Globethics.net collection of educational resources on applied ethics at all levels and across disciplines. At the moment the collection is mainly composed of open educational resources (OER) harvested from a few OER repositories, such as Oasis, OpenStax, and OER@AVU. Find other OER resources worldwide:

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  • Materi Belajar OJS: Etika Publikasi Bagian 1

    Mochammad Tanzil Multazam; Eric Kunto Aribowo (2020-02-29)
    Salindia berikut ini merupakan paparan yang disampaikan oleh Mochammad Tanzil Multazam pada Belajar OJS yang diselenggarakan oleh Relawan Jurnal Indonesia secara daring pada Sabtu, 29 Februari 2020 pukul 10.00-11.30 WIB. Video rekaman dapat diakses melalui https://youtu.be/3ZlhhN3q-14 NB: beberapa buku elektronik terkait etika publikasi bisa diunduh di s.id/etika-publikasi
  • Predicting Students' Intention to Use Gamified Mobile Learning in Higher Education

    Alsahafi, Roaa Abdulaziz Ali (2021-05-26)
    Background and Objectives: While gamified mobile learning holds the potential to offer an interactive learning environment that can improve students’ engagement, the predictors of its adoption remain underexplored, especially in a higher education context. The aim of this study, therefore, is threefold: (i) to identify predictors of higher education students’ intention to use gamified mobile learning; (ii) to examine the correlations among these predictors; (iii) to explore students’ attitudes towards different game elements.
 
 Methods: For the first and second objectives, the study extended the Unified Theory of Acceptance and Use of Technology (UTAUT) with cognitive gratification and perceived enjoyment. For the third objective, the study explored students’ attitudes towards five popular game elements in gamifying learning systems; these are Points, Levels, Leaderboard, Teams, and Gifting. A total of 440 responses were collected from higher education students from different regions of Saudi Arabia, using Qualtrics survey tool. After conducting data screening, 271 valid responses were considered in the analysis of Structural Equation Modeling (SEM), particularly in the items of the hypothesised model, using AMOS 27. For the third research objective, 399 valid responses were obtained and analysed, using SPSS 27.
 
 Results: Our findings reveal that perceived enjoyment (β= .507, p < .001) and social influence (β= .261, p < .001) had the strongest positive effects on intention to use gamified mobile learning, followed by performance expectancy (β= .179, p= .008) and effort expectancy (β= .138, p= .034), while cognitive gratification had no influence (β= -.020, p= .770). The proposed model was able to explain 71% of the data variance in usage intentions. For the third objective, the results showed that game elements that allow students to quantify their achievements as individuals, i.e., Points and Levels, are the most favourable, while there seemed to be high variation with the one that encourages competition, Leaderboard, especially among female groups. Lastly, the elements that encourage collaboration, Teams and Gifting, received the lowest positive perceptions.
 
 Originality: The original contribution of this study is the empirically backed impact of the extended UTAUT on students’ intention to use gamified mobile learning in higher education. It also contributes in shedding light on which game elements are most promising in this context. The study offers a set of practical outcomes to contribute to realising successful adoption of gamified mobile learning in higher education.
  • Community-Based Research and Ethics: From Ethics Forms to Honouring Relations [transcription]

    Kerr, Jeannie (Community-Based Research Training Centre (Winnipeg, Manitoba), 2021-05-18)
    Transcription of video.
  • Ciencias que se relacionan con la ética

    Alonso Serna, Dulce Karina (2021-03-17)
    Un punto importante de discusión en la actualidad es el lugar que la ética debe tener en la ciencia, y en las investigaciones científicas. En principio, este tema se puede subdividir en dos: uno referente a la ética relacionada con la ciencia en sí, y otra que analiza la ética en las relaciones entre la ciencia y la sociedad.
  • Faculty and Student Perspectives on Open Education at Gettysburg College

    Elmquist, Mary R.; Wertzberger, Janelle; Brawley Newlin, Alice M.; Gownaris, Natasha J.; Oechler, Christopher C.; Nedrow, Ryan E. (The Cupola: Scholarship at Gettysburg College, 2021-03-05)
    Commercially available textbooks and course materials are often expensive for students and sometimes don’t cover topics in exactly the way you might prefer to teach. Freely available and completely adaptable open educational resources (OER) have risen in popularity in recent years, both nationwide and locally, as a way to address both issues. Join us to hear from Alice Brawley Newlin (Management), Tasha Gownaris (Environmental Studies), Chris Oechler (Spanish), and Ryan Nedrow ’22 to hear about their experiences with OER in the classroom. Panelists will talk honestly about the benefits, drawbacks, challenges, and successes associated with open course materials in order to give you a better sense of whether OER might be a good fit in your own context!
  • Can confidential research be reproducible: Consent, ethics, prison interviews and the Open Research agenda

    Jarman, Ben (2021-02-11)
    A presentation given at the ESRC DTP conference on 29th January 2021, reflecting on the Open Research agenda and some ethical questions it raises in relation to interviews conducted in prison.
  • <!--dc.title-->Ethiek en AI

    Becker, M.J. (2020)
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  • <!--dc.title-->Ethiek en Recht; Actio in distans

    Becker, M.J. (2020)
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  • <!--dc.title-->Ethiek en AI, kritische overwegingen

    Becker, M.J. (2020)
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  • Planning instruction: Students as a source of instructional goals

    Kelvin Seifert (2011-04-20)
    Coverage of various methods where curriculum can be influenced or built upon student interest.
  • Psychological Aspects of Physical Activity, Sport, and Performance

    Jacob Cannon Jensen; California State University Northridge; Department of Kinesiology; Jensen, Jacob Cannon; California State University, Northridge (Syllabus, 2020-12-23)
    The Psychological Aspects of Physical Activity, Sport and Performance is an undergraduate course I teach each semester that focuses on the research and application of mental training tools and skills.  It is a required course for all Kinesiology majors.  This course perfectly lends itself to experiential learning, where I not only teach students about imagery, visualization, cognitive and somatic anxiety reduction techniques, meditation, and mindfulness exercises, but also take them through these exercises and practices so that they can experience them personally (Weinberg &amp;amp; Gould,  2015).  I have also included a mindfulness component to the course, encouraging students to incorporate mindfulness into their daily routine and coursework (Kaufman, Glass, &amp;amp; Pineau, 2018).  In-class and homework assignments are specifically set up to encourage students to begin their own practice of mindfulness, meditation, and mental training (Jensen, 2017).
  • Creating the Mystery-thriller to teach cinema studies and genre analysis.

    Pulos, Alexis; Northern Kentucky University (Syllabus, 2020-12-23)
    This syllabus if for an upper division undergraduate course in Electronic Media and Broadcasting (EMB) and is taught face-to-face, one day a week, every semester. The course typically has 24 students enrolled, the majority of which are EMB majors and minors but many students from Cinema Studies also take the course. Because the EMB program is focused on production-based skills, this course serves as one of the only upper division media analysis courses for the program. In this class students will explore the fundamental structures of the mystery as we work to examine the construction, purpose, implication ans transformations of the genre.
  • Urban Education

    Kelly, Laura Beth; Rhodes College (Syllabus, 2020-12-23)
    This course introduces and surveys issues related to urban education. Urban education refers to schooling, teaching, and learning in cities. We explore the unique assets and challenges that exist in city schools. We investigate how people use the term “urban” to code for racial, socioeconomic, and other diversity. We contextualize our work with a community cultural wealth framework in order to see the assets that children and their communities bring to urban classrooms. The course begins with an overview of urban education and urban education policies. We examine the racial dynamics involved in education reform. Next, students hone in on the city of Memphis, as a case study that shows how issues of segregation, integration, and resegregation have played out across American cities. The class concludes with a close-up look at classroom issues in urban education such as language and dialect variation, immigration, discipline policies, and culturally sustaining teaching.
  • Authentic experiences in two mathematics graduate student instructor training courses

    Bruni, Carmen; University of Waterloo; Leung, Fok-Shuen; University of British Columbia (Syllabus, 2020-12-23)
    Three instructor training models for mathematics graduate teaching assistants, and three accompaning examples, are described by Ellis in Insights and Recommendations from the MAA National Study of College Calculus (2015): the Apprenticeship Model, the Coordinated Innovation Model, and the Peer Mentor Model. As the models decrease in extensiveness, the examples increase in scale – the Apprenticeship Model is the most thorough, but the example is set at the smallest institution. In this paper, we address the implicit question: Can large institutions provide mathematics graduate students the same authentic instructor training opportunities as small institutions? We argue that they can, by describing two cases of Apprenticeship Model GTA instructor training courses at large, research-intensive Canadian universities. In both cases, a significant practicum component forms the centrepiece of the course.
  • &quot;And the Survey Says...&quot;: Using Family Feud to Gather, Understand, and Analyze Different Levels of Data

    The authors thank Megan Chandler for her assistance.; Seiter, John S.; Utah State University; Curran, Timothy; Utah State University; Scharp, Kristina M. (Syllabus, 2020-12-23)
    This article presents an activity, based on the game show Family Feud, designed to engage students in statistics courses. After participating, students should understand different levels of data. In addition, the activity provides teachers a springboard for presenting other concepts, including measures of central tendency, and graphing, analyzing and reporting research results.
  • Teaching Introduction to Human Communication Online

    Parsons, Caroline S.; University of Alabama (Syllabus, 2020-12-23)
         The COM 101 Introduction to Human Communication online course is designed to teach the foundations of human communication and the functions of communication in everyday situations. After completing this course, students should: 1) know the history, structure and questions that define the field of communication; 2) understand the nature and importance of theory in the study of communication; 3) be able to identify key issues in perception, verbal, nonverbal, relational, small group, intercultural, and organizational communication; 4) be able to apply communication concepts and theories to everyday life; and 5) understand how Communication Studies fits within the social and behavioral sciences. This syllabus includes a course description, course objectives, course assignments, weekly schedule, course assessments, and course policies, and course policies for a freshman-level introduction to the field of communication studies.

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