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COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view.

In this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology.

Qualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences.

We present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks.

As instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies.

 

We present a Research-to-Practice paper where we used role-play case studies to improve student understanding of the ethics of algorithms. As the use of algorithmic decision-making continues to grow across areas of society, there is a need to prepare future technology workforce for ethical thinking related. Our work was informed by the situated learning paradigm, and our goal was to improve perspectival thinking among students. Recognizing an issue from multiple perspectives and taking on different perspectives to examine it leads to increased understanding. Drawing on this work, we created and implemented a role-play case study in an undergraduate computing data mining course. The role-play case study focused on the use of algorithms for facial recognition. Data were collected from pre-and post- discussion assignments, and a student survey. Thirty-one students enrolled in the course and completed the ethics module. The data collected in the assignments focused on student's recognition of ethical dilemmas, the change in student's perspective on the case due to creating a collaborative consensus and understanding the complexity of algorithmic decision making. To formally analyze the data, we created a coding schema drawing on the literature and preliminary qualitative analysis of our data. The data were independently coded by multiple coders. The findings indicate that through their participation in collaborative role-play scenarios, students were able to recognize a wide range of issues and offer potential solutions. We discuss the implications of the work. Curriculum material created as part of this work is available as an open education resource. 

Algorithms are a central component of most services we use across a range of domains. These services, platforms, and devices rely on computing and technology professionals – who work as data scientists, programmers, or artificial intelligence (AI) experts – to meet their intended goals. How do we train future professionals to have an ethical mindset in their understanding, design, and implementation of algorithms? This was the question that prompted the use of a role-playing case study, which we designed, implemented, and studied in an undergraduate engineering course. We used the Boeing Max 8 flight disaster as the scenario for this case study as it encapsulates how a software algorithm shapes decision-making in a complex scenario. Theoretically, our work is guided by the situated learning paradigm, specifically the need to learn perspectival thinking for decision-making. The ability to make ethical decisions relies to a large extent on the ability of the decision-maker to take context into account – to understand not just the immediate technical need of the work but also larger implications that might even result from unanticipated consequences. Findings from the evaluation of the role-play scenario show that students reported a higher engagement with case study material and a better understanding of the scenario due to taking on a specific role related to the scenario. Analysis of pre-and post-discussion assignments shows a shift in their perspective of the case, further supporting the overall goal of developing a more situated understanding of ethical decision-making.