The Ethics of Machine-Based Learning: Advancing without Losing Humanity

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Author(s): James E. Willis III (University of Indianapolis, Indianapolis, IN, USA)and Viktoria A. Strunk (University of Phoenix, Austin, IN, USA)
Copyright: 2021
Pages: 16
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch008

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is altering the role of human instructors. This rapid modification of instructors' roles suggests that the ethical discourse of new educational technologies can be a frontier of critical thinking, especially as rubric-driven, automatic graders are refined and scaled.

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The Ethics of Machine-Based Learning: Advancing without Losing Humanity

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