|
Type A
|
Code |
Competences Specific |
| |
Common |
| |
AC7 |
Gestionar y utilizar la información en el desarrollo de proyectos. |
| |
AC8 |
Redactar documentación específica de naturaleza técnica y/o didáctica acorde con los programas y proyectos de e-learning desarrollados. |
| |
AC13 |
Desplegar procesos individuales y colectivos de gestión del conocimiento en actividades y procesos de e-learning. |
|
Type B
|
Code |
Competences Transversal |
| |
Common |
| |
BC1 |
Aprender a aprender. |
| |
BC3 |
Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación. |
| |
BC4 |
Trabajar de forma autónoma con responsabilidad e iniciativa. |
| |
BC6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
|
Type C
|
Code |
Competences Nuclear |
| |
Common |
| |
CC1 |
Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés. |
| |
CC2 |
Be advanced users of the information and communication technologies |
| |
CC3 |
Be able to manage information and knowledge |
| Objectives |
Competences |
| 1. Reflect on the ethical principles and values likely to form part of an ethics applied to ICT, the media and the use of technological resources.
|
|
BC3
|
CC1
|
| 2. Analyze from a multidisciplinary perspective (ethical, sociological, psychological, political, cultural,...) the development of Educational Technology in the framework of the Knowledge Society.
|
AC13
|
BC3
|
CC1
CC3
|
| 3. Expand previous knowledge on the basic contents of Ethics applied to Technology. |
|
BC1
|
CC3
|
| 4. Identify and delimit your interests in relation to the ethical aspects related to the professional or research project developed.
|
|
BC1
BC3
|
|
| 5. Define and develop the incorporation of ethical components in the realization of your Master's Project.
|
AC7
AC8
|
BC1
BC4
BC6
|
CC2
|
| 6. Integrate values, behaviors and deontological codes specific to the professional and research activity of specialists in Educational Technology. |
AC13
|
BC3
|
CC3
|
| Topic |
Sub-topic |
| FUNDAMENTAL CONCEPTS OF ETHICS AND DIGITAL ETHICS |
Ethics moral Applied ethics. values Ethical principles. Hans Jonas. Jacques Ellul Norbert Wiener. Luciano Floridi. Responsibility solidarity Digital exclusion. Digital illiteracy.
|
LEGAL ASPECTS OF DIGITAL TECHNOLOGIES. DIGITAL PUBLICATIONS AND COPYRIGHTS
|
Free knowledge Internet rights. Legislation Data protection Intellectual property. Copyright-copyleft. Creative Commons. Collective creation.
|
PROPER USE OF THE INTERNET. INTERNET CONTROL
IT
|
security hacker cracker. Self-regulation Computer crimes. dark web privacy intimacy digital consumption Digital psychopathology.
|
| INTERPERSONAL RELATIONS AND CULTURAL EXCHANGE ON NETWORKS |
Network society Groups in cyberspace. Impression formation. Online identity and reputation. Roles and stereotypes. genre Social movements. Social robots. Chatbot.
|
| DATA AND INFORMATION |
Big data data mining Algorithms. artificial intelligence Machine learning. Deep learning. Information manipulation. Fake news. troll Bot. |
| BUSINESS ETHICS. BUSINESS CULTURE THROUGH THE NETWORK |
Responsible company. Corporate social responsibility. Corporate intranets. Information management. Knowledge management.
|
TRAINING IN DIGITAL ETHICS
|
Education in values. Safe, responsible, healthy and sustainable use of digital technologies. Prevention against virtual harassment. Ethical dimension of digital competence. Ethical dimension of teaching digital competence.
|
ETHICS IN TEACHING AND RESEARCH
|
Professional ethics. Teacher and researcher ethics: ethical principles and attitudes. Ethical norms in educational research. Codes of ethics |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
2 |
4 |
6 |
| |
| Lecture |
|
6 |
2 |
8 |
| Assignments |
|
2 |
54 |
56 |
| |
| Personal attention |
|
4 |
1 |
5 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
The subject of Applied Digital Ethics requires the realization of various individual or group activities applying active methodologies and strategies.
The Guía de Actividades document includes the content of each of the proposed activities. It is detailed, for all of them, what it consists of, the expected time of dedication of the student, the period of implementation, the type of activity and its mode of implementation (individual or in group).
To carry out the activities, it is recommended to consult the Documentary Resources archive. Includes bibliographical references and digital resources.
|
| Lecture |
In videoconference sessions and with multimedia monographs.
|
| Assignments |
Individual work (core of interest): Work carried out by students independently, under the supervision of the teacher. In the 2nd videoconference the students present their development proposal.
Readings: They include the elaboration of multimedia synthesis and a conceptual map on the two articles selected and read.
Cases: Resolution, by separate groups, of specific cases on real conflicting situations linked to the content of the subject.
Attention to the student for the resolution of doubts and for academic and professional guidance.
|
| Personal attention |
Atenció a l'alumne per a la resolució de les dones i per a l'orientació acadèmica i professional. |
| |
| Lecture |
| Personal attention |
| Introductory activities |
|
|
Description |
A permanent Tutoring system is established for all types of inquiries related to the proposed activities and the development of the subject. The response to inquiries will be made in the shortest possible time, trying not to exceed 48 hours from the reception of the communication. Tutorials can be developed through: • Correo electrónico (carrera@pip.udl.cat) |
|
| |
Description |
Weight |
| Assignments |
Concept map and synthesis (individual): 20%
Case (group): 30%
Core interest (individual): 50%
|
100% |
| Others |
Es recorda que l'alumnat ha de respectar el criteri de l'absoluta correcció lingüística a totes les seves proves d'avaluació (com a ensenyament-aprenentatge) i que no fer-ho pot ser motiu director de suspens. Asimisme, qualsevol circumstància de plagi per part de l'alumnat pot suponer el suspens director de l'assignatura, sense possibilitat de repetir a la segona convocatòria. Finalment, recomana a l'alumnat consultar la planificació específica alojada a l'espai Moodle de l'assignatura. |
|
| |
|
Other comments and second exam session |
|
As part of the continuous evaluation, in those cases where the students make a second delivery of an evaluable activity suspended or not submitted. This delivery will be made, within 45 days after the end of the subject, on the date determined by the teacher, only in those cases in which the student expressly contacts to request it within the ordinary teaching period of the subject. Once this period has ended, it will be understood that the student withdraws and will not be entitled to this second opportunity.
It is remembered that the students have to respect the criterion of absolute linguistic correctness in all their evaluation tests (and also of teaching-learning) and that failure to do so can be a direct reason for suspension |
| Basic |
|
The "Recursos documentales" file updated in the moodle classroom is available. |
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|