ABSTRACT
Including ethical concepts and considerations in engineering education has attracted significant interest in recent years, mainly due to the impact of some AI applications in different areas of our life. The use of case studies in teaching ethics is a well-known and useful approach. The debate related with a given case study helps students think about the implications, motivations and foreseeable impact of the technologies. This fact is in contrast with the common easy-thinking that technologies are neutral and that an engineer should not bother about ethics and does not have any responsibility at all. While many basic technologies may be considered neutral, more developed and complex systems are not so neutral;they have a motivation and some foreseeable impact and consequences. Thence, the main message is that engineers have a responsibility when developing these systems. This paper presents a case study used in a course for Ph.D. students in a Technical University to introduce the concept of ethics by design and to stress the idea of responsible conduct in engineering. The case under study is the design and development of tracing applications for fighting against the Covid-19 pandemic in 2020. The analysis of the case requires to understand the basic technologies proposed, the different alternatives considered at that time, the basic facts related with the contagion chain and the main factors to be addressed, the consideration of the balance between public health rights and individual privacy rights, and the social aspects related with the acceptability by citizens. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
ABSTRACT
Many MSMEs manually close their businesses in today's competition, especially those caused by the COVID19 pandemic, and besides that, the lack of technology implementation is even more aggravating. Like it or not, Micro, Small, and Medium Enterprises (MSMEs) must equip their businesses with the application of technology, and unfortunately, there are still many MSMEs that have not been able to take advantage of the benefits of technological developments. Many companies see this condition as an opportunity;for example, Gojek and Grab partner with MSME players to make it easier to trade their products or services. In this paper, a smartphone application for MSMEs called 'Dagang Yuk Yuk, ' which consists of activities such as Login, Create Order, Input Delivery Location, Select Courier, and Select Payment Method has been proposed. Dagang Yuk Yuk tries to give different ideas for implementing MSME actors where this application is only for MSME players as part of an MSME business unit. This paper discusses the application's design using use case diagrams to describe the business process, while class diagrams model the database design. This application was developed using Arduino studio and MySQL database for database storage. © 2022 IEEE.
ABSTRACT
The COVID-19 pandemic has caused teachers across India to use Edtech products in teaching. But teachers face multiple challenges, ranging from selecting appropriate Edtech tools to developing their own teaching practice for teaching with Edtech. The currently available taxonomies and landscapes of Edtech products either address student-facing products or focus on a niche category of teacher-facing products like assessment tools or open-source tools. In this paper, we present a taxonomy of teacher-facing Edtech products that contains a hierarchy of three levels with learner-centric activity tools and teacher professional development forming the base layer. Each category further spins off into multiple subcategories based on various teacher objectives like products for conducting learner-centric activities, generating summative assessments, or developing their teaching competencies. This taxonomy emerged from a systematic literature review and a field-driven affordance analysis of a representative set of eighty products. Our analysis showed that the product landscape was skewed towards learner-centric activity tools (70% of the 80 Edtech products analyzed), revealing the need for more products that support teachers' professional development (TPD). This taxonomy informs teachers about the products available under different Edtech categories. It also includes an affordance analysis that provides additional information about the affordances typical to that particular sub-category.