naa a22 4500 510778674 CHVBK 20180411083239.0 cr unu---uuuuu 180411e20130901xx s 000 0 eng 10.1007/s11948-012-9368-5 doi (NATIONALLICENCE)springer-10.1007/s11948-012-9368-5 Voss Georgina Faculty of Arts, University of Brighton, BN2 0JY, East Sussex, UK aut Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology [Elektronische Daten] [Georgina Voss] This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation'. Springer Science+Business Media B.V., 2012 Engineering ethics nationallicence Group work nationallicence Curriculum development nationallicence Case-studies nationallicence Experiential learning nationallicence Science and Engineering Ethics Springer Netherlands 19/3(2013-09-01), 1375-1393 1353-3452 19:3<1375 2013 19 11948 https://doi.org/10.1007/s11948-012-9368-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11948-012-9368-5 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Voss Georgina Faculty of Arts, University of Brighton, BN2 0JY, East Sussex, UK aut NATIONALLICENCE 773 0- Science and Engineering Ethics Springer Netherlands 19/3(2013-09-01), 1375-1393 1353-3452 19:3<1375 2013 19 11948 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer