TY - GEN
T1 - Everything you Want to Know and Never Dared to ask
T2 - A Practical Approach to Employing Challenge-Based Learning in Engineering Ethics
AU - Herzog, C.
AU - Breyer, S.
AU - Leinweber, N. A.
AU - Preiß, R.
AU - Sonar, A.
AU - Bombaerts, G.
N1 - Funding Information:
Sabrina Breyer's part in this work was supported by the German Federal Ministry for Economic Affairs and Climate Action (BMWK, 01MK20012B) by funding the AI ecosystem “KI-SIGS - Künstliche Intelligenz-Space für intelligente Gesundheitssysteme”. Arne Sonar's and Noah-Art Leinweber's part in this work was supported by the German Federal Ministry of Education and Research (BMBF, 01GP1908) by funding the research project “CoCoAI - Kooperative und kommunizierende KI-Methoden für die medizinische bildgeführte Diagnostik“. Robin Preiß's part in this work was supported by the German Federal Ministry of Education and Research (BMBF, 01IS18026A-D) by funding the research project „DigS-Gov - Digitale Souveränität im E-Government“.
Funding Information:
Arne Sonar’s and Noah-Art Leinweber’s part in this work was supported by the German Federal Ministry of Education and Research (BMBF, 01GP1908) by funding the research project “ CoCoAI - Kooperative und kommunizierende KI-Methoden für die medizinische bildgeführte Diagnostik“ .
Funding Information:
Sabrina Breyer’s part in this work was supported by the German Federal inistry M for
Publisher Copyright:
© 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
PY - 2022
Y1 - 2022
N2 - Challenge-based learning (CBL) for engineering ethics tasks students with identifying ethical challenges in cooperation with an external partner, e.g., a technology company. As many best-practice parameters of such courses remain unclear, this contribution focuses on a teacher-centric introduction into deploying CBL for engineering ethics. Taking Goodlad's curriculum typology as a point of departure, we discuss practical issues in devising, maintaining and evaluating CBL courses for engineering ethics both in terms of the temporal dimension (before, during and after the course) as well as in terms of the people involved. We will discuss selecting learning objectives, forms of knowledge acquisition, supporting self-organization, and fostering discursive etiquette, as well as cooperative, yet critical attitudes. Additionally, we will delve into strategic matters, e.g., ways to approach potential external partners and maintain fruitful cooperations.
AB - Challenge-based learning (CBL) for engineering ethics tasks students with identifying ethical challenges in cooperation with an external partner, e.g., a technology company. As many best-practice parameters of such courses remain unclear, this contribution focuses on a teacher-centric introduction into deploying CBL for engineering ethics. Taking Goodlad's curriculum typology as a point of departure, we discuss practical issues in devising, maintaining and evaluating CBL courses for engineering ethics both in terms of the temporal dimension (before, during and after the course) as well as in terms of the people involved. We will discuss selecting learning objectives, forms of knowledge acquisition, supporting self-organization, and fostering discursive etiquette, as well as cooperative, yet critical attitudes. Additionally, we will delve into strategic matters, e.g., ways to approach potential external partners and maintain fruitful cooperations.
M3 - Conference contribution
BT - SEFI Annual Conference
PB - SEFI
ER -
