INTRODUCTION
We are facing major challenges in learning since the diversity of internet technologies, which has largely affected the technological and economic landscapes that it was founded on. Yet there is also a problem. If we concentrate our focus in the technology itself and not enough on how well it is used, we will not escape from the trouble. But if we ignore the power of the internet, we will never go forward. In the end successful internet based learning or e-learning depends on building a strategy that optimizes the technology within an educational culture that is ready and willing to use it. But, as we will know that, it isn't just a technological innovation that leads us to e-learning. Business needs, to get the knowledge even information are changing large number of people faster than ever before.
SOCIAL, PROFESSIONAL AND ETHICAL ISSUES
To identify the social issues in development of an e-learning application in an educational institution, I will briefly legitimize the introduction of the field of computer ethics as related to social issues. Following are unique features of computing technology:
Logical malleability: computers are logically malleable in that, they can simulate any activity that can be characterized in terms of inputs and connecting logical operations, they are therefore used as tools for representation, modeling and simulation and they are a materialization of our conceptual knowledge of the world. In such cases, issues such as privacy and security could be ultimately used as an attribute for intellectual property controversy.
Storage of huge amounts of data: The ease with which data are saved makes the use of surveillance, monitoring and spyware methods really easy from the technical point of view.
Uncertainty of identity: Present day vague identities make possible stealing other person's identity, forging of a message, or sending a message anonymously like 'spam' for example. There is an ongoing ethical debate about the pros and cons of anonymity.
When faced with social dilemmas, a professional must be able to make rational and well-justified decisions that will extinguish the social factors that tend to repudiate the standards set by the education institution.
Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. The design of our interface and authoring system is influenced in part by the structure of the e-Learning content.
For the learner, each level in the instructional model serves a specific function. There may be a single or multiple modules in an instructional unit configured as a course.
The learning outcomes of the course can be summarized as empowering students with the
ability:
_ to apply an Object Oriented development methodology
_ to design software applications that involve relational database and a high level
processing language;
_ to understand and implement rapid application development concepts and technologies;
_ to develop efficiency and effectiveness in problem-solving;
_ to work collaboratively and cooperatively in a team environment;
_ to articulate a vision for learning and manage their own learning process;
_ to develop appropriate professional and ethical judgments in the conduct of their work;
_ to appreciate social and cultural diversity.
The teaching methods and assessment are designed to support the achievement of these learning outcomes. In particular, the redesign of the curriculum has incorporated an approach to teaching and learning that explores theoretical concepts in the context of the solution of a real world problem.
To sum up, what is the point in studying Ethics for a professional? One thing is sure:
Professional Ethics is not about preaching virtue so that students will adopt a certain pre-established set of beliefs. Rather, it aims to increase the ability of students as future engineers and managers to first recognize and then responsibly confront moral issues raised by technological activity. The goal is to develop moral autonomy, i.e. the skill and habit of thinking rationally about ethical issues.
In sum, we learn Ethics in order to:
• Deal with computing as a service to other human beings
• Sensitize students to computer ethics issues
• Convey a sense of professional responsibility not covered in other courses
• Provide tools and methods for analyzing cases
• Present practice in applying the tools and methods to actual or realistic cases
• Develop in the student good judgment and helpful intuitions for ethical autonomy
CODES OF ETHICS
Because of the fundamental impact computing has on our lives, it is necessary to integrate computing technology and human values in such a way that the technology protects and advances human values. How can we work to ensure that computing and software technology advances human values?
One way to establish an integrated value system is based on acceptance of the code of ethics.
Codes of Ethics express the consensus of the profession on ethical issues. At the same time they are a means of educating the general public about the ethical norms and values of the profession. An essential characteristic of a profession is therefore the need for its members to conform to its code of ethics.
Having a code of ethics allows an engineer to argue not merely as an ordinary moral agent, but in the first place as a professional. Engineers can say 'As a professional, I cannot ethically put business concerns ahead of professional ethics.'
Harris, Pritchard, and Rabins summarize Stephen Unger's analysis of the possible functions of a code of ethics: First, it can serve as a collective recognition by members of a profession of its responsibilities. Second, it can help create an environment in which ethical behavior is the norm. Third, it can serve as a guide or reminder in specific situations. Fourth, the process of developing and modifying a code of ethics can be valuable for a profession. Fifth, a code can serve as an educational tool, providing a focal point for discussion in classes and professional meetings. Finally, a code can indicate to others that the profession is seriously concerned with responsible, professional conduct.
CONCLUSION
The project is an effective and significant development because it proposes the redesign of the curriculum in order to make it student-centred learning, and to place responsibility for the control of learning in the hands of the student. The redesign represents a transition from a passive model of learning to a constructivist model. The proposed model encourages active and collaborative learning and the development of a learning environment that is sensitive to learner needs. Discussion lists and email supplement group work and knowledge discovery. The project provides consistent and uniform learning materials across all the delivered campuses. The e-Learning materials produced during the completion of the project form the basis of a flexible learning alternative for both on-shore and off-shore students. Its outcomes are applicable to other courses in the School. The project provides a template for the curriculum development of a computing course in flexible learning mode that can be utilized by staff of the School and the University.
