologies can the students use? In Saudi Arabia, students have access to the latest equipment and/or software; however, schools do not. Many students, therefore, do most of their work on home computers and use computer class for topical and/or lecture discussions. Although the latest programs and accessories are available in Saudi Arabia, the expertise is not always there because people generally regard the latest technological products as gadgets and these are dropped in favor of the next group of gadgets very quickly.

Current level of expertise. This will range from those who are creative with little computer skills to those with extensive computer skills and no creativity. The group that is most difficult to work with are the "low creativity" students because as a teacher I can only facilitate ideas, Students who need to be handheld have to be given more step-by-step instructions and need constant feedback about their progress. However, generally speaking, many of the students are not creative in this school, largely because they come from a highly regimented cultural and/or school setting. For example, in the middle school, all classes are given the same material at the same time for the same period of time. All teachers are expected to follow the pre-determined syllabus down to the same worksheets. This makes for a more organized approach to learning but, in all honesty, it's not very exciting! So the students are not given many opportunities early on to stretch their knowledge and to test their creative powers. Inevitably, they are told what content to use and what it will be about although they are allowed to do their own "supplementary design" work.

LEARNING OBJECTIVES

Skills.

Learners will know how to manipulate a Powerpoint presentation.

Learners will know how to resolve an ethical problem by following a particular paradigm.

Learners will be able to make predictions as to what will happen to Napster in the future.

Learners will be able to research the Napster issue online.

Learners will be able to design and present a survey/questionnaire about students' opinions.

 

Knowledge.

Learners will learn about the history of Napster.

Learners will be able to identify various sides in the Napster argument.

Learners will be able to identify key personnel in the Napster case.

Learners will compare/contrast the Napster vs Gnutella scenarios.

Learners will be able to identify other Napster-like programs/providers.

Learners will be able to identify key ethical obstacles.

Learners will be aware ethical framework paradigms.

Beliefs

Learners will be exposed to different opinions regarding the Napster case

Learners will need to re-evaluate their own beliefs

Assessment

Learners will have a pre-test to evaluate their "ethical" knowledge rather than knowledge about the Napster case because many students don't understand the phrase "ethical behavior". For many, behavior is either legal or illegal and morality and ethics have little to do with anything.

Learners will research up-to-date information on the Net regarding the Napster case

Learners will present their findings in front of the class

Learners will present in written fashion their interpretation of the ethics of the case

Learners will use direct evidence in the form of quotes and/or survey information to add weight to their arguments

Learners will set up an ethical problem situation based on technological issues raised by the class

Learners will explain their resolution to the new problem and will justify that opinion with evidence.

LOCUS OF CONTROL

What and How Much the Learner Can Control: There will be a pre-test (no grade - to be used for determination of entry level). The pre-test will involve Napster questions as well as Ethics questions. Should a student test high on the Napster component, he/she would pass on to the Ethics component. Should a student test high on the Ethics component, he/she would focus on the Napster component. Should a student test high on the Napster and Ethics components, he/she would go straight to the "Extra" exercises which would focus on the ramifications of Napster. A learner who doesn't want to do the pre-test or how doesn't test high on either issue, would start at the beginning. The general controls available to the learner will include: backward/forward controls, a bookmarking sequence so that the student could return at a later time, general directions, and a glossary. I don't envision any video component; however, there will be an audio component which will contains options to by-pass, start, terminate, etc. There will be short quiz (multiple-choice) selections throughout the tutorial and a culminating exercise that will be graded manually but assessed by the student him/herself as well. The aim of this tutorial is to present a guided framework for applying ethical considerations to any number of real-world problems.

The Method of Control: A frame menu will be used to allow the student to see the overall structure of the tutorial. Buttons will be used for local control of general navigation controls. Hyperlinks will be used to provide glossary information as well as links to other sources.

The Mode of Control: The mouse will be the primary mode of controlling buttons, mouse, frame menu, and the hyperlinks. The tutorial would not be long enough to warrant the use of keyboard controls.

LEARNING MAP FOR FINAL PROJECT:

INTRODUCTION TO ETHICS THROUGH CASE STUDY OF NAPSTER

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

QUESTION TYPES TO BE USED

The storyboard project centers around an introduction to ethics through the case study of Napster. There will be two components to this project. One will deal with the Introduction to Napster and the second will present a framework for discussing the ethics of a particular issue. Alessi and Trollip indicate that to be more effective, an online tutorial may use the "sequence question-judge-feedback-present" (p. 94) thereby moving the presentation stage from the beginning to the end. The following question types are planned:

multiple choice: stem, answer, and three distractors. These questions will take into account the normal standards for multiple question formation technique and will be at different stages during the tutorial.

drag and drop: This question type will be used to either organize the major events of Napster's recent history or to drag and drop the correct "ethical" framework order.

Fill in the blank: These questions will be used to test the learner's understanding of terms.

Guided essay question: As the final culmination will be a guided essay on areas other than Napster, either the answer will be sent for individual marking or the learner will assess his/her own work based on a model answer. If the learner assesses his/her own work and both the assessment and answer are sent to another e-mail address, the learner might be discouraged from trying to access the model answer without having answered the question.

STORYBOARD

Title: "Splash" Page

Section: ITGS

Page: 1
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB1

IB2

 

 

Content:

An Introduction to Computer Ethics Using Case Studies and the World Wide Web

List Objectives of Ethics Unit

 

 

Back / Next
     

Audio: No

 

 

Title: Introduction

Section: ITGS

Page: 2
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Ethics Info

4 Step Decision

Cases

Napster

 

 

Content:

Introduction to Computer Ethics

http://library.thinkquest.org/26658/cgi-bin/1-1.cgi

Choose Interactive Activity

Choose Table of Contents

 

 

 

 

Back / Next
     

Audio: No

Title: Ethics Information

Section: ITGS

Page: 3
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

4 Step Decision

Cases

Napster

 

 

Content:

Ethics has to do…

Why should we care about ethics?

Is computer ethics or ethics regarding IT, really different from regular ethics?

 

 

 

 

Back / Next
     

Audio:No

Title: Ethics Information

Section: ITGS

Page: 4
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

4 Step Decision

Cases

Napster

 

 

Content:

Why is ethical computer use a special challenge?

Discovering ethical dilemmas

 

 

 

 

 

 

Back / Next
     

Audio: No

 

 

Title: Ethics information

Section: ITGS

Page: 5
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

4 Step Decision

Cases

Napster

 

 

Content:

Law and ethics

1. An act that is ethical and legal

2. An act that is ethical but not legal

3. An act that is not ethical but is legal

4. An act that is not ethical and not legal

 

 

 

Back / Next
     

Audio: No

Title: Ethics Information

Section: ITGS

Page: 6
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

4 Step Decision

Cases

Napster

 

 

Content:

Approaches to Ethical Decision Making

Law and ethics: Does the law provide an answer?

Guidelines

Informal Guidelines

Formal Guidelines

Ethical Principles

Rights and Duties (deontonlogy)

Consequentialism (teleology)

Kant's Categorical Imperative

 

Back / Next
     

Audio: No

 

 

Title: Ethics Information

Section: ITGS

Page: 7
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

4 Step Decision

Cases

Napster

 

 

Content:

What is unethical computer use?

1. social and economic issues

2. issues of individual practice

3. software development issues

4. issues involving managers and subordinates

5. computer processing issues

6. issues relating to the workplace

7. issues of data collection, storage, and access

8. issues involving electronic mail and the Internet

9. resource exploitation issues

10. vendor/client issues

11. issues of computer crime

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 8
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

 

Content:

Four-step process for ethical analysis and decision making

Step 1. Understanding the situation

Step II. Isolating the major ethical dilemma

Step III. Analyzing the ethicality of both alternatives in Step II

Consequentialism

Rights and duties

Kant's categorical imperative

Step IV. Making a decision and planning the implementation

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 9
     

Unit: Ethics

Graphics? Yes

Audio?
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

Content:

Solving ethical dilemmas: A sample case exercise

Workplace Monitoring Creates Privacy Dilemmas

 

 

 

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 10
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet A: List the relevant facts. Make sure that no judgment statements are used. For example, "Clare should not have viewed anyone's screen without their permission" is not appropriate here but "Clare electronically roves around" is all right.

 

Back / Next
     

Audio: Yes - read the information listed above

Title: Four Step Process

Section: ITGS

Page: 11
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

Content:

1. Califon is a distributor of electronic equipment, with a large in house computer system supporting more than 100 users.

2. Clare Valerian is a Califon technical support person who helps end users with their computer problems

3. Clare has a new utility program, LANSCAPE, that enables here to duplicate on her screen exactly what is taking place on a user's screen.

LIST OTHER FACTS HERE

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 12
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet B: Which of these raises an ethical issue? Why? what is the potential or resulting harm? Remember that some issues are more important than others while some may need to be resolved before others.

 

 

Back / Next
     

Audio: Read out the worksheet information

 

 

Title: Four Step Process

Section: ITGS

Page: 13
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

List of issues like

#4 Users not informed of "roving" privacy question

#8. Illegal activity, drug users and company harmed

#9. was this (another) invasion privacy?

#10. Is this fair to all concerned?

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 14
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet C: List the stakeholders involved. This helps to determine who is affected by the action.

 

 

 

Back / Next
     

Audio: Read the text

Title: Four Step Process

Section: ITGS

Page: 15
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Clare

Director of User Support

and other stakeholders

 

 

Back / Next
     

Audio: No

 

 

Title: Four Step Process

Section: ITGS

Page: 16
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

Content:

Worksheet D: What is the ethical dilemma to be resolved now? State it using the form: Should someone do or not do something? Note: Just state the dilemma here; leave any reasoning for Step III. IN this case, it's not good enough to say that "Privacy issues are at stake." Definitive statements must be made and it is often easier to do that in the form of a question.

 

Back / Next
     

Audio: Read statement

Title: Four Step Process

Section: ITGS

Page: 17
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

 

Content:

Should Art provide LANSCAPE software to Alberta so she can monitor computer activities in an attempt to discover suspected drug dealers?

 

 

 

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 18
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

 

Content:

Worksheet E: The purpose of this section is to provide supporting reasoning for whatever conclusion is drawn. This part of the process provides the ethical defense for that conclusion. This step is further divided into three major sections representing consequentialism, rights and duties, and Kant's categorical imperative.

Consequentialism (leads to more details)

Rights and Duties (leads to more details)

Kant's Categorical Imperative (leads to more details)

 

 

Back / Next
     

Audio: Read comment above

Title: Four Step Process

Section: ITGS

Page: 19
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet A: Make a defensible ethical decision. Add any arguments justifying your choice of these ethical principles to support your decision. Where there are conflicting rights and duties, choose and defend those that take precedence.

 

 

Back / Next
     

Audio: Read comment above

Title: Four Step Process

Section: ITGS

Page: 20
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

 

Content:

Art should not provide LANSCAPE to Alberta without further information. G1, H, O The right to privacy and treating users with respect are more important than catching drug dealers, especially since the likelihood of this succeeding is slim.

 

 

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 21
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet B: List the specific steps needed to implement your defensible ethical decision.

 

 

 

Back / Next
     

Audio: Read content above

 

 

Title: Four Step Process

Section: ITGS

Page: 22
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

1. Art meets with Alberta and explains the importance of privacy rights and the potential for damaging morale, lowering productivity, and setting a bad precedent. Together they plan an ethical response.

2. List other points.

 

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 23
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet C: Show how the major stakeholders are affected by these actions.

 

 

 

 

Back / Next
     

Audio: Read comment above

Title: Four Step Process

Section: ITGS

Page: 24
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

1. Clare now acts "openly".

2. The Director of User Support can now proliferate use of LANSCAPE without compounding the problem.

3. List others…

 

 

Back / Next
     

Audio: No

 

 

Title: Four Step Process

Section: ITGS

Page: 25
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

Worksheet D: What other longer term changes (political, legal, technical, societal, organizational) would help prevent such problems in the future?

 

 

 

Back / Next
     

Audio: Read comment above

Title: Four Step Process

Section: ITGS

Page: 26
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

1. Foster an ethical corporate culture at Califon so that people like Clare, Art, and Alberta can become sensitive to ethical situations.

2. List other points…

 

 

Back / Next
     

Audio: No

Title: Four Step Process

Section: ITGS

Page: 27
     

Unit: Ethics

Graphics?Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content

Worksheet E: What should have been done or not done in the first place (at the pivot point) to avoid this dilemma?

 

 

 

Back / Next
     

Audio: Read above statement.

 

 

Title: Four Step Process

Section: ITGS

Page: 28
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

Cases

Napster

Content:

1. A policy decision was needed when the decision was made to perform Alberta's original surveillance.

2. An ethical impact study was needed of how LANSCAPE was to be used when it was first purchased.

 

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 29
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content:

Blowing the Whistle on Boeing by Mark Worth

http://www.speakeasy.org/wfp/15/Boeing.html

 

 

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 30
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content:

Intellectual Property

Legitimate MP3 music distribution

Illegitimate MP3 music distribution

http://www2.ncsu.edu:8010/eos/info/computer_ethics/intellectual/mp3

 

Back / Next
     

Audio: No

 

 

Title: Cases

Section: ITGS

Page: 31
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content: Copyright Cases

Visual: http://www.benedict.com/visual/visual.htm

Audio: http://www.benedict.com/audio/audio.htm

Digital Arts: http://www.benedict.com/digital/digital.htm

WWW Issues: http://www.benedict.com/digital/www/webiss.htm#Top

Software Issues: http://www.benedict.com/digital/software/software.htm#Top

National Information Infrastructure (NII):

http://www.benedict.com/digital/regulation/nii.htm#Top

Newsgroups: http://www.benedict.com/digital/usenet/newsgrp.htm#Top

Electronic news FAQ: http://www.benedict.com/digital/usenet/enewsfax.htm#Top

copyright notice: http://www.benedict.com/basic/basic/notice.htm

Duration: http://www.benedict.com/basic/duration/duration/htm

Fair Use: http://www.benedict.com/basic/fairuse/fairtest.htm

Public Domain: http://www.benedict.com/basic/public/public.htm

International: http://www.benedict.com/basic/international/ination.htm

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 32
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content:

Privacy:

1. encryption: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/encryption

2. clipper chips: http://www2.ncsu.edu:8010/eos/info/computer_ethics/encryption/clipper

3. export regulations: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/encryption/export

Back / Next
     

Audio: No

 

 

Title: Cases

Section: ITGS

Page: 33
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content:

1. Netiquette: http://www2.ncsu.edu:8010/eos/info/computer_ethics/speech/netiquette

2. E-mail privacy: http://www2.ncsu.edu:8010/eos/info/computer_ethics/speech/e-mail

3. Chain letters: http://www2.ncsu.edu:8010/eos/info/comptuer_ethics/speech/chain

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 34
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content: Commerce

United States vs. Microsoft

http://www2.ncsu.edu:8010/eos/info/computer_ethics/commerce/anticompetitive/dominance/microsoft

 

 

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 35
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content: Social Justice Issues

1. Access for the disabled: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/equity/disability

2. Workplace: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace

3. Repetitive strain injury: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace/rsi

4. Electromagnetic Radiation: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace/emr

Back / Next
     

Audio: No

 

 

Title: Cases

Section: ITGS

Page: 36
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content: Computer Abuse - hacking

1. The Computer Fraud and Abuse Act: http://www.digitalcentur.com/encyclo/update/comfraud.htm

2. Canada's Laws: http://www.swin.edu.au/csit/comms/hacklaw.html

3. Iranian Law: http://www.gpg.com/homePages/peik/policies.html

4. History of Hacking: http://www.sptimes.com/Hackers/history.hacking.html

Theft of services, take valuable files, vengeance and hate, thrill and excitement

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 37
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content: Risks

1. Artificial intelligence: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/ai

2. Strong artificial intelligence: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/ai/strong

 

 

Back / Next
     

Audio: No

Title: Cases

Section: ITGS

Page: 38
     

Unit: Ethics

Graphics? Yes

Audio? No
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Napster

Content:

Choose cases: Save on hard drive. Divide up cases between IB1 and IB2.

1. http://newton.uor.edu/FacultyFolder/Rguthrie/courses/escenarios.html

2. http://ethics/acusd.edu/resources/cases/CaseDetail.asp?ID=35 -- MP3 on Campus

3. Cliff Notes: http://ethics.acusd.edu/resources/cases/CaseDetail.asp?ID=26

4. Others: http://www.nd.edu/~rbarger/cases.html

Back / Next
     

Audio: No

 

 

Title: Napster

Section:

Page: 39
     

Unit: Ethics

Graphics? Yes

Audio? Yes
     

Navigation:

ITGS Home

IB2

Introduction

Ethical Info

4 Step Process

Cases

Content:

1. Napster overview

2. PowerPoint presentation

3. Taped messages from students

4. Survey results?

5. Assessment: Take Napster through the 4 step process in decision making

 

 

 

Back / Next
     

Audio: Students' recorded thoughts

EVALUATION FORM: The following form will be given out for evaluation after the site has been developed.

Program: _________________________________

 

Reviewer: ____________________ Date: ___________________

 

 

ITEM

Accept-able

Needs work

Comments

Subject matter

      

Matches goals

      

Content structure

      

Content accuracy

      

Language, style, grammar

      

Reading level

      

Cultural bias - language

      

Cultural bias - reference

      

Technical terms and jargon

      

Spelling, grammar, and punctuation

      

Glossary

      

Hot words

      

Auxiliary information

      

Introduction

      

Directions

      

Conclusion

      

Affective considerations

      

Motivation

      

Interface

      

Displays

      

Presentation modes

      

Text quality

      

Graphics

      

Input

      

Spacing

      

Navigation

      

Navigation aids

      

Restarting

      

Passive bookmarking

      

Active bookmarking

      

Pedagogy

      

Methodologies

      

Interactivity

      

Cognitive capacity

      

Cooperative learning

      

Learning metaphor

      

Learning Strategies

      

User control

      

Questions

      

Answering questions

      

Quality of feedback

      

Format of feedback

      

Mastery level

      

Invisible features

      

Records and data

      

Security and accessibility

      

Too much data

      

Robustness

      

For normal user actions

      

For unusual user actions

      

On different computers, software, and browsers

      

Supplementary materials

      

Auxiliary materials

      

Other resources

      

 

SUMMARY OF DOCUMENTATION

 

The purpose of this instruction is to develop a portion of a high school course dealing with an introduction to ethics. This project lesson will last approximately 10 minutes and form a component of a larger project dealing with the two year course itself. The intended learner will be approximately 16-18 years old and will be knowledgeable about the basic computer applications: word processing, spreadsheets, and databases and will have chosen the course entitled, Information Technology in a Global Society, as his/her two year International Baccalaureate humanities subject. Therefore, these students will be either interested in studying some aspect of information technology at a university level but not necessarily computer science or creative individuals who need an introduction to more specialized software including graphic art components.

 

A grant proposal was submitted to the International Baccalaureate Organization (IBO) to develop a course prototype. As the IBO is interested in furthering the development of distance learning via the Internet, the grant was accepted and the amount of $5,000 was budgeted for this first stage. According to the design documentation, this initial 10 minute sequence is expected to be completed within 30 days of receipt of the monies into a pre-authorized account.

 

The hardware and software requirements are minimal in this day and age in the sense that, with the exception of Adobe Photoshop, MS Office and the other software requirements can be downloaded from the Internet and so will not require additional expenses.

 

The structure of the content is straightforward. The students will be introduced to some basics regarding the study of ethics and will participate in a step-by-step analysis of a particular case. As Napster was of importance to many students earlier in the year, I decided to use that case as a culminating assessment exercise to see whether or not they are able to transfer their general understanding of ethics into a real life situation.

 

The design is effective in that the emphasis is on the content and not the bells and whistles (of which there are precious few!) The content follows a logical order as it explains the basic ethics definitions, works through an ethical decision-making framework, and, finally, allows the student to exercise their own ability to place elements of a current issue into the framework and to reach an ethical decision that can be defended on more than "gut feeling" grounds.

 

Although I firmly believe that a learner's path should be jagged, in this case, the objectives for the learner are straightforward: to be able to break down a present day problem into its various components and to apply the four-step process to reach an ethical, justifiable decision. In this sense, there will not be alternative pathways although there will be detours along the way should the student choose to investigate others areas of interest.

 

The risk, of course, is that I have designed a component that doesn't take full advantage of the Internet as a learning medium. Instead, I may have transferred the material that would have been used in a face-to-face situation into another medium but not have made allowances for the different learning styles. To this criticism, I can only write that this is a beginning and this course continues to be a beginning for me.

 

REFLECTION

 

Although we regularly ask the students to design coursework that is intended to mimic a real-life situation, I find it extremely difficult to design a task that I'm not expected to implement. From the beginning, I've wanted to work with the online implementation of this class and I cannot get away from that particular mindset. Prior to this class, I had begun to initially set information on the site in two earlier "rough draft" versions and I will try to set this project up as a unit as much as possible. As such, the storybook presented is a component of the larger ethics unit that deals with students in both years of the course.

 

What I want to learn how to do is the actual work with the web site. I know that we've addressed the academic vs corporate issue in many of the postings in this class, but it is a critical issue. Many educators want to know more about web design and online class operation but will either not have the support or the budget to see their plans through to fruition. That is accepted. If we are already educators, it is our duty to continue learning as much as possible and to address the different learning techniques employed by students while online as well as to incorporate them into their own teaching schemes. The corporate world is different and we cannot judge ourselves according to their output and, for me, it is critical to remain focused about improved what we offer the students.

 

Therefore, I have not chosen a complex implementation scheme because, in my current situation, that would be a pipe dream and I'm here to learn and to implement what is feasible for me. The implementation involves several other features including some audio, some online assessments, and some Powerpoint presentations. I must learn these skills because to not implement this project would be, for me, a failure.

 

As others review the design, I would like them to look for the consistency and to critique whether it is a step in the right direction. I cannot get to the end without the small steps.

 

SOURCE MATERIAL

 

Alessi, S.M. and Trollip, S.R., (2001). Multimedia for Learning: Methods and Development, Third Edition, Allyn and Bacon, Inc., Boston: MA.

 

Artz, J.M., (2000). Book Review: Thinking About Technology, Ethics and Information Technology, 2, 249-250.

 

Barger, R.N., (1999). Is Computer Ethics Unique in Relation to Other Fields of Ethics? Retrieved on June 7, 2001 from the World Wide Web: http://ww.nd.edu/~rbarger/ce-unique.html

 

Bynum, T.W., (2001). History of Computer Ethics. Retrieved on June 7, 2001 from the World Wide Web: http://www.southernet/edu/organizations/rccs/resources/research/introduction/bynum_shrt_hist.html

 

Elkin-Koren, N., (2000). The Privatization of Information Policy, Ethics and Information Technology, 2, 201-209.

 

Fairweather, N.B., (2001). Commentary on the Ten Commandments of Computer Ethics. Retrieved on June 7, 2001 from the World Wide Web: http://www.nd.edu/~rbarger/fairweather.

 

Fujita, A.K., (2001). The Great Internet Panic: How Digitization is Deforming Copyright Law. Retrieved on June 7, 2001 from the World Wide Web: http://journal.law.ufl.edu/~techlaw/2/fugita.html

 

Fulda, J.S., (2000). Book Review: A Gift of Fire: Social, Legal, and Ethical Issues in Computing, Ethics and Information Technology, 2, 241-247.

 

Haas, J., (2001). Thinking Ethically About Technology. Retrieved on June 7, 2001 from the World Wide Web: http://www.nd.edu/~rbarger/hass.html

 

Kallman, E.A. and Grillo, J.P., (1996). Ethical Decision Making and Information Technology: An Introduction with Cases, Second Edition, McGraw-Hill International Editions, New York: NY.

 

Moor, J.H., (2001). What is Computer Ethics? Retrieved on June 7, 2001 from the World Wide Web: http://www.southernet.edu/organizations/rccs/resources/teaching/teaching_mono/teaching_comp_eth_contents.html

 

Rogerson, S. and Bynum, T.W., (2001). Cyberspace: The Ethical Frontier. Retrieved on June 7, 2001 from the World Wide Web: http://www.ccsr.cse.dmu.ac.uk/resources/professionalism/develop/theart.html

 

Swaay, M.V., (1997). Guiding Principles. Retrieved on June 7, 2001 from the World Wide Web: http://www.cis.ksu.edu/Department/ethics.html

 

Worth, M., (2001). Blowing the Whistle on Boeing. Retrieved on June 7, 2001 from the World Wide Web: http://www.speakeasy.org/wfp/15/Boeing.html

 

Websites:

 

Access for the Disabled: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/equity/disability

ACM Code of Ethics and Professional Conduct: http://www.acm.org/constitution/code.html

Artificial Intelligence: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/ai

Audio: http://www.benedict.com/audio/audio.htm

Canada's Law: http://www.swin.edu.au/csit/comms/hacklaw.html

Chain Letters http://www2.ncsu.edu:8010/eos/info/computer_ethics/speech/chain

Cliff Notes: http://ethics.acusd.edu/resources/cases/CaseDetail.asp?ID=26

Clipper Chips: http://www2.ncsu.edu:8010/eos/info/computer_ethics/encryption/clipper

Copyright Notice: http://www.benedict.com/basic/basic/notice.htm

Cybersquatting: http://www2.ncsu.edu:8010/eos/info/computer_ethics/commerce/cybersquatting

Database Privacy: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/database

David La Macchia: http://onlineethics.org/cases/lamacchia/index.html

Different Types of Software Piracy: http://www.s-s-i.com/piracy.htm

Digital Arts: http://www.benedict.com/digital/digital.htm

Duration: http://www.benedict.com/basic/duration.duration.htm

Economic Impact of Software Piracy: Cops versus Robbers in Cyberspace: http://www.forbes.com/forbes/090996/5806134a.htm

Electromagnetic Radiation: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace/emr

Electronic News FAQ: http://www.benedict.com/digital/usenet/enewsfax.htm#Top

E-mail Privacy: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/e-mail

Encryption: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/encryption

Ethics in Computing: http://www2.ncsu.edu/eos/info/computer_ethics/

Export Regulations: http://www2.ncsu.edu:8010/eos/info/computer_ethics/privacy/encryption/export

Fair Use Policy: http://www.benedict.com/basic/fairuse/fairtest.htm

http://newton.uor.edu/FacultyFolder/Rguthrie/courses/escenarios.html

Institute of Electrical and Electronics Engineers Code of Ethics: http://www.ieee.org/usab/DOCUMENTS/CAREER/CAREER_LIBRARY/ethics.html

International Programmers Guild (International Programmers Guild): http://ipgnet.com/ethics.htm

International: http://www.benedict.com/basic/international/ination.htm

Internet Privacy: http://onlineethics.org/privacy/scene.html

Introduction to Computer Ethics: http://library.thinkquest.org/26658/cgi-bin/1-1.cgi

Iranian Law: http://www.gpg.com/homePages/peik/policies.html

Legitimate and Illegitimate Music Distribution: http://www2.ncsu.edu:8010/eos/info/computer_ethics/intellectual/mp3

MP3 on Campus: http://ethics.acusd.edu/resources/cases/CaseDetail.asp?ID=35

Netiquette: http://www2.ncsu.edu:8010/eos/info/computer_ethics/speech/netiquette

Network Security: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/security

Newsgroups: http://www.benedict.com/digital/usenet/newsgrp.htm#Top

NII: http://www.benedict.com/digital/regulation/nii.htm#Top

Public Domain: http://www.benedict.com/basic/public/public.htm

Repetitive Strain Injury: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace/rsi

Software Issues: http://www.benedict.com/digital/software/software.htm#Top

Spamming Cases: http://www.cwrl.utexas.edu/~bill/e309m/3rd/shoemake/ethics_on_the_net/lawyers.html

Spamming on the Internet: http://www.utexas.edu/courses/kincaid/avab757/niche.html

Strong Artificial Intelligence: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/ai/strong

Term Papers: http://www2.ncsu.edu:8010/eos/info/computer_ethics/commerce/termpapers

The Computer Fraud and Abuse Act: http://www.digitalcentury.com/encyclo/update/comfraud.htm

The History of Hacking: http://www.sptimes.com/Hackers/history.hacking.html

The Killer Robot: http://onlineethics.org/cases/robot.robot.html

Timeline: A History of Copyright in the US http://arl.cni.org/info/frn/copy/timeline.html

U.S. Copyright Act of 1976: http://www.law.cornell.edu/uscode/17/

United States vs. Microsoft: http://www2.ncsu.edu:8010/eos/info/computer_ethics/commerce/anticompetitive/dominance/microsoft

Use of Computer Models: http://www2.ncsu.edu:8010/eos/info/computer_ethics/risks/models

Visual: http://www.benedict.com/visual/visual.htm

What is Spam?: http://www.cybernothing.org/faqs/net-abuse-faq.html#2.1

Workplace: http://www2.ncsu.edu:8010/eos/info/computer_ethics/social/workplace

WWW Issues: http://www.benedict.com/digital/www/webiss.htm#Top

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