Conference Paper

What Do We Teach When We Teach Tech Ethics?: A Syllabi Analysis

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... As undergraduate computer science (CS) and engineering education programs continue to evolve, the urgency of ethics in education is being recognized. This can be seen in the various tech ethics course offerings at educational institutions [1] and the inclusion of ethics requirements in undergraduate CS and engineering programs. ...
... While these are welcome developments the style of teaching ethics tends to stay at one of two extremes. A course heavily focused on the philosophy of ethics and a course that spends a great deal of time considering the impacts and harms of technology, particularly for speci�ic application areas such as AI [1]. Both approaches are valuable in their own way, but a concern for me has been that neither of these approaches equips students with how to actively engage in ethics throughout their future careers. ...
... The objective of a disciplinary ethics course is to ensure that that connection is made. However, CS/tech ethics courses often spend a lot of time discussing ethical problems in the current profession [1] without explicitly addressing the how portion of practice that is part of this framework. ...
... Por fim, Fiesler et al. (2020) [16] conduziram revisão de literatura sobre a inclusão da ética na educação em computação, adotando, portanto, uma perspectiva mais abrangente sobre o ensino de ética do que vimos nas duas revisões supracitadas. A fonte consultada foi a biblioteca digital da ACM, por meio das seguintes strings de busca: "computing education", "inclusion of ethics in the computer science curriculum", "pedagogical approaches for ethical teaching in technology" e "professional responsibility". ...
... O conjunto de estudos apresentado, evidencia a escassez de produções sobre o ensino da ética e a falta de consenso sobre o que precisa ser ensinado. Além disso, nos dois estudos que abordam diretamente o que se deve ensinar sobre ética [13,16], o que vemos são listas de conteúdos e não descrições de comportamentos a serem aprendidos. Considerando esse cenário, este estudo tem o objetivo de caracterizar as percepções de estudantes de informática sobre o que deve ser aprendido na disciplina de ética. ...
... Entendemos que esse aspecto, da postura profissional, foi o que mais mobilizou os estudantes na seleção dos artigos. Em seguida, vemos que os artigos 6º e 10 abordam a responsabilidade social do profissional de informática na sua interação com clientes e com a sociedade de modo geral, o que confirma os achados de [16] no sentido do ensino de temas relacionados à desigualdade, justiça e direitos humanos. ...
Conference Paper
Full-text available
A Ética é crucial para profissionais da computação. Por isso o ensino dessa disciplina precisa ser cuidadosamente planejado. Assim, os nossos objetivos foram: (1) investigar o que graduandos em informática priorizam aprender sobre ética e, a partir disso e do conhecimento científico existente, (2) elaborar proposta de objetivos de aprendizagem (OAs). Para o Objetivo 1, coletamos dados de 38 alunos, cuja tarefa foi responder questionário sobre artigos do Código de Ética da SBC e temas considerados importantes de serem ensinados, e práticas antiéticas frequentes. Como resultado, observamos que eles priorizaram aprender sobre LGPD, privacidade, segurança, códigos de ética, pirataria e desinformação. Sobre o Objetivo 2, propusemos como resultado 40 OAs, que compõem o objetivo terminal de “Decidir comportamento mais promissor diante de dilema ético no trabalho em computação”, e um canvas para auxiliar a ensiná-los. Esperamos que essa proposta seja testada e aperfeiçoada em trabalhos futuros.
... There is some evidence that cases are used in wider learning practice (Fiesler et al. 2020; Slavkovik 2020; Tuovinen and Rohunen 2021). However, it is not clear what cases are used, or how they are presented and investigated. ...
... However, it is not clear what cases are used, or how they are presented and investigated. Speci cally, there is some concern that case use re ects parallel concerns regarding operationalisation of principles, in that use of cases mostly targets computer-science students, through a small sample of cases materials demonstrating harms, and largely focuses on technical 'solutions' to these harms (Fiesler et al. 2020; Slavkovik 2020; Tuovinen and Rohunen 2021). Thus cases, and common case repositories ( § 2.3), may not provide the conceptual resource required to address our desiderata with respect to rich learning regarding ethical concepts, and their tensions ( § 2.2), and relations across case content ( § 2.3).Although cases exist, it is not clear if they provide information required to support individuals' learning about AI ethics. ...
Preprint
Full-text available
Background Cases provide a practical resource for learning regarding the uses and challenges of AI applications. Cases give insight into how principles and values are implicated in real contexts, the trade-offs and different perspectives held regarding these contexts, and the – sometimes hidden – relationships between cases, relationships that may support analogical reasoning across contexts. Objective We aim to (1) provide an approach for structuring ethics cases and (2) investigate how repositories of cases structure those cases and their content. Approach : We motivate a scoping review through a conceptual analysis of ethics case desiderata. The review sought to retrieve repositories, (sometimes known as observatories, catalogues, galleries, or incident databases), and their cases, for analysis of their expression of ethics concepts. Results We identify n = 14 repositories, extracting the case schema used in each, to identify how this metadata can express ethical concepts. We find that most repositories focus on harm-indicators, with some indicating positive impacts, but with little explicit reference to ethical concepts; a subset (n = 4) includes no structural elements addressing ethical concepts or impacts. We extract a subset of cases from the total cases (n = 2,000) across repositories, identifying and extracting the subset of cases addressing education (n = 100). These are grouped by topic, with a structured content analysis provided of ethical implications from one sub-theme, offering qualitative insights into the ethical coverage. Implications Our conceptual analysis and empirical review exemplify a model for ethics cases (shorthanded as Ethics-case-CPR), while highlighting gaps both in existing case repositories and specific examples of cases.
... Teaching ethics in the context of digital technologies is challenging as it requires substantial knowledge and expertise in ethics and computer science scholarship. Prior work on computing ethics in higher education points to the importance of both ethics integration (in-situ ethics learning in technical courses, on the concepts relevant to that course) and standalone courses taught by subject matter experts [31], though even integration requires some knowledge of the topic and presents some barriers for instructors [82]. With this in mind, our recommendations are aimed at promoting an ethical mindset at the beginning of the learning process. ...
... Our recommendations can be integrated into any introductory AI class independent of the disciplinary background of the instructor. Our contribution is complementary to the important progress that has been made in embedding ethics into computer science curricula in the last years [30,31,38,47]. With our recommendations, we seek to support instructors in projecting a more balanced picture of AI and help nurture a sense of accountability among future AI developers in building increasingly powerful AI systems. ...
Preprint
Full-text available
Education plays an indispensable role in fostering societal well-being and is widely regarded as one of the most influential factors in shaping the future of generations to come. As artificial intelligence (AI) becomes more deeply integrated into our daily lives and the workforce, educational institutions at all levels are directing their focus on resources that cater to AI education. Our work investigates the current landscape of introductory AI courses on YouTube, and the potential for introducing ethics in this context. We qualitatively analyze the 20 most watched introductory AI courses on YouTube, coding a total of 92.2 hours of educational content viewed by close to 50 million people. Introductory AI courses do not meaningfully engage with ethical or societal challenges of AI (RQ1). When \textit{defining and framing AI}, introductory AI courses foreground excitement around AI's transformative role in society, over-exaggerate AI's current and future abilities, and anthropomorphize AI (RQ2). In \textit{teaching AI}, we see a widespread reliance on corporate AI tools and frameworks as well as a prioritization on a hands-on approach to learning rather than on conceptual foundations (RQ3). In promoting key \textit{AI practices}, introductory AI courses abstract away entirely the socio-technical nature of AI classification and prediction, for example by favoring data quantity over data quality (RQ4). We extend our analysis with recommendations that aim to integrate ethical reflections into introductory AI courses. We recommend that introductory AI courses should (1) highlight ethical challenges of AI to present a more balanced perspective, (2) raise ethical issues explicitly relevant to the technical concepts discussed and (3) nurture a sense of accountability in future AI developers.
... Recently, several universities and faculty members have begun increasing course coverage of societal issues that arise in computing professions. Examples include inserting critical thinking activities or ethics lectures into certain courses, and adding stand-alone ethics courses (e.g., [9,17,21,24,33,59], and others discussed in Section 2). Despite these efforts, however, researchers have recently reported that CS students are not acting in accordance with their new awareness (e.g., [23]). ...
... Our Matchmaker Curriculum can be considered a form of Responsible Computer Science [36] or Critical Computer Science [33]. Both Responsible and Critical CS are efforts to teach students mindfulness of societal and ethical implications of their work and respect for stakeholders [17,21,33,36,59]. Examples of approaches include one university that had students discuss and reflect about targeted advertising, bias, etc. [17] and another university aiming to teach students awareness, reasoning, and communication about ethical problems [24]. ...
... Similar arguments to integrate ethics have been repeatedly made over the years (e.g., [6, 9-12, 23, 27, 33, 34, 36, 49, 51]). The growing awareness of computing systems' potential to inflict harm and injustice on society has strengthened the argument for integrating ethical responsibilities in computing curricula [21,30,50]. ...
... Scholars have highlighted persistence challenges such as lack of faculty expertise [20,42], faculty resistance [33,42], time and resource constraints [5,20], and the perception that ethics is outside the scope of computing [11,43]. Efforts to integrate ethics into CS courses are ongoing, with various models and solutions being proposed, ranging from a standalone course to incorporating it across CS courses [11,16,21,26,29]. While we have yet to fully integrate ethics in CS, we also know that ethics integration is not enough. ...
... As fairness issues become increasingly prominent in the domains of ML and DS, fairness education is receiving more attention and emphasis. It has started to be integrated into general CS curricula, particularly into courses focused on CS ethics [13,15,20,24]. These CS ethics topics are either taught as standalone courses [13] or integrated into ML-related technical courses [5,12,15,24]. ...
... It has started to be integrated into general CS curricula, particularly into courses focused on CS ethics [13,15,20,24]. These CS ethics topics are either taught as standalone courses [13] or integrated into ML-related technical courses [5,12,15,24]. CS educators are leaning more towards the latter approach [10,12]. ...
... These two dimensions, especially in contexts like AI, are often conflated or treated as equal. Normative concepts and values such as justice; fairness; responsibility; well-being; autonomy; privacy; democracy are often lumped together in the same analytic framework [see for example (Brey, 2018;Fiesler et al., 2020;Boldt & Orrù, 2022;Himmelreich & Köhler, 2022;Veluwenkamp et al., 2022), but contrast with (Rodríguez-Alcázar et al., 2021)]. But putting into practice, it may be challenging to separate the moral and political dimensions in teaching the module. ...
... Calls to integrate ethics into technology, especially when they come from more technical contexts, tend to have confusing learning goals (Bezuidenhout & Ratti, 2021;Johnson, 2017) and conflate political and moral concerns under the same banner (Brey, 2018;Fiesler et al., 2020;Boldt & Orrù, 2022;Himmelreich & Köhler, 2022;Veluwenkamp et al., 2022). The lack of clearly specified goals jeopardizes the effectiveness of these calls for integration, and the conflation of different dimensions is also problematic, given that they bear upon different questions that should be kept distinct. ...
Article
Full-text available
In the past few years, calls for integrating ethics modules in engineering curricula have multiplied. Despite this positive trend, a number of issues with these ‘embedded’ programs remains. First, learning goals are underspecified. A second limitation is the conflation of different dimensions under the same banner, in particular confusion between ethics curricula geared towards addressing the ethics of individual conduct and curricula geared towards addressing ethics at the societal level. In this article, we propose a tripartite framework to overcome these difficulties. Our framework analytically decomposes an ethics module into three dimensions. First, there is the ethical dimension, which pertains to the learning goals. Second, there is the moral dimension, which addresses the moral relevance of engineers’ conduct. Finally, there is the political dimension, which scales up issues of moral relevance at the civic level. All in all, our framework has two advantages. First, it provides analytic clarity, i.e. it enables course instructors to locate ethical dilemmas in either the moral or political realm and to make use of the tools and resources from moral and/or political philosophy. Second, it depicts a comprehensive ethical training, which enables students to both reason about moral issues in the abstract, and to socially contextualize potential solutions.
... Syllabi analysis is often used in computing education [13]. To create a corpus of institutions whose syllabi we could analyze, we used the Carnegie classification as the basis for data collection (an approach adopted by other scholars as well [4] We obtained the PDF copy and direct URL of each syllabi from public sources such as university repositories, course pages, and course instructors' GitHub pages. ...
Preprint
Full-text available
Since the release of ChatGPT in 2022, Generative AI (GenAI) is increasingly being used in higher education computing classrooms across the United States. While scholars have looked at overall institutional guidance for the use of GenAI and reports have documented the response from schools in the form of broad guidance to instructors, we do not know what policies and practices instructors are actually adopting and how they are being communicated to students through course syllabi. To study instructors' policy guidance, we collected 98 computing course syllabi from 54 R1 institutions in the U.S. and studied the GenAI policies they adopted and the surrounding discourse. Our analysis shows that 1) most instructions related to GenAI use were as part of the academic integrity policy for the course and 2) most syllabi prohibited or restricted GenAI use, often warning students about the broader implications of using GenAI, e.g. lack of veracity, privacy risks, and hindering learning. Beyond this, there was wide variation in how instructors approached GenAI including a focus on how to cite GenAI use, conceptualizing GenAI as an assistant, often in an anthropomorphic manner, and mentioning specific GenAI tools for use. We discuss the implications of our findings and conclude with current best practices for instructors.
... From the perspective of technology ethics, educational AI affects the integrity of human development, weakens the fairness of human development, and ignores the generative nature of human development [8][9][10]. Given that educational AI belongs to the realm of technology, it also inevitably faces risks inherent to the nature of technology, and these risks compel us to confront and address the corresponding ethical challenges [11][12]. Therefore, educational administrators need to increase the education privacy protection for college students, strengthen the development of AI technology, develop ideological and political education for college students in a balanced way, innovate the mode of ideological and political education work, and better apply AI to the work of ideological and political education for college students [13][14][15][16]. ...
Article
Full-text available
The great application potential of artificial intelligence (AI) and the accompanying ethical issues have triggered widespread concern in the field of education. This paper utilizes the LDA model to analyze the collected relevant AI ethical contents in terms of text themes and explore the public’s awareness of different emotional tendencies towards AI ethics in the field of education. Based on this basis, the integration path between AI ethics and the ideological and political education of college students is proposed. Two parallel classes in a university have been chosen to conduct experiments to examine the integration effects of AI ethics and ideological and political education through horizontal and vertical comparative analysis. The LDA model finally generates three positive sentiments and six negative sentiments in AI ethics cognitive themes, with the most discussion of student development in the positive themes at 42.65% and the most discussion of governance level in the negative themes at 36.94%. The students in the ideological and political education class incorporating AI ethics overall improved by 110.23% and 19.11% on AI ethics compared to the control class and the pre-experiment. The teaching experiment demonstrates that integrating AI ethics with ideological and political education is more effective.
... "just studying to be a software engineer" (for example) or that "it's someone else's job" [24]. ...
Article
Full-text available
This commentary proposes a means of teaching students – particularly computer science students – about their role as moral agents, who, on account of this role, are necessarily subject to moral scrutiny. It utilizes the classic Trolley Problem; but instead of focusing on the morality of the decision the bystander makes, it focuses, initially, on the role of the bystander as an agent of action, capable of effecting change and then, more importantly, as a moral agent whose action capabilities are subject to moral scrutiny. I believe that using the Trolley Problem in this way provides those tasked with teaching ethics to computer science students (but also others) a practical means of drawing attention not simply to whatever guidelines (e.g., code of ethics) have been produced in relation to AI and IT research, but to the fact that students and researchers alike are moral agents, however reluctant they may be to embrace this fact in the context of their studies and/or research.
... Moreover, very few works attempt at investigating the practical applicability of fairness in AI (Madaio et al., 2022;Makhlouf et al., 2021b;Beutel et al., 2019), whilst several external audits of AI-based systems have been conducted , sometimes with extensive media coverage (Camilleri et al., 2023). Finally, on the educational side, bias and fairness have become common topics of university courses on technology ethics (Fiesler et al., 2020), albeit they are not sufficiently included in core technical courses (Saltz et al., 2019) nor sufficiently transversal and interdisciplinary (Raji et al., 2021b;Memarian & Doleck, 2023). ...
Article
Full-text available
The literature addressing bias and fairness in AI models (fair-AI) is growing at a fast pace, making it difficult for novel researchers and practitioners to have a bird’s-eye view picture of the field. In particular, many policy initiatives, standards, and best practices in fair-AI have been proposed for setting principles, procedures, and knowledge bases to guide and operationalize the management of bias and fairness. The first objective of this paper is to concisely survey the state-of-the-art of fair-AI methods and resources, and the main policies on bias in AI, with the aim of providing such a bird’s-eye guidance for both researchers and practitioners. The second objective of the paper is to contribute to the policy advice and best practices state-of-the-art by leveraging from the results of the NoBIAS research project. We present and discuss a few relevant topics organized around the NoBIAS architecture, which is made up of a Legal Layer, focusing on the European Union context, and a Bias Management Layer, focusing on understanding, mitigating, and accounting for bias.
... In the broader field of HCI, several authors have also called for initiatives to address ethics in teaching design e.g. Fiesler, Garrett, andBeard (2020), Frauenberger et al. (2019), Lilley and Lofthouse (2010), Nilsson et al. (2020) and Pillai et al. (2021). Overall, there is an increased focus on ethics in CCI (Van Mechelen et al., 2020a) and many researchers in CCI find ethical considerations central to their work . ...
Article
Full-text available
We present a case study in which we seek to investigate what motivates interaction design students to take a small elective course in Child–Computer Interaction (CCI) and what we can offer as a ‘tasting menu’, a small sample of emerging research specialties, to awaken their interest for CCI. The study clarifies what motivated students to take the elective course and what their learning expectations were before the start of the course. We then prototyped and piloted a research-based ‘tasting menu’ type of course and conducted a formative and summative evaluation with the students. The contribution of this paper is a set of recommendations for onboarding new talent to the research field by teaching CCI in a modular fashion to interaction design students, based on students’ and teachers’ experiences.
... The tension between benefits and harms should be presented in an age-appropriate way to all students learning about ML. However, recent work shows that computer science educators typically withhold or exclude ethical issues in their courses, to the detriment of their students (Fiesler, Garrett, & Beard, 2020). ...
... There are discussions on 'who should teach ethics? ' Johnson (1994) and Fiesler et al. (2020) provide two arguments: (a) philosophers and social scientists who are trained in ethics are experts in the area and thus, they should teach and (b) teaching ethics by scientists themselves help the students to understand that science has social implications. Incorporating social science and humanities with engineering subjects helps the students understand these disciplines' merits as reflections on society and human conditions (Kaur 2005). ...
Chapter
In India, many engineering and technological institutes have incorporated ethics into their curriculum. Ethics or professional ethics is added as an elective course separated from the mandatory subjects in these institutes. There needs to be more than the existing codes of ethical conduct for the instructors and the learners at the higher education level to prepare them for ethical decision-making. Learners lack a foundation in the subject, as ‘ethics’ is not taught as a core subject in schools in India. Moral education offered at the school level in India focuses only on human values and cultural expectations, not the discipline of ‘ethics.’ The examples in the textbooks hardly invoke critical thinking skills among learners. This lack of ethics education at the lower level makes it hard for teachers to impart ethics at the higher level. In addition, there are sociocultural challenges in imbibing the concept of ‘ethics’ in the minds of students. Reflecting on one’s decision-making process is necessary to improve one’s ethical sensitivity. Integrating critical thinking in terms of analyzing issues from multiple perspectives and logical reasoning in terms of constructing inductive or deductive arguments while inferring ethical judgment as part of the teaching pedagogy can address these challenges. Instructional methods, which make the learners participate in the teaching-learning activities focusing on multiple perspectives, enable them to look at an issue from various perspectives. Improving meta-moral cognitive skills help the students to reflect on their strengths and weaknesses in their ethical decision-making.
... This project was designed to address the needs in computer science to broaden participation, especially for those from minority groups, such as Hispanic students, and to develop professionals who possess equity-minded leadership skills to work collaboratively in managing emergent ethical issues in computing [1], [2]. An interdisciplinary team of computer science [CS] faculty with expertise in cooperative learning and a group of qualitative researchers piloted an equity-oriented leadership course specifically to address these needs. ...
... Ethics instruction in engineering education has attempted to cover a minimum training threshold that all institutions need to demonstrate through their curriculum. Ethics instruction in technology fields has been accomplished in various styles and is growing each year [3]. Guidelines such as those outlined through the Accreditation Board for Engineering and Technology (ABET) require ethics instruction but leave the specifics of implementation to the institution [4]. ...
Article
The belief that AI technology is on the cusp of causing a generalized social crisis became a popular one in 2023. While there was no doubt an element of hype and exaggeration to some of these accounts, they do reflect the fact that there are troubling ramifications to this technology stack. This conjunction of shared concerns about social, political, and personal futures presaged by current developments in artificial intelligence presents the academic discipline of computing with a renewed opportunity for self-examination and reconfiguration. This position paper endeavors to do so in four sections. The first explores what is at stake for computing in the narrative of an AI crisis. The second articulates possible educational responses to this crisis and advocates for a broader analytic focus on power relations. The third section presents a novel characterization of academic computing’s field of practice, one which includes not only the discipline’s usual instrumental forms of practice but reflexive practice as well. This reflexive dimension integrates both the critical and public functions of the discipline as equal intellectual partners and a necessary component of any contemporary academic field. The final section will advocate for a conceptual archetype–the Public Computer Intellectual and its less conspicuous but still essential cousin, the Almost-Public Computer Intellectual–as a way of practically imagining the expanded possibilities of academic practice in our discipline, one that provides both self-critique and an outward-facing orientation towards the public good. It will argue that the computer education research community can play a vital role in this regard. Recommendations for pedagogical change within computing to develop more reflexive capabilities are also provided.
Article
Full-text available
The use of persuasion has become ubiquitous within digital technologies to maximize revenue, gather users’ personal data, and increase engagement. However, literature has highlighted the phenomenon of dark designs which influence users into acting against their best interests. It has been argued that to address the issue of dark designs in the digital context, there is a need to integrate formal ethics education within design pedagogy and practice. Recent years have seen the introduction of ethics in university level curriculums, but there are few reports of integrating ethics within school education. To address this gap, we developed an educational module on persuasive digital design with integrated content on ethics for Class IX school students. This module was introduced to 419 students enrolled in five public schools in Delhi (India) as part of an introductory digital design course. Two classroom activities were conducted to observe the impact of this educational intervention. In the first activity, it was observed how the impact of ethics education reflected in students’ design outcomes. In the second activity, it was found that students became more critical in their normative assessments of designs after being introduced to ethical concerns. The findings show that ethics education integrated within digital design curriculums can cultivate ethics sensitivity. We discuss the implications of these findings for the development of ethics-focused design pedagogy.
Article
Starting from the recognition of the limits of today's common essentialist and axiological understandings of data and ethics, in this article we make the case for an ecosystemic understanding of data ethics (for the city) that accounts for the inherent value-laden entanglements and unintended (both positive and negative) consequences of the development, implementation, and use of data-driven technologies in real-life contexts. To operationalize our view, we conceived and taught a master course titled ‘Ethics for the data-driven city’ delivered within the Department of Urbanism at the Delft University of Technology. By endorsing a definition of data as a sociotechnical process, of ethics as a collective practice, and of the city as a complex system, the course enacts a transdisciplinary approach and problem-opening method that compel students to recognize and tackle the unavoidable multifacetedness of all ethical stances, as well as the intrinsic open-endedness of all tech solutions, thus seeking a fair balance for the whole data-driven urban environment. The article discusses the results of the teaching experience, which took the form of a research-and-design workshop, alongside the students’ feedback and further pedagogical developments.
Chapter
Full-text available
No âmbito do paradigma pós- custodial, informacional e científico que caracteriza a Ciência da Informação, a informação, enquanto fenómeno humano e social, torna-se, atualmente, o objeto de atenção dos profissionais que, de forma mais especializada, lidam com ela. Porque a informação é omnipresente em vários suportes, a estes cabe saber geri-la de forma eficaz e não se pode pensar apenas nos profissionais mais tradicionalistas comoos bibliotecários e arquivistas mas noutros mais atuais, por exemplo, os gestores de conteúdo. De forma a abranger esta e novas funções que têm e terão de acompanhar a evolução tecnológica, correspondendo às necessidades dos utilizadores da informação, sejam eles indivíduos ou organizações públicas ou privadas, a designação gestores da informação parece-nos mais abrangente e inclusiva. Para além da questão duma identificação profissional mais adequada à atualidade em constante evolução, por esse mesmo motivo, também novas competências se tornam necessárias e novas normas de comportamento profissional devem ser consideradas e integradas em Códigos de Ética, neste caso da área da Ciência da Informação (CI). Ora, tem-se verificado preocupação nacional e internacional, por parte de diversas Associações Profissionais e da IFLA sobre a importância da atualização dos códigos de ética, alguns deles obsoletos, e sobre a reflexão acerca das dimensões éticas e valores que os gestores da informação devem ter. Além disso, existem estudos com análises comparativas de diferentes códigos éticos na área ou sobre a formação ética nos cursos de Ciência da Informação, o que prova que este é um tema que tem suscitado interesse. O objetivo desta investigação é fazer uma proposta de um Código Deontológico para os Gestores de Informação, a partir de contributos do grupo de trabalho Think Tank, constituído por membros da área da Ciência da Informação, criado em 2021, e que tem vindo a refletir sobre a atualização do atual “Código de ética para os profissionais da informação em Portugal”, datado de 1999. A metodologia adotada foi uma revisão da literatura, recobrindo os temas da privacidade digital, da cidadania digital, da ética da inteligência artificial e dos dados e o seu impacto na profissão de Informação & Documentação. Os resultados da proposta correspondem à formulação de vários princípios éticos e deontológicos que o Gestor de Informação deve ter em conta no âmbito do exercício da profissão, reconfigurada pelos desafios da Inteligência Artificial generativa, o que pressupõe uma reanálise de princípios éticos e a adoção de novos comportamentos em função destes.
Article
italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution: Gender mainstreaming in university teaching should be covered in all the knowledge areas. This work successfully introduces the gender perspective as part of the methodological approach to teaching and learning in Computer Science. Background: This study describes how gender mainstreaming has been introduced and matured during six academic years, from 2016–2017 to 2021–2022, in Software Engineering I course in the Degree of Computer Science at the University of Salamanca. Intended Outcomes: The aim that has been pursued is to raise awareness among students of Computer Science about equality, equity, inclusion, and respect for diversity to build better professional ethics and advance in eliminating any gender-related gap in Computer Science. Application Design: The introduction of gender mainstreaming in the Software Engineering I course has been done in six stages to advance in the gender-gap reduction improving in each academic year with the experience and voluntary feedback from the students of the previous year, using anonymized questionnaires. Findings: Gender mainstreaming requires special attention in careers with a visible gender gap, such as Computer Science. Incorporating the gender perspective as part of the teaching–learning process does not have a measurable impact in a short period but instead aims to make software engineers reflect in such a way that they reason about the need to promote diversity in software development contexts.</p
Article
Full-text available
The rapid proliferation of AI models has underscored the importance of thorough documentation, which enables users to understand, trust and effectively use these models in various applications. Although developers are encouraged to produce model cards, it’s not clear how much or what information these cards contain. In this study we conduct a comprehensive analysis of 32,111 AI model documentations on Hugging Face, a leading platform for distributing and deploying AI models. Our investigation sheds light on the prevailing model card documentation practices. Most AI models with a substantial number of downloads provide model cards, although with uneven informativeness. We find that sections addressing environmental impact, limitations and evaluation exhibit the lowest filled-out rates, whereas the training section is the one most consistently filled-out. We analyse the content of each section to characterize practitioners’ priorities. Interestingly, there are considerable discussions of data, sometimes with equal or even greater emphasis than the model itself. Our study provides a systematic assessment of community norms and practices surroinding model documentation through large-scale data science and linguistic analysis.
Conference Paper
The use of dark patterns has become ubiquitous within digital platforms. It has been argued that to address this issue, there is a need to integrate ethics education within design pedagogy and practice. This paper reports a lab protocol study conducted to observe if and how sensitizing design students about the issue can affect their design thinking. For this study, n=15 students attended a 2-hour workshop focused on persuasive HCI design, dark patterns and ethics. Pre/post design sessions following the think aloud protocol were conducted to observe the effects of the workshop. Post-workshop interviews were conducted to gather student perspectives. The data collected from the design sessions was analyzed using the linkography technique. The findings reveal the qualitative nature of ethics related design considerations that emerge when participants are engaged in an ethically nuanced design task. It also shows how ethics sensitization can shape convergent and divergent thinking processes.
Article
In this forum we explore different perspectives for how to apply intersectionality as a critical framework for design across multiple contexts. --- Yolanda A. Rankin and Jakita O. Thomas, Editors
Article
Researchers in the CSCW community have long problematized the separation of social and ethical considerations from design work. Despite increasing attention to tech ethics and ethics education, however, computer scientists' sense of ethical responsibility remains of concern. This paper offers insights on how this boundary between tech and ethics is maintained and reinforced for students as they develop their identities as computer scientists. Drawing on interviews with eight undergraduate computer science (CS) students at McGill University, we explore the role that ethics play in the legitimate peripheral participation of students inside and outside their formal education. We found that while individual opinions on the importance of ethics varied, students agreed that ethics are not valued or rewarded in their education, extracurriculars, or future work prospects. We describe how placing ethics outside the boundary of computing acts as a form of occupational closure, excluding both important multidisciplinary work and marginalized bodies. We argue that in order to promote ethical practice in the design of CSCW systems, we must make it in the interest of future designers to learn socially grounded ethics. This requires that designers, researchers, and future employers actively reshape the boundaries of computing by asserting social and ethical considerations as values of computing and design.
Article
Service learning, a high impact pedagogy, involves integrating academic outcomes with service to the community. The success of service learning experiences depends on the development of mutually reciprocal relationships between students, instructors, and community partners, ensuring equitable benefits for all stakeholders. To explore how relationship-building and growth are supported in computer and information science (CIS) service learning, we conducted semi-structured interviews with 13 informants—each a faculty, student, or community partner who participated in one of 5 computer or information science service learning courses. Our analysis identified three factors that were most crucial in supporting the formation of relationships among stakeholders: infrastructuring the relationship, valuing technical and other expertise equitably, and integrating soft skills and technical skills. Based on these findings, we discuss how growth, an important outcome of relationship-building and equitable service learning experiences, can be supported and assessed in CIS service learning experiences.
Chapter
Stories about the socio-technical impact of the outcomes of science, technology, engineering, and mathematics (STEM) on the world may create a concrete sense of the future consequences they may cause. Such stories may offer students and early career researchers who (will) develop, test, and deploy such technologies insights into their effects on individuals, other living beings, the environment, and society. In this paper, we argue that this method, known as storytelling in academic literature, can be effectively used to embed ethics in higher learning curricula through its power to appeal to students’ hearts and minds. Through storytelling, ethics lessons that emerged throughout history can be taught in a memorable way and raise empathetic skills, while fictional stories may allow students to identify with the characters and contemplate possible ethical outcomes of a decision in a safe manner. We provide an overview of various fictional and nonfictional forms that can be used to improve students’ motivation and equip them with some innovative tools that can support ethical decision-making, including science fiction, digital storytelling, Virtual Reality, and videogames. In addition, we recommend that ethics training via storytelling should be embedded as early as possible as integrated nodes into existing STEM curricula to stimulate empathy and critical thinking skills in students and to supplement existing rule-based education.
Chapter
During fall 2018 and fall 2019, we designed a highly interactive 4-class period ethics and teamwork minimodule and embedded it in an upper-level design course in Electrical & Computer Engineering at the University of Alabama at Birmingham (UAB). In the first two class periods, we covered ethical principles, moral theories, and the pillars of morality: honesty, fairness, and reciprocity. In class, students watched segments of video lectures by Harvard’s Michael Sandel and Emory University’s Frans De Waal. Small group discussions followed the video lectures. Student teams led teamwork demonstrations via in-class games during the last two class periods. Strong student engagement was observed. Previously, in the fall of 2016 and spring of 2017, we instigated prosocial software design and development in the UAB Computer Science capstone course, which requires a team project. Three out of seven student teams developed prosocial app concepts. Additionally, from 2019 to 2021 we led the UAB Ethics in Action: Art or App Design Challenge, which encourages college students nationwide to develop prosocial app concepts or artworks for class projects. In the fall of 2021, students at three different institutions submitted award-winning entries. We urge faculty leadership to encourage a prosocial approach to software design. Research on developing moral reasoning algorithms is needed. The authors’ interdisciplinary research on detecting cyberbullying and nastiness in social media and their history of collaboration in university outreach projects and Computer Science and Engineering education and research are also described.
Chapter
This chapter will focus on emotional intelligence (EI) and its role in online education, as well as its utilization by adjunct instructors to more fully engage adult learners. An outline of the components of EI, how to gain EI, and the benefits of EI in online instruction will be shared, as well as a discussion of current issues in online education, including artificial intelligence (AI). The author will share specific EI skills and techniques for adjunct instructors to understand learners, communicate effectively, enhance student engagement, and present tangible content. Meaningful strategies to improve the connection between the instructor and the student in the online environment, as well as overall student course engagement, will be delineated. Adjunct instructors can significantly benefit from understanding and effectively using EI in online instruction, and in turn, provide a unique and holistic experience to adult learners.
Article
Full-text available
Science fiction in particular offers students a way to cultivate their capacity for moral imagination.
Article
Full-text available
Computing technologies and artifacts are increasingly integrated into most aspects of our professional, social, and private lives. One consequence of this growing ubiquity of computing is that it can have significant ethical implications that computing professionals need to be aware of. The relationship between ethics and computing has long been discussed. However, this is the first comprehensive survey of the mainstream academic literature of the topic. Based on a detailed qualitative analysis of the literature, the article discusses ethical issues, technologies that they are related to, and ethical theories, as well as the methodologies that the literature employs, its academic contribution, and resulting recommendations. The article discusses general trends and argues that the time has come for a transition to responsible research and innovation to ensure that ethical reflection of computing has practical and manifest consequences.
Article
Full-text available
The second report from Project ImpactCS is given here, and a new required area of study - ethics and social impact - is proposed.
Article
Full-text available
Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based education is high on today's education agenda. The idea has features in common with the move to instructional objectives which became fashionable in the 1960s, but which never had the impact on education practice that it merited. Five important differences between learning outcomes and instructional objectives can be recognized: (1) Learning outcomes, if set out appropriately, are intuitive and user friendly. They can be used easily in curriculum planning, in teaching and learning and in assessment. (2) Learning outcomes are broad statements and are usually designed round a framework of 8-12 higher order outcomes. (3) The outcomes recognize the authentic interaction and integration in clinical practice of knowledge, skills and attitudes and the artificiality of separating these. (4) Learning outcomes represent what is achieved and assessed at the end of a course of study and not only the aspirations or what is intended to be achieved. (5) A design-down approach encourages ownership of the outcomes by teachers and students.
Article
This article establishes and addresses opportunities for ethics integration into Machine-learning (ML) courses. Following a survey of the history of computing ethics and the current need for ethical consideration within ML, we consider the current state of ML ethics education via an exploratory analysis of course syllabi in computing programs. The results reveal that though ethics is part of the overall educational landscape in these programs, it is not frequently a part of core technical ML courses. To help address this gap, we offer a preliminary framework, developed via a systematic literature review, of relevant ethics questions that should be addressed within an ML project. A pilot study with 85 students confirms that this framework helped them identify and articulate key ethical considerations within their ML projects. Building from this work, we also provide three example ML course modules that bring ethical thinking directly into learning core ML content. Collectively, this research demonstrates: (1) the need for ethics to be taught as integrated within ML coursework, (2) a structured set of questions useful for identifying and addressing potential issues within an ML project, and (3) novel course models that provide examples for how to practically teach ML ethics without sacrificing core course content. An additional by-product of this research is the collection and integration of recent publications in the emerging field of ML ethics education.
Article
A Harvard-based pilot program integrates class sessions on ethical reasoning into courses throughout its computer science curriculum.
Article
Use of a codebook to categorize meaning units is a well-known research strategy in qualitative inquiry. However, methodology for the creation of a codebook in practice is not standardized, and specific guidance for codebook ideation is sometimes unclear, especially to novice qualitative researchers. This article describes the procedure that was utilized to create a codebook, which adapted an affinity diagram methodology (Scupin, 1997), an approach used in user-centered design. For this research, affinity diagramming was applied to a method outlined by Kurasaki (2000) for codebook ideation. Annotations of a subset of military veterans’ transcripts were utilized in congruence with affinity diagramming to create a codebook to categorize the phenomenon of reintegration into the civilian community after service (Haskins Lisle, 2017). This method could be useful in exploratory research that utilizes a codebook generated in vivo from annotations, especially for novice researchers who are overwhelmed by the codebook creation phase.
Conference Paper
A well-received ITiCSE 2016 paper challenged the orthodox view that programming is hard to learn. It contended that CS1 educators' expectations are too high, which can result in poor teaching and learning, and could impact negatively on diversity and equity. The author posed a challenge to the community to collect research-based evidence of what novice programmers can achieve, and use evidence to derive realistic expectations for achievement. We argue that before rising to this challenge we must determine: What exactly do educators expect of introductory programming students? This paper presents our efforts toward answering this question. We manually curated hundreds of CS1 syllabi, providing a fresh perspective of expectation in CS1 courses. We analyzed learning outcomes and their concepts, in addition to languages utilized and other useful CS1 design and delivery information. This work contributes to a current picture of what is expected of introductory programming students, and provides an interactive online tool linked to all collected syllabi and containing all learning outcomes and other associated information. We hope this will aid the community in deciding whether or not we have unrealistic expectations of our CS1 students and if so, our contributions provide a starting point for the community to adjust them.
Conference Paper
This special session will involve three related components. It will begin with a history of the ACM Code of Ethics and Professional Conduct (the Code), its evolving presence in the computing curriculum guidelines over time, and its documented use outside of academe. This will lead into an overview of the major changes to the Code that occurred in the most recent update. The third component and primary focus of the session will be to work with participants to identify ways that ACM and the ACM Committee on Professional Ethics (COPE) can help Computer Science educators integrate the Code as broadly as possible into diverse programs, ranging from Kindergarten to PhD-level. The outcome of the session would be a preliminary set of guidelines for programs and departments to adopt the Code, potential challenges to be addressed when formalizing those guidelines, and suggested approaches to resolve these difficulties. If attendance is sufficiently large, we would adopt a jigsaw model, breaking into smaller focus groups that are tasked with distinct portions of the Code. Each group reports back at the end, and members of COPE will collate the results into a document for future distribution and work.
Article
An important public discussion is underway on the values and ethics of digital technologies as designers work to prevent misinformation campaigns, online harassment, exclusionary tools, and biased algorithms. This monograph reviews 30 years of research on theories and methods for surfacing values and ethics in technology design. It maps the history of values research, beginning with critique of design from related disciplines and responses in Human-Computer Interaction (HCI) research. The review then explores ongoing controversies in values-oriented design, including disagreements around terms, expressions and indicators of values and ethics, and whose values to consider. Next, the monograph describes frameworks that attempt to move values-oriented design into everyday design settings. These frameworks suggest open challenges and opportunities for the next 30 years of values in HCI research.
Conference Paper
This paper presents Quantified Self: Immersive Data and Theater Experience (QSelf) as a case study in collaborative and interdisciplinary learning and toward a project-based education model that promotes technical art projects. 22 students from several departments engaged in a semester-long effort to produce an immersive theater show centered on ethical uses of personal data, a show that drew more than 240 people over 6 performances. The project was housed out of the computer science department and involved multiple computer science undergraduate and graduate students who had the chance to work with students from the department of theater and dance. By analyzing the technical artifacts students created and post-interviews, we found this project created a novel and productive space for computer science students to gain applied experience and learn about the social impacts of their work while the arts students gained a fluency and understanding around the technical issues presented.
Conference Paper
Our paper offers several novel activities for teaching ethics in the context of a computer science (CS) class. Rather than approaches that teach ethics as an isolated course, we outline and discuss multiple ethics education interventions meant to work in the context of an existing technical course. We piloted these activities in an Human Centered Computing course and found strong engagement and interest from our students in ethics topics without sacrificing core course material. Using a pre/post survey and examples from student assignments, we evaluate the impact of these interventions and discuss their relevance to other CS courses. We further make suggestions for embedding ethics in other CS education contexts.
Conference Paper
Data science is a new field that integrates aspects of computer science, statistics and information management. As a new field, ethical issues a data scientist may encounter have received little attention to date, and ethics training within a data science curriculum has received even less attention. To address this gap, this article explores the different codes of conduct and ethics frameworks related to data science. We compare this analysis with the results of a systematic literature review focusing on ethics in data science. Our analysis identified twelve key ethics areas that should be included within a data science ethics curriculum. Our research notes that none of the existing codes or frameworks covers all of the identified themes. Data science educators and program coordinators can use our results as a way to identify key ethical concepts that can be introduced within a data science program.
Conference Paper
This session is intended as a fun and highly interactive way for college and high school teachers to increase their familiarity with the ACM Code of Ethics and Professional Conduct. Using a quiz show format, participants will be asked to provide solutions to knotty (and sometimes humorous) ethical challenges. This will be followed by think-pair-share (so that everyone gets involved), and then a presentation of the relevant sections of the ACM Code of Ethics and Professional Conduct. Members of the ACM's Committee on Professional Ethics will be on hand to collect feedback and questions about the Code, for use by the Code 2018 task force, and for the "Ask an Ethicist" feature at http://ethics.acm.org.
Article
Mock trials are an effective and fun way of eliciting thoughtful dialogue from students, and encouraging them to produce incisive analyses of current ethical dilemmas related to computers and society. This paper describes our experience using mock trials in two computer ethics courses. Each trial was centered on a specific controversial and ethically or legally ambiguous topic related to current computer usage in society. Students participated in a series of mock trials during the term, alternating their role in each trial between jury, proponent, and opponent. Class participation was nearly 100% for every trial, with many students electing to define their own sub-role within their assigned major role. The logistics of the trials were initially difficult to administer and monitor; however, they quickly became manageable as we gained more experience with the opportunities and pitfalls associated with the mock-trial system, and as students volunteered suggestions for improvements.
Article
A syllabus defines the contents of a course, as well as other information such as resources and assignments. In this paper, we report on our work towards creating a syllabus repository of Computer Science courses across universities in the USA. We present some statistics from our initial collection of 8000+ syllabi. We show a syllabus creator that is integrated with Moodle [5] moodle_2006_moodle, an open-source course management system, which allows for the creation of a syllabus for a particular course. Among other information, it includes knowledge units from the Computing Curricula 2001 body of knowledge. The goal of the syllabus repository is to provide added value to the Computer Science Education community, and we present some such offerings. We conclude by presenting our future plans for the syllabus repository. These include using automated techniques to collect and classify syllabi, providing recommendations to instructors when creating a syllabus, and allowing the community to share their syllabi automatically. The syllabus collection will be part of the Computing and Information Technology Interactive Digital Educational Library (CITIDEL), a collection of the National Science Digital Library (NSDL).
Article
Usability has been widely implemented in technical communication curricula and workplace practices, but little attention has focused specifically on how usability and its pedagogy are addressed in our literature. This study reviews selected technical communication textbooks, pedagogical and landmark texts, and online course syllabi and descriptions, and argues that meager attention is given to usability, thus suggesting the need for more in-depth and productive discussions on usability practices, strategies, and challenges.
Conference Paper
Computer ethics courses differ from technical courses in the manner in which they are taught and assessed. A common assignment in a computer ethics course is to write an essay that addresses a technical dilemma. Computer science faculty typically do not have training or experience in grading essays. The purpose of this paper is to present a scoring rubric that has been successfully used to grade and track students' knowledge development as they progress through a computer ethics course. Although this paper focuses upon a specific rubric, general principles will be emphasized to show how scoring rubrics can be used across different courses.
Article
This paper presents the results of a study of the effect of a business ethics course in enhancing the ability of students to recognize ethical issues. The findings show that compared to students who do not complete such a course, students enrolled in a business ethics course experience substantial improvement in that ability.
Article
Most scholars, including Lawrence Kohlberg, have maintained that the principles of human development can mesh readily with the goals of the educational system. However, children's intuitive theories and conceptions turn out to be so powerful that they often undermine the overt goals of education. Indeed, there is typically a disjunction between early forms of understanding, the forms that school attempts to inculcate, and the kinds of knowledge required for expert performance in a domain. Though the issue has not been investigated, such disjunctions may obtain in the moral domain as well. It should be possible to bridge the gap between developmental and educational concerns; but such connection can only take place if the robustness of early conceptions is fully acknowledged and appropriate interventions are designed.
Article
The issue of responsibility on the part of the computer professional is one that has blossomed very recently. Members of the computing field have become very much aware of some of the issues, even if there isn't any consensus on how to handle them. The ACM debates on standards of professional conduct and on the desirability of a professional society such as the ACM taking formal positions on social issues are illustrative. It is the position of this paper that the faculty member should try to prepare the student to make better decisions for himself rather than try to persuade him to take particular stands on particular issues.
Article
An abstract is not available.
Article
‘the duty of the law schools is to help its students to understand the ultimate significance of the lifework they have undertaken: to see the ultimate purpose of a lawyer's work… .’ [Brainard Currie] The Lord Chancellor's Advisory Committee on Legal Education and Conduct (ACLEC) has recently called upon academic law teachers of the undergraduate degree in law to take more of an interest in professional ethics. This means that academic law teachers can no longer set the subject aside as something to be dealt with during vocational legal education. Professional ethics must be taught pervasively, ie at each stage of legal education. This paper argues, however, that professional ethics must be taught pervasively in a further sense: even within the undergraduate curriculum, the task of educating tomorrow's lawyers in professional ethics cannot be left to one or more specialists in the subject.
Article
Reports on a study of the effect of community service on 71 undergraduate students. Finds that community service work combined with discussion of relevant moral issues is an effective way of moving students into the postconventional stage of principled moral reasoning. Discusses other benefits of community service work. (CFR)
Article
A survey of 106 medical students assessing their interest in and attitudes to medical ethics in the curriculum is reported by the authors. Results indicate that 64 per cent of the students rated the importance of medical ethics to good medical care as high or critical and 66 per cent desired to learn more about the topic. However, in reports of patient encounters identifying ethical issues, less than six per cent of the students reported a frequency of more than one such patient encounter per week. The students also demonstrated a greater awareness of more obvious ethical issues than of more subtle, less publicised issues. When asked how medical ethics should be taught, the students clearly affirmed a desire for an integrated exposure to the subject throughout the medical curriculum. Possible implications of these findings for medical education are discussed.
Article
Despite attempts to describe the "ideal" medical ethics curriculum, few data exist describing current practices in medical ethics education to guide curriculum directors. This study aimed to determine the scope and content of required, formal ethics components in the curricula of U.S. medical schools. A questionnaire sent to all curriculum directors of four-year medical schools in the U.S. (n = 121) requested course syllabi for all required, formal ethics components in the four-year curriculum. Syllabi were coded and analyzed to produce a profile of course objectives, teaching methods, course contents, and methods for assessing students. Questionnaires were returned by 87 representatives of the schools (72%). A total of 69 (79%) required a formal ethics course, and 58 (84%) provided their ethics course syllabi. Analysis and codification of all syllabi identified ten course objectives, eight teaching methods, 39 content areas, and six methods of assessing students. The means for individual schools were three objectives, four teaching methods, 13 content areas, and two methods of assessment. The 58 syllabi either required or recommended 1,191 distinct readings, only eight of which were used by more than six schools. Ethics education is far from homogeneous among U.S. medical schools, in both content and extensiveness. While the study of syllabi demonstrates significant areas of overlap with recent efforts to identify an "ideal" ethics curriculum for medical students, several areas of weakness emerged that require attention from medical educators.
The Ethical Engine: Integrating Ethical Design into
  • Evan Peck
  • Peck Evan
More than 50 tech ethics courses, with links to syllabi
  • Cory Doctorow
  • Doctorow Cory
What Our Tech Ethics Crisis Says About the State of Computer Science Education . How We Get to Next
  • Casey Fiesler
  • Fiesler Casey
Tech's ethical 'dark side': Harvard, Stanford, and others want to address it
  • Natasha Singer
  • Singer Natasha
Yonatan Zunger Computer science faces an ethics crisis; the Cambridge Analytica scandal proves it
  • The Boston Globe
Amazon Reportedly Killed an AI Recruitment System Because It Couldn't Stop the Tool from Discriminating Against Women
  • David Meyer
The Business of War': Google Employees Protest Work for the Pentagon
  • Scott Shane
  • Daisuke Wakabayashi
  • Shane Scott
Ethics Across the Curriculum? Integrating Ethics and Societal Impact Topics into Core Engineering Courses
  • Madeline Angela R Bielefeldt
  • Daniel Polmear
  • Christopher Knight
  • Nathan Swan
  • Canney
  • Bielefeldt Angela R
The Ivory Tower Can't Keep Ignoring Tech . The New York Times
  • O' Cathy
  • Neil
  • O'Neil Cathy
Computer science faces an ethics crisis; the Cambridge Analytica scandal proves it
  • Yonatan Zunger
  • Zunger Yonatan