British Computer Society and Higher Education Academy Workshop on Professional and Ethical Dimensions of Emerging Trends in IT 16 th February 2007 held at the British Computer Society, London.

Slides from afternoon workshop Contributions from all Workshop Participants

Assumptions – Level 1

• First years have limited professional / life experience • Goal should be to motivate and inspire • Linking to career requirements e.g. conforming to professional standards won’t appeal • Topics need to be current and fresh.

Skills – Level 1

Transferable skills • Participating • Communication especially listening • Facilitation • Problem solving • Assessing information – discernment and drawing conclusion • Systems Thinking Technical – Core skills • Problem Solving

Delivery – Level 1

Option • Holistic approach integrated existing curriculum • Separate module – probably best in 3 rd year Role play based • Allows multiple points of view -Debates are usually for and against issues • One of the roles is the ethical analyst Case studies • Social impact of current ethical issues • Cf Lean burn versus catalytic converters Questionnaire • Students complete questionnaire for sustainability • Which parts of computing does it relate to Guided reading before students join University • Blue Yonder • Snowdrift • Case of the Killer robot

Delivery – Level 2

Lectures: Presentation of ideas re sustainablity Material: BCS code of practice Task: What changes are necessary to take account Guest lectures for eg Biometrics – Seminar discussion – robotics Case studies Web forum for discussions

Hands-on Activities – Level 2

•Human-robot interaction • Practical screen design including HCI •Biometrics • Design and implement system security measures •Sustainable development • Institutional ICT procurement policy and practice •Accessibility • Assess institutional website for ‘special needs’ accessibility

Assessment – Level 2

Coursework Presentations Web sites Examination questions Reviews (of websites, academic papers, teaching materials, computer press) Debates Case-studies (for variety of assessment methods)

BCS Group 3: Social and Cultural Awareness – Level 3 • • Importance of awareness of the diversity of user groups Cross cultural awareness of diversity of religion, education, social status, gender Implications upon the user group in terms of personal, special or disability needs • Importance of understanding direct and indirect impacts New technology interfaces are built with understanding and how and for see detriment to a global user or group of users • Importance of understanding possible ill effects to the user Social impact of technology “Frude’s Dystopia”

BCS Group 3: Biometrics of Data Management – Level 3 • • Role biometric data upon the individual and individuals Cultural implications for a user group in the provision of biometric data Privacy implications upon a diverse group of age, sex, culture religion of users • • Quality of Biometric data False Positives and False Negatives Quality assurance agreement in the storage, monitoring, maintenance (or migration) • • Impact of gathering / not gathering biometric data Functional scope creep of being excluded and used for other reasons Exception process management for those unable / unwilling ethics of participation

BCS Group 3 - Sustainability and Sustainable Development – Level 3 • • Comprehension of the direct and indirect impacts Global impact upon the carbon footprint Choice of material and associated industrial impacts • • Corporate and Individual responsibility and commitment Product design, manufacture and product lifecycle for sustainability Sustainable Development of product manufacture, maintenance and de-commissioning • • • Students deliver a practical and theoretical comprehension of the issues and ethics related to computer science via a project / dissertation.

Through an ethics audit and ethical committees Project criteria should include requirements to address these ethical issues Accredited BCS certification which enables staff to be developed in ethics of computer science

Masters Level, Slide 1

• Biometrics – probably already featured in many courses.

• “Intelligent systems” - probably already featured in many courses.

• Sustainability • Accessibility

How to … – Masters Level

Case studies – e.g. extant websites, development of controls • (BCS) case studies database associated to Code of Practice – involvement with OGC (sanitized version)?

• Risks digest • Center for lessons learned in Fort Bragg?

• Lifestyle access for the disabled: Dr. Chris Mairs, • The BCS/IEE Turing Lecture 2006 – www.iet.tv

Role play the ideas from “killer robot” – students in teams Capture student attention by example of a questionnaire that increasingly impinges on “their privacy” by using increasingly personal elements Ethics based risk analysis “menu”

Challenges – Masters Level

Convincing the “empowered” / Convincing the businesses (produce social accounts) Changing course content – deciding the depth and coverage Convincing the Masters students (motivation) Embedding ethics and professional issues in all modules versus giving a specific module