Inscribing ethics and values in designs for learning: a problematic
Inscribing ethics and values in designs for learning: a problematic
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将道德和价值观纳入学习设计：一个有问题的问题
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
E. Boling
中科院分区：
文献类型：
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作者：
Colin M. Gray;E. Boling
技术能力的指数增长导致了人们对设计文物的短期和长期影响的兴趣增加，导致许多设计领域关注我们创造的设计中蕴含的伦理和价值观。虽然伦理意识是许多工程、技术和设计学科的关键问题--甚至是许多领域的认证要求--但教学设计与技术(IDT)历史上并没有将他们的实践观集中在伦理上，而是依赖于一种更科学的实践观，这种实践观人为地限制了设计师通过他们设计的人工制品和经验与周围社会的互动。在这篇文章中，我们从更广泛的设计界关于伦理责任的方法和理论框架出发，主张在伦理框架内加强对设计师责任和设计过程的看法。然后，我们展示了在记录真实的教学设计实践的设计案例的内容分析中出现的伦理关切的频率。最后，我们提出了两条改进实践性质的教学设计教育和研究的途径，主张增加设计先例的记录，以使我们对设计过程的概念产生复杂性，并倡导创造和使用批判性设计，以突出IDT研究和实践中与伦理和价值相关的问题。
The exponential growth in technological capability has resulted in increased interest on the short- and long-term effects of designed artifacts, leading to a focus in many design fields on the ethics and values that are inscribed in the designs we create. While ethical awareness is a key concern in many engineering, technology, and design disciplines—even an accreditation requirement in many fields—instructional design and technology (IDT) has not historically focused their view of practice on ethics, instead relying on a more scientistic view of practice which artificially limits the designer’s interaction with the surrounding society through the artifacts and experiences they design. In this paper, we argue for a heightened view of designer responsibility and design process in an ethical framing, drawing on methods and theoretical frameworks of ethical responsibility from the broader design community. We then demonstrate the frequency of ethical concerns that emerge in a content analysis of design cases that document authentic instructional design practice. We conclude with two paths forward to improve instructional design education and research regarding the nature of practice, advocating for increased documentation of design precedent to generatively complicate our notions of the design process, and for the creation and use of critical designs to foreground ethical and value-related concerns in IDT research and practice.