Objectives and competences
To understand the Friedman theorem: computer+man › man. To understand the role of ICT and the role of a computer scientist in society. To understand innovation process, it’s results and their usage. To be able to present and analyse the social, professional, cultural, philosophical, ethics, economic and other aspects of ICT and computer science and applay them in practice. The importance of lifelong learning.
Content (Syllabus outline)
• Introduction: the influence of ICT on the society and vice versa, the philosophy of information society, gender issues, ICT and (un)employment.
• The sociology of cyberspace.
• Professional and ethic responsibility, professional caudexes
• Intellectual property.
• Privacy and freedom: law, ethics, freedom of information, census.
• Computer crime, working law.
Learning and teaching methods
• lectures,
• tutorials,
• lab work
Intended learning outcomes - knowledge and understanding
To understand the Friedman theorem: »computer+man>man«.
Intended learning outcomes - transferable/key skills and other attributes
Communication skills: to present the role of ICT and the computer scientist in modern society. Understanding of ethical and professional principles and how to apply them in practice. Students will develop the ability to ask serious questions about the social impact of computing and to evaluate proposed answers to those questions. Students will be able to anticipate the impact of introducing a given product into a given environment. Will that product enhance or degrade the quality of life?.
Readings
R. Kling: Computerization and Controversy: Value Conflicts and Social Choices, Morgan Kaufmann, 2nd edition, 1996.
R. S. Rosenberg: Social Impact of Computers, Academic Press, 2nd edition, 1997.
M. Woodbury: Computer and Information Ethics, Stipes Publishing, Champaign, IL, 2003.
J. S. Preston, R. L. Ferrett: Computers in a Changing Society, Prentice Hall, Upper Saddle River, NJ, 2004.
Additional information on implementation and assessment The exam may be replaced by written midterm examinations in the weight of 50%.
