“Moment to Moment”: A Situated View of Teaching Ethics from the Perspective of Computing Ethics Teaching Assistants
“Moment to Moment”: A Situated View of Teaching Ethics from the Perspective of Computing Ethics Teaching Assistants
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“一刻又一刻”：计算机伦理助教视角下的教学伦理情境
DOI：
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
E. Zegura
中科院分区：
文献类型：
--
作者：
Cass Zegura;B. Shapiro;Robert MacDonald;J. Borenstein;E. Zegura
HCI研究社区长期以来一直以HCI研究和实践中的伦理为中心。这种兴趣一直坚持作为学者强调需要更多的情况下的理解和更深入的整合伦理到HCI。与此同时，HCI学者和学生越来越多地参与到许多不同大学环境中的计算伦理教学中，通过HCI与计算伦理的社会技术主题之间的联系，带来了有价值的观点。然而，明确地将这两条线索结合在一起--通过HCI研究透镜来检查伦理学教学--仍然处于萌芽状态。本文整合了HCI和计算教育的工作，专注于计算伦理助教（CETA）的作用和经验，他们越来越多地参与伦理教学，其观点主要是在现有的文献中缺少跨越HCI和计算教育。借鉴人机交互的理论和方法，我们的定性研究的11个CETA在两所美国大学作出三个贡献的人机交互文献。首先，我们建立一个理解这些TA是相对于教学计算伦理学的独特地位。其次，我们描述了CETA的教学和学习是如何在不同的社区和制度背景下定位和塑造的。最后，我们提出了一些建议，在本科计算程序的道德教学设计。更广泛地说，我们的工作可以被视为一个行动的号召，鼓励HCI学者在研究和设计计算伦理的教学和学习中发挥更重要的作用。
The HCI research community has long centered ethics in HCI research and practice. This interest has persisted as scholars highlight the need for more situated understandings and deeper integration of ethics into HCI. In parallel, HCI scholars and students have become increasingly involved in teaching computing ethics across many different university contexts, bringing in valuable perspectives informed by the connections between HCI and the socio-technical subject matter of computing ethics. Yet explicitly bringing these two threads together – examining the teaching of ethics through an HCI research lens – remains nascent. This paper integrates work in HCI and computing education to focus on the role and experience of computing ethics teaching assistants (CETAs), who are increasingly involved in ethics instruction and whose perspectives are predominantly missing in existing literature spanning HCI and computing education. Drawing on HCI theories and methods, our qualitative study of eleven CETAs at two American universities makes three contributions to the HCI literature. First, we build an understanding of who these TAs are with respect to the unique position of teaching computing ethics. Second, we characterize how CETAs’ teaching and learning is situated and shaped within different communities and institutional contexts. Finally, we suggest several implications for the design of ethics instruction within undergraduate computing programs. More broadly, our work can be viewed as a call to action, encouraging HCI scholars to play a more significant role in studying and designing the teaching and learning of computing ethics.
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期刊：
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