Hi Pat,

nice question, I like it.

In general I see a couple of problems with technologically assisted teaching.

1. Distance-learning degrees, mediated via ICT seem to be as expensive (or even more expensive) as traditional courses. As quite a lot of usual infrastructure does not have to be catered for by the provider, the question is - where is the surplus going? If it is just filling the coffers of a marketised educational-entrepreneurial provide, I guess we'll have an ethical problem here.

2. Distance-learning degrees, when offered via ICT draw a sharp division between the digital 'haves' and the 'have-nots'. Hence, although some people might benefit, others will be excluded even more and that on the sole circumstance of having access to the technology and the internet - looks like a massive ethical issue here.

3. I take it that this kind of provision requires a specific paedagogy. So how is parity with traditionally taught degrees to be maintained and how is this to be secured by appropriate screening practices, and that with an ethical lens and not just with a (quantifying) quality assessment view.

4. There is - of course - also the issue that these courses could be seen as a quick and easy earner for the providing institution. How - if that were a shared concern - can we establish a framework that provides good and robust safeguards that this form of provision does not become a mere 'race to the bottom' but provides actually the educational chance it is supposed to offer.

Sorry to rattle on, someone else please take over ...

best

Tom

Number 1 ethical issue: Security of personal data stored. If you can't store them well, you can find every single bit of your personal data (passwords included) in the Dark Web.

Hi Locky,

as much as I - in general - share your concerns about data-safety, would that not be a problem with regularly enrolled, actually attending students as well?

Best Tom