Changing engineering ethics education: Understanding ill-structured problems through argument visualization in collaborative learning
| Title: | Changing engineering ethics education: Understanding ill-structured problems through argument visualization in collaborative learning |
|---|---|
| Format: | Conference |
| Publication Date: | August 2012 |
| Description: | As a committee organized in 2009 by the National Academy of Engineering recognized, ethics education should foster the ability to analyze complex decision situations and illstructured problems. This presentation aims to build on the NAE's insights and reports about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. Any description that already ?frames" a case in this kind of way tends to trivialize the ethical challenge. The practitioner, by contrast, will mostly face problems that are ill-structured and for which it is not even clear if they include a real ethical challenge. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called ?AGORA- net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. The software guides students step by step through a process of argument mapping. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented logical argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue and deliberative process. Argument mapping in engineering ethics courses provides an exciting opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills. © 2012 American Society for Engineering Education. |
| Ivan Allen College Contributors: | |
| Related Departments: |
|