Run by School of Computer Science and Electronic Engineering
10 Credits or 5 ECTS Credits
Overall aims and purpose
This module will enable learners to develop an understanding and appreciation of the need to be professional in the computing industry and the social and ethical issues involved in the exploitation of computer technologies.
● Being Professional: Definitions of Ethics, Environmental, Legal, Social and Professional Aspects.
● Introduction of the concept of professionalism. Protecting the IT Professional, Codes of Conduct/Practice. Codes of Ethics, Environmental considerations, established organisations. (eg. IEEE, BCS, IET)
● Software liability and reliability. Critical Systems, Health & Safety.
● IT and its Influence on Society. IT in the workplace, in the home, in education, in politics: its uses and abuses. The information revolution. Information Societies. Social obligations of IT professionals.
● The World Wide Web. Access to information. Information and Privacy. The use and misuse of data. DPA. Computer misuse. FOI. Copyright. Intellectual property.
● Responsibility and Recrimination. What can be done? Responsibilities for security and abuse of data. Potential methods of control. Differences between responsibility, accountability and liability.
● The Future of IT. What can we expect? Changes to society, home-life, education and work. Ethical and professional considerations.
the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources.
the student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources.
the student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources.
- Present and communicate ideas, views and opinions on a technology based ethical issue.
- Demonstrate knowledge of ethical issues in computing.
- Research and analyse ethical technology based topics of interest and document evaluations, findings and conclusions in an appropriate manner.
Teaching and Learning Strategy
70 of the 100 notional learning hours - 70 hours of tutor directed student learning.
The tutor directed student learning will be supported by online learning materials hosted or signposted on the Grŵp VLE.
30 of the 100 hours of notional learning - 30 hours classroom based.
The classroom-based element will include student-centred learning methods such as interactive lectures, case studies, group discussions and practical workshops.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Brinkman, W. & Sanders, A., 2012. Ethics in a Computing Culture . Cengage Learning.
Johnson, D., 2009. Computer Ethics. 4 th ed. Prentice Hall.
Quinn, M., 2014. Ethics for the Information Age. 6th ed. Addison-Wesley
Tavani, H., 2013. Ethics and Technology: Controversies, Questions and Strategies for Ethical Computing . John Wiley
ACM Digital Library
Professional Bodies Websites
The British Computer Society (BCS) www.bcs.org
The Institution of Engineering and Technology (IET) www.theiet.org
The Institution of Electrical and Electronics Engineers (IEEE) www.ieee.org
Courses including this module
Compulsory in courses:
- H300: BSc Applied Software Engineering (Degree Apprenticeship) year 2 (BSC/ASE)