I just came back from the AECT 2012 conference. A fun time was had by all! Met Vicki Napper again, and became the Ethics Committee rep to the Training and Performance Division. And made a presentation based on my dissertation. On a related front, I am making progress on my dissertation. Whew!
Just a quick thought based on Izzo et al’s work:
It would be a VERY interesting project to test several folks about to take their licensing exams (real estate, appraisal, etc) and then track them over several years. IS there a correlation between DIT score, level of Cognitive Moral Development (CMD), and jurisdictional sanction/conviction? Hmmm..
Izzo, G. M., Langford, B. E., & Vitell, S. (2006). Investigating the efficacy of interactive ethics education: A difference in pedagogical emphasis. [Article]. Journal of Marketing Theory & Practice, 14(3), 239-248. doi: 10.2753/mtp1069-6679140305
I am now knee’s-deep in my dissertation. Chapter 3 is submitted, and I have gotten feedback from my Committee Chair, Tim Green. I am awaiting word from my Methodologist, Evelyn Johnson. When my changes are approved it will be time for my oral defense. Then I can get Institutional Review Board (IRB) approval from Walden University, and start collecting (and analyzing) data. Then Chapters 4 and 5, and a final oral defense. Then a doctorate! And a walk on a stage. Whew!
I recommend the dissertation process for anyone interested in scholarship. The process has cemented disparate concepts, conjuring them from separate alcoves in my mind and synthesizing concepts into a gestalt.
Jonassen et al. (2009) reported the creation of a special learning environment which they called Engineering Your Ethics (EYE). In short, they “…integrated ethics scenarios with personal perspectives on the problem, applications of theories and ethical canons, and various tasks for engaging ethical problem solving” (p. 236).
Ethics instruction revolves around two principal methods: decision-making (or linear) and dilemma. The former represents a one-size-fits-all methodology, whereas the latter presents two opposing (and equally undesirable) points of view that students must chose between. The authors prefer the latter method.
The article goes into much greater depth than I care to detail here. Suffice it to say it is founded in the pedagogical principles of ethics instruction. My thought is to create an Ethics Module for appraisal ethics instruction that is modeled after EYE and call it AYE: Appraise Your Ethics. Thoughts?
Jonassen, D. H., Demei, S., Marra, R. M., Young-Hoan, C. H. O., Lohani, J. L., & Lohani, V. K. (2009). Engaging and Supporting Problem Solving in Engineering Ethics. [Article]. Journal of Engineering Education, 98(3), 235-254.
In a recent article in the AECT’s TechTrends Randall Davies (of BYU) created a table wherein he described technology use in the classroom according to three levels:
Awareness (functionally illiterate); Praxis (developing experience); and ultimately Phronesis (practical competence). In particular praxis is a practical wisdom contrasted with sophia which is often taken to mean science, or why the world is the way it is.
These concepts lend themselves to education (especially ed tech) and in appraisal, as well as a variety of professions.
In appraisal, accounting, education, and engineering the professional strives for the level of phronesis, or a process that leads to competence. We must remember that phronesis is indeed a never-ending process. As technology progresses, as hypotheses evolve into theories and dissolve under the weight of newer hypotheses, the professional travels the path of phronesis to “keep up.” Hence, continuing education and professional networking.
More and more casuistry (the study and usage of case studies in education) seems more important in the attainment of phronesis. Cases can be used to immerse the student in situations that emulate real-life.
My PhD research will measure the extent to which case studies can affect morality in students and, ultimately, their ability to attain phronesis. After all, can an immoral (amoral?) person be considered competent at anything other than fraud?
We are organizing the Illinois Distance Learning Association, a chapter of the USDLA. Our mission is to promote distance education at all levels of education in Illinois. If interested in organizing the chapter or becoming a member please call me at 847 456 1309. Thanks!
In this age of steriod-enhanced sports “heroes” we have lost a true giant. Legends are made of such as Harmon Killebrew. Quiet, professional, natural, dignified.
How many modern players match those descriptors?
Our thoughts are with Holly Bobo and her family. This wonderful young lady was kidnapped in front of her home in Tennessee. May she be found safe and sound.
As I review more theories of education, I am struck more by their similarities than their differences. Whether behaviorism or relativsm, or something as disparate as tactics of moral disengagement and agentic theories of moral development, at the root of all are basic principles of the cosmos that make the universe run. Educational principles are not different from those root principles that create the operating system of the universe.
Educational principles spring whole cloth from the laws that make the ether.
A very Happy Easter to everyone. After our weekend family time I am back to work…writing an ethics module for an appraisal course, writing a couple chapters for Allied Publishing, and working on my PhD!