Abstract
In society and politics, there is a rising interest in considering ethical principles in technological innovation, especially in the intersection of education and technology. We propose a first iteration of a theory-derived framework to analyze ethical issues in technology-enhanced learning (TEL) software development. The framework understands ethical issues as an expression of the overall socio-technical system that are rooted in the interactions of human actors with technology, so-called socio-technical interactions (STIs). For guiding ethical reflection, the framework helps to explicate this human involvement, and to elicit discussions of ethical principles on these STIs. Prompts in the form of reflection questions can be inferred to reflect on the technology functionality from relevant human perspectives, and in relation to a list of fundamental ethical principles. We illustrate the framework and discuss its implications for TEL.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cadwalladr, C., Graham-Harrison, E.: Revealed: 50 million Facebook profiles harvested for Cambridge Analytica in major data breach (2018)
Jobin, A., Ienca, M., Vayena, E.: The global landscape of AI ethics guidelines. Nat. Mach. Intell. 1, 389–399 (2019). https://doi.org/10.1038/s42256-019-0088-2
Saslow, K.: Why EU will find it difficult to legislate on AI. https://euobserver.com/opinion/147346. Accessed 13 Mar 2020
Mulvenna, M., Boger, J., Bond, R.: Ethical by design. In: Proceedings of the European Conference on Cognitive Ergonomics 2017 - ECCE 2017, pp. 51–54. ACM Press, New York (2017). https://doi.org/10.1145/3121283.3121300
Lee, E.A., Gans, N., Grohman, M., Tacca, M., Brown, M.J.: Guiding engineering student teams’ ethics discussions with peer advising. Sci. Eng. Ethics 26(3), 1743–1769 (2020). https://doi.org/10.1007/s11948-020-00212-6
Imenda, S.: Is there a conceptual difference between theoretical and conceptual frameworks? J. Soc. Sci. 38, 185–189 (2014)
Ropohl, G.: Philosophy of socio-technical systems. Techné Res. Philos. Technol. 4, 186–194 (1999)
Kvan, T.: Collaborative design: what is it? Autom. Constr. 9, 409–415 (2000). https://doi.org/10.1016/s0926-5805(99)00025-4
Wang, F., Hannafin, M.J.: Design-based research and technology-enhanced learning environments. Educ. Technol. Res. Dev. 53, 5–23 (2005). https://doi.org/10.1007/bf02504682
Dennerlein, S.M., Tomberg, V., Treasure-Jones, T., Theiler, D., Lindstaedt, S., Ley, T.: Co-designing tools for workplace learning: a method for analysing and tracing the appropriation of affordances in design-based research. Inf. Learn. Sci. 121(3/4), 175–205 (2020). https://doi.org/10.1108/ILS-09-2019-0093
Boud, D., Garrick, J.: Understanding Learning at Work (1999)
Krogstie, B.R., Prilla, M., Pammer, V.: Understanding and supporting reflective learning processes in the workplace: the CSRL model. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 151–164. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-40814-4_13
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Dennerlein, S., Wolf-Brenner, C., Gutounig, R., Schweiger, S., Pammer-Schindler, V. (2020). Guiding Socio-Technical Reflection of Ethical Principles in TEL Software Development: The SREP Framework. In: Alario-Hoyos, C., RodrÃguez-Triana, M.J., Scheffel, M., Arnedillo-Sánchez, I., Dennerlein, S.M. (eds) Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science(), vol 12315. Springer, Cham. https://doi.org/10.1007/978-3-030-57717-9_32
Download citation
DOI: https://doi.org/10.1007/978-3-030-57717-9_32
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-57716-2
Online ISBN: 978-3-030-57717-9
eBook Packages: Computer ScienceComputer Science (R0)