Creative Ways to Teach Ethics and Assess Learning
Literature Review for
Creative Ways to Teach Ethics and Assess Learning
INTRODUCTION:
This will review the article “Creative Ways to Teach Ethics and Assess Learning” by Catherine Beaton in October 18 - 21, 2009 which is published by 39th ASEE/IEEE Frontiers in Education Conference.
The author describes the brief introduction regarding the Assessment, Creativity, Ethics, Information, Technology and learning. Where he mentions different ways to teach Ethics. SUMMARY:
In this article author states about the Y generation students who does not care for the lectures and spends their time either by messaging or laptops or games. In classrooms they are addicted to multitasking. In addition, it is very distracting for their peers to concentrate on the lecture at hand while screens around them are flashing. Traditional method of teaching is not effective any more for generation Y. Lecturing does not provide sufficient engagement of the student body. Ethics cannot be taught like a programming language, with a structured format to follow, and specific rules to which one must adhere((Donald,2000).
Lecture Style
Traditional lecturing, means standing in front of a class and delivering a monologue. Even though the content is interesting, student interest wanes after approximately 15 to 18 minutes, according to Bligh Donald( 2000,pp53). It therefore becomes useful to develop strategies to keep the attention of students, as well as providing a break from note taking. When taking notes, it becomes harder to process the information being disseminated. Bynum(2004,pp13) There are a variety of techniques that have been used successfully by this author, to permit engaging and meaningful activities for students to investigate current themes in Information Technology as they relate to ethical behavior(Beaton 2009).
Alternate methods
The first method in alternate teaching styles is to hold a trial. Students are assigned homework in the previous class to research a topic. A
Creative Ways to Teach Ethics and Assess Learning
INTRODUCTION:
This will review the article “Creative Ways to Teach Ethics and Assess Learning” by Catherine Beaton in October 18 - 21, 2009 which is published by 39th ASEE/IEEE Frontiers in Education Conference.
The author describes the brief introduction regarding the Assessment, Creativity, Ethics, Information, Technology and learning. Where he mentions different ways to teach Ethics. SUMMARY:
In this article author states about the Y generation students who does not care for the lectures and spends their time either by messaging or laptops or games. In classrooms they are addicted to multitasking. In addition, it is very distracting for their peers to concentrate on the lecture at hand while screens around them are flashing. Traditional method of teaching is not effective any more for generation Y. Lecturing does not provide sufficient engagement of the student body. Ethics cannot be taught like a programming language, with a structured format to follow, and specific rules to which one must adhere((Donald,2000).
Lecture Style
Traditional lecturing, means standing in front of a class and delivering a monologue. Even though the content is interesting, student interest wanes after approximately 15 to 18 minutes, according to Bligh Donald( 2000,pp53). It therefore becomes useful to develop strategies to keep the attention of students, as well as providing a break from note taking. When taking notes, it becomes harder to process the information being disseminated. Bynum(2004,pp13) There are a variety of techniques that have been used successfully by this author, to permit engaging and meaningful activities for students to investigate current themes in Information Technology as they relate to ethical behavior(Beaton 2009).
Alternate methods
The first method in alternate teaching styles is to hold a trial. Students are assigned homework in the previous class to research a topic. A