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Florence Dujardin

The (im)possibility of ethics in the information age - 0 views

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    This paper is concerned with the possibility that the ethical claim of the other, that sense of being bound to the other, may becoming more and more difficult to experience as information technology increasingly mediates our social being. The paper will support the supposition of Don Caputo that obligation does not emanate from codes, imperatives or moral arguments. Rather it will argue that obligation takes hold of us from within disaster. Obligation, our being bound-to, finds us when we come face to a face in disaster. The paper will argue that electronic mediation is inducing a sense of hyperreality into our world (Baudrillard). It will argue that this hyperreality is making our ethical sensibility nebulous to the point that we are not coming face to face with our obligations. An analysis of the Baring bank disaster will be used to demonstrate the point. The paper will show that Nick Leeson was in a hyperreal world in which he was not able to come face to face with the victims of the disaster. The electronic hyperreal world of financial markets, where traders deal in abstract numbers, movements on the screen, made it possible for him to look over and past the faces and proper names of the victims; their claim became diffused in the numbers on the screen, not real cash only numbers, not real people with faces and proper names, just numbers. If this supposition seems tenable what are we to do? The paper argues that we do not need more codes, imperatives or moral arguments, as such. Rather we need to keep our lives at the resolution, of faces and proper names-if obligation happens this is where it is likely to be.
Rodney Perry

Code of Ethics of the American Library Association | Advocacy, Legislation & Issues - 0 views

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    code of ethics for ALA
Mike Wesch

'Online Social Networking on Campus' :: Inside Higher Ed :: Higher Education's Source f... - 0 views

  • Facebook, for example, is understood by students as “real” with a complex web of rules that guide playful misrepresentation, for example.
  • In our study, it was evident that student use of Facebook was governed by the degree to which students felt that they controlled self-presentation or digital agency
  • A code of Facebook ethics for faculty currently exists on the site and I would recommend that faculty review it.
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  • I don’t see a problem with accepting a students’ friend request. And you can do so as a professor, and still make your profile as personal as you want it for your friends. How? Facebook has amazing privacy settings. You can make a friend list (all students, for instance) and then restrict how much of your profile they can see, and how much of your activity they can see. Students can see my basic work, school and contact info, but cannot see my status updates, photos tagged of me, or what my friends write on my wall.
  • There are ways to interact with students via Facebook without being friends. Facebook provides the Groups feature, but I recommend building your own application or choosing an application provider like ourselves. Applications allow users to interact with one another outside of being Facebook Friends. In our app, Instructors can send gifts, post on walls, share links, see status updates, and play a name game — all without being friends.
  • As someone who has built an LMS on Facebook, I can tell you the more you move towards “instructional tool” the more resistance and less use you will end up with.
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