Navigating Ethical Challenges in a Robotics Education Program: Design Solutions at Multiple Levels
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| Title: | Navigating Ethical Challenges in a Robotics Education Program: Design Solutions at Multiple Levels |
|---|---|
| Language: | English |
| Authors: | Qijie Vicky Cai, Liyan Song, Scot McNary, Suzhen Duan |
| Source: | International Journal of Designs for Learning. 2024 15(3):157-168. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Robotics, Ethics, Power Structure, Personal Autonomy, Minority Group Students, Learner Engagement, Interpersonal Relationship, Individualized Instruction, Curriculum Design, Elementary School Students, Weekend Programs, College School Cooperation, Program Implementation |
| Geographic Terms: | Maryland |
| DOI: | 10.14434/ijdl.v15i3.37422 |
| ISSN: | 2159-449X |
| Abstract: | This design case presents a detailed account of how we navigated various ethical issues observed in a robotics program that aimed to engage underrepresented students in robotics and STEM experience. The ethical challenges we encountered revolved around uneven participant engagement and interpersonal tensions. We tackled these challenges by designing new program elements, such as coach guides and differentiated robotics tasks. Additionally, we focused on systemic factors, aiming to reshape power dynamics by enhancing resource access, integrating the engineering design process into the curriculum, and empowering coaches to guide group activities. These design solutions were in line with the care-based ethical theory and principle-based ethics perspective, emphasizing a balanced power structure, responsiveness to individual needs and experiences, and the promotion of learner autonomy and responsibility. The redesigned program demonstrated success, evident in robust attendance, high participant satisfaction, and positive feedback from families. This design case provides practical strategies and valuable insights for educators and policymakers dedicated to promoting equity in robotics education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462089 |
| Database: | ERIC |
| Abstract: | This design case presents a detailed account of how we navigated various ethical issues observed in a robotics program that aimed to engage underrepresented students in robotics and STEM experience. The ethical challenges we encountered revolved around uneven participant engagement and interpersonal tensions. We tackled these challenges by designing new program elements, such as coach guides and differentiated robotics tasks. Additionally, we focused on systemic factors, aiming to reshape power dynamics by enhancing resource access, integrating the engineering design process into the curriculum, and empowering coaches to guide group activities. These design solutions were in line with the care-based ethical theory and principle-based ethics perspective, emphasizing a balanced power structure, responsiveness to individual needs and experiences, and the promotion of learner autonomy and responsibility. The redesigned program demonstrated success, evident in robust attendance, high participant satisfaction, and positive feedback from families. This design case provides practical strategies and valuable insights for educators and policymakers dedicated to promoting equity in robotics education. |
|---|---|
| ISSN: | 2159-449X |
| DOI: | 10.14434/ijdl.v15i3.37422 |
