avava

The Development of a Curriculum Model for the Teaching and Training of Information Ethics at a higher education level in Southern Africa

Sun, 05 May 2024 09:45:41 GMT

Coetzee Bester & Johannes Britz

Abstract

In essence this article aims at safer participation in the cyber space. African knowledge societies are unceasingly confronted with new opportunities and challenges as part of the digital environment. Towards building sustainable knowledge societies, human behaviour in cyber-space should be guided by strong values in the fight against leading information-impoverished lives. In this article guidelines are provided for a curriculum model to teach preferred human behaviour as part of Information Ethics in a digitally connected multi-cultural Southern Africa. The article addresses two research questions; (i) what are the basic elements to compile a curriculum model for formal training on Information Ethics in Southern Africa, and (ii) what is the theoretical frame of reference for the design of a curriculum model for teaching Information Ethics in Southern Africa – both as a new field of study and as a way of life.

Keywords:

Information Ethics, cyber safety, Information Ethics teaching model, developing information societies, curriculum development

The Essential Relationship between Information Ethics and Artificial Intelligence

Thu, 30 Mar 2023 11:52:57 GMT

Coetzee Bester & Rachel Fischer - 30 March 2023

Abstract

This article rethinks the position of Information Ethics (IE) vis-à-vis the growing discipline of the ethics of AI. While IE has a long and respected academic history, the discipline of the ethics of AI is much younger. The scope of the latter discipline has exploded in the last decade in sync with the explosion of data driven AI. Currently, the ethics of AI as a discipline can be said to have sub-divided at least into machine ethics, robot ethics, data ethics, and neuro ethics. The argument presented here is that ethics of AI can from one perspective be viewed as a sub-discipline of IE. IE is at the heart of ethical concerns about the potential de-humanising impact of AI technologies, as it addresses issues relating to communication, the status of knowledge claims, and the quality of media-generated information, among many others. Perhaps the single most concerning ethical concern in the context of data-driven AI technology is the rise of new social narratives that threaten humans’ special sense of agency and, and this is firstly an IE concern. The article thus argues for the independent position of IE as well as for its position as the core, over-arching discipline, of the ethics of AI.

A Proposed Set of Guidelines for Capacity on Combating Online Radicalisation of Youth and Violent Extremism

Mon, 30 Nov 2020 09:44:41 GMT

Coetzee Bester - 30 November 2020

Abstract

The overall purpose of this project is to construct specific actions plans to promote intercultural and interdisciplinary practices of Information Ethics. The following is the specific objectives of this report:

1. Research online radicalisation of youth and violent extremism by:

Identifying forms of online radicalisation of youth and violent extremism, with a specific focus on international trends; and
Identifying forms of online radicalisation of youth and violent extremism, with a specific focus on African trends.
These aspects are addressed in Section 2 to 7, which specifically takes the academic and international scholarly aspects into consideration.

2. Develop a set of guidelines based on research by:

Providing a step by step guide in identifying online radicalisation of youth and violent extremism;
Design useful tools within the guidelines to online radicalisation of youth and violent extremism; and
Tailoring the guidelines for multicultural and multireligious African societies.

The guidelines and tools are found in Sections 7 and 8 which seeks to represent a more practical approach towards increasing capacity on combating online radicalisation of youth and violent extremism.

3. Throughout this report, the importance of combating online radicalisation of youth and violent extremism is referenced by:

Situating the guidelines within the Information For All Programme’s (IFAP) priority areas and existing UNESCO structures (Section 6);
Aligning it with the SDGs and AU Agenda 2063 and other international and local normative instruments (Section 9);
Drafting a policy paper for combatting online radicalisation of youth and violent extremism as an important element of inclusive knowledge societies (final report).

Apart from the guidelines and useful tools, other deliverables include recommendations.

Information Ethics education in Southern Africa: A conceptual approach and curriculum model for university level instruction

Mon, 01 Jun 2020 13:39:27 GMT

Coetzee Bester, Johannes Britz, Bradley J. Wiles,

June 2021

Abstract

This article proposes the Information Ethics Curriculum Model, a university-level educational heuristic aimed at promoting safe, responsible, and advantageous information use in multicultural setting across Southern Africa. The Model is designed to raise awareness of the ethical challenges posed by modern information and communication technologies (ICTs) amongst inhabitants of the Southern African region. It also seeks to equip students with the knowledge, understanding, and skills needed in their search for and use of information critical to their own and others’ empowerment. The article describes the Model’s theoretical and conceptual foundation and provides basic guidelines for applying the Model at undergraduate and graduate levels.

Keywords

Information Ethics, Information Ethics education, curriculum model, Southern Africa, university education

ICIE Curriculum Consortium for Information Ethics

Wed, 01 Jan 2020 13:51:17 GMT

Coetzee Bester

2020

Introduction

The formation of the ICIE Curriculum Consortium for the teaching of Information Ethics courses has been developed in collaboration with participating institutions worldwide. In addition to the creation and teaching of Information Ethics and related courses, the Curriculum Consortium has established and provides a set of guidelines concerning online teaching issues including credits and their transfer, platform, certification, and development of course curriculum.

Participating institutions in the consortium collectively participate in designing and developing all available courses. The establishment of the consortium and its modalities of formation and functioning are overseen by the consortium committee as outlined in the guidelines for the consortium.

Reader on Nelson Mandela and aspects of Information Ethics

Tue, 01 Jan 2019 12:14:27 GMT

Coetzee Bester , Johannes Britz , Rafael Capurro & Rachel Fischer

2019

Abstract

The idea for the Nelson Mandela Reader arose during the International Policy Dialogue on IFAP Priority Areas focused on BRICS conference held in Cape Town on July 4-6, 2018. The conference participants visited Robben Island, the prison site of former South African president Nelson Mandela. The tour guide recapitulated Mandela’s life and struggle for freedom in South Africa as well as the common political goals of both Mandela and his predecessor, Frederik Willem de Klerk, to overcome apartheid.

The confluence of South African history culminating in Mandela's Long Walk to Freedom, is not unlike similar situations in other societies and can be reflected on to provide a sense of orientation in 'language struggles' that are at the same time political, economic and, last but not least, cultural. Among the manifest topics in Mandela's biography is the question of perspective. Perspective provided a thread of unity to Mandela's life and to his reflection thereon. His perspective brings to light issues of (in-) human information and communication as addressed before, during and after the time of his imprisonment. It outlines the history of his country and continent as a struggle against what can be called information and communication apartheid.

Issues of apartheid extend beyond South Africa, as Mandela himself was well aware. Upon reflecting on the historical situation of apartheid South Africa, Mandela envisioned a universal solution out of the unique historical and cultural background.

This Reader contains 12 essays who reflect on the life and contribution of Nelson Mandela, through the lens of Information Ethics.

The development of a curriculum model for the teaching and training of information ethics at different educational levels in a multi-cultural Southern Africa.Thesis.

Mon, 01 Jan 2018 10:05:39 GMT

Coetzee Bester

2018

Abstract

As early as in 2008, Howard Owens suggested that in an age when access to information was as open as a billion galaxies, each individual was responsible for handling information ethically. He also referred to the availability of information and compared it to the flow of a million Mississippi rivers (Owens, 2008). In 2015 this view was emphatically reiterated by Tony Bates (2015) who pointed out that, in the digital age, we are surrounded (indeed, immersed!) in technology. The rate at which technological change is occurring shows no sign of slowing down, and it prompts massive changes in the current economy. It affects the way we communicate and relate to each other and, increasingly, the way we learn (Bates, 2015), even though our educational institutions were built largely for an industrial age rather than for a digital era. Fact is, information has never been as cheap, as fast and as vast as it is today. Each of these characteristics implies both huge opportunities and challenges regarding the ways in which humans could use and/or misuse information. The global information society is confronted with an increasing number of new challenges that have become an intrinsic part of the digital environment. Previously unknown challenges like hacking, cyber-crime, cyber-bullying, as well as problems caused by the use and misuse of digital-based social media, have spurred on information practitioners and researchers to detect and examine modern versions of old crimes, as well as completely new crimes. Emerging from their observations is the notion that there is a need for formulating principles to guide digital users’ personal behaviour (information ethics). Such principles could guide human beings who, based on their digital profiles and activities, could be referred to as digital or cyber-citizens of the 21st century Information Age.

Practical engagement with social media, some of which unfortunately have an extremely negative impact, influence the daily experiences of individuals. While mass media and 14 instant news inform many cyber-citizens, hurried participation on electronic social platforms is costing many people not only their jobs, but also their dignity. Moreover, the use of official and private spy equipment not only threatens people’s privacy but could also lead to the emergence of social problems like fake news, personal harassment and cyber-bullying. All these topics form part of the bigger new picture of human interaction in cyber-space and/or the digital environment. A possible negative result of damaging experiences and fear of cyber-challenges could be that people begin to feel unsafe and insecure on these information platforms: consequently, they may actively stop using available digital equipment. In doing so, they could be limiting their access to information and end up leading information-impoverished lives. This situation is also possible on the African continent.

It is, however, fair to question the truth of the mass media’s claim that connectivity on the African continent is a high priority for both the private sector and government.

Bester, BC 2018, The development of a curriculum model for the teaching and training of information ethics at different educational levels in a multi-cultural Southern Africa, PhD Thesis, University of Pretoria, Pretoria, viewed 2024/06/05 <https://repository.up.ac.za/handle/2263/67802>

The Train Has Left the Station: Chronicles of the African Network for Information Ethics and the African Centre of Excellence for Information Ethics

Mon, 01 Aug 2016 16:09:02 GMT

Coetzee Bester, Rachel Fischer and Johannes Britz

Aug 2016

Abstract

Rafael Capurro is one of the brightest shining beacons working in the information ethics field in Africa. His substantial contribution and his support for its growth in Africa is widely recognised. This chapter seeks to give an overview of his contribution and how he influenced the establishment of the African Network for Information Ethics (ANIE) and the African Centre of Excellence for Information Ethics (ACEIE). These two institutions, and what they endeavour to achieve, are closely aligned with Capurro’s research program on information ethics. It is argued here that due to the growth of information and communication technologies there arises a core set of concerns that must be addressed by scholars, private institutions and civil society and that there are distinct differences in how these manifest in the African context. Through the work of the ACEIE, and with Capurro’s guidance, the network has expanded in Africa to include concerned parties working together towards addressing these ICT-related issues in ways which are sympathetic to local needs. This chapter will elaborate on the various activities that have been held across Africa, since 2007, associated with the work of the African Network for Information Ethics and outlines publications produced by African authors which aim to develop a relevant local corpus on information ethics.

A Toolkit for Digital Wellness

Thu, 01 Oct 2015 09:47:24 GMT

Coetzee Bester & Beverley Malan

October 2015

Abstract

A series of 8 booklets that contains a toolkit to support the promotion of Information Ethics in schools and communities across Africa.

Building e-skills in Africa

Tue, 01 Apr 2014 16:13:35 GMT

Coetzee Bester, Adel Ben Youssef, Aduba Chuka, Mounir Dahmani, Beverley Malan

April 2014

Abstract

This chapter discusses what kind of strategies are needed to improve people’s e-skills in Africa. A hybrid between technological and organizational skills, e-skills are becoming the cornerstone of human development in the 21st century. They allow ICT to be used to its full extent— fostering economic growth, social inclusion, health and education services, and poverty reduction. Hence, significant progress in e-skills development is possible in Africa, but it will require system-wide changes. Small-scale programs and local reforms often fail to achieve the desired large-scale effects. More equitable access, quality, relevance, and effectiveness of e-skills development cannot depend solely on scaling up “best practices.” Attention needs to be paid to the governance environment in which e-skills programs take place.

Information Ethics in Africa: Cross-cutting Themes

Sun, 01 Sep 2013 16:18:19 GMT

Dennis Ngo'ng' Ocholla , Johannes Britz , Rafael Capurro , Coetzee Best er

Sept 2013

Abstract

This book was compiled by internationally recognised researchers and academics. These acclaimed researchers contributed chapters to the book on topics that are both practical and theoretical in terms of Information Ethics in an African context. The contributions were peer reviewed by two independent researchers (as well as members of the editorial committee) and authors were given the opportunity to revise their contributions based on the suggestions of the reviewers. This book is primarily aimed at researchers, but can also be used at postgraduate level (and some chapters even at senior undergraduate level).

Management of information in development projects–a proposed integrated model

Sat, 01 Nov 2008 16:23:32 GMT

Coetzee Bester , Johannes Britz , Aria Merkestein

November 2008

Abstract

The first section of the article focuses on the need for development in Africa and the specific challenges of development operations. It describes the need for a holistic and integrated information management model as part of the project management body of knowledge aimed at managing the information flow between communities and development project teams. It is argued that information, and access to information, is crucial in development projects and can therefore be seen as a critical success factor in any development project. In the second section of the article, the three information areas of the holistic and integrated information management model are described. In the section thereafter we suggest roles and actions for information managers to facilitate information processes integral to the model. These processes seek to create a developing information community that aligns itself with the development project, and supports and sustains it.

The Management of Information in Development Projects: A Proposed Model for Enhancing Community Participation in Democracy and Policy Making in Africa.

Thu, 05 Jun 2008 05:31:33 GMT

Coetzee Bester

5 June 2008

Abstract

Politicians in their role as information managers and developers could play an important role in leading communities via agreed expectations towards achievable results, thus becoming real leaders for sustainable democracy. The first section of this article focuses on the need for development in Africa and the specific challenges faced by development operations as the foundation for sustainable democracy in Africa. It describes the need for a holistic and integrated information management model as part of the project management body of knowledge aimed at managing the information flow between communities and development teams. It is argued that information, and access to information, is crucial to development projects and can therefore be seen as a critical success factor in any development project, particularly towards sustainable democracy. The second section describes the three information areas of the holistic and integrated information management model. In the final section we suggest roles and actions for information managers to facilitate information processes integral to the model. These processes seek to create a developing information community that aligns itself with the development project and supports and sustains it.

Using Information Technology to Create Global Classrooms: Benefits and Ethical Dilemmas

Sat, 01 Sep 2007 16:26:43 GMT

York W. Bradshaw , Johannes Britz , Theo JD Bothma , Coetzee Beste r

September 2007

Abstract

The global digital divide represents one of the most significant examples of international inequality. In North America and Western Europe, nearly 70% of citizens use the Internet on a regular basis, whereas in Africa less than 4% do so. Such inequality impacts business and trade, online education and libraries, telemedicine and health resources, and political information and e-government. In response, a group of educators and community leaders in South Africa and the United States have used various information technologies to create a "global classroom" that connects people in the two countries. University students, high school students, and other citizens communicate via Internet exchanges, video conferencing, and digital photo essays. The project has produced a number of tangible benefits and it has developed a model for reducing inequality in global education, at least for those institutions with the technological resources to participate. We also present several recommendations for how to expand the initiative and thereby increase the number of people who can benefit from it.

A proposed multi-disciplinary and integrated model for managing the flow of information in development projects in Africa. MIS Dissertation.

Mon, 01 Jan 2007 09:55:43 GMT

Coetzee Bester

2007

Abstract

Assuming that Africa is serious in its intent to become a developed role player in the global world, then information and the way in which it is managed is of critical concern. This study is inter alia informed by the need for an interdisciplinary, holistic approach to information management integrating relevant aspects and characteristics of human beings as well as aspects of the life and culture, economy and ecology of a community with sustainable development, and by the notion that information is a crucial resource in development projects. The study responds to the acute need for trained information managers/agents in development projects and aims to develop an information management model to be used in development projects in Africa. Chapter one identifies the problem to be investigated, the objectives to be attained, the research methodology to be followed, and the significance of research into development in Africa. This is placed within a theoretical framework focusing on managing information flows in developing communities. Chapter two focuses on the present status of development policies and conditions in Africa. It seeks to facilitate understanding of current development initiatives, particularly where these relate to information management and its interrelationship with coordinating development agencies such as the African Union, NEPAD and the Africa Peer Review Mechanism. The importance of information management as a holistic approach to long-term sustainable development in Africa is highlighted. Chapter three focuses on information management as a core concept in development. The basic management activities of the proposed integrated and multidisciplinary model for information management are described. The use of organisational development theory in a community context is proposed as a means to integrate project management principles with the needs of communities affected by development processes and projects, so as enable communities to accept development and change. The need for awareness of socio-cultural tensions emerging in communities during development processes is discussed in Chapter four. Reference is made to sixteen cultural elements guiding the activities in communities and influencing development and/or information, as well as the interaction between these during development and change processes. In this, human development is defined as a process of personal change, growth and advancement through processes involving the acquisition of knowledge, development of the capability to make decisions and to participate in the activities of a community. Chapter five proposes a three-part model for information management in development, which serves as a holistic, integrated and multi-disciplinary tool for information managers and agents in development projects in Africa. The model proposes three categories of (circular) information flow during development process to ensure an all-stakeholder focus, namely, (i) initiation and introduction of the development project, (ii) strategy and management information (iii) facilitation of consultation processes in the communities with subsequent inclusion of local and indigenous knowledge. The chapter indicates that the facilitation of the circular flow of information is a main responsibility of the information manager. Chapter six evaluates the contribution of the study and identifies new opportunities to further the objectives of this study.

Bester, BC 2007, A proposed multi-disciplinary and integrated model for managing the flow of information in development projects in Africa, MIS dissertation, University of Pretoria, Pretoria, viewed 2024/06/05 < https://repository.up.ac.za/handle/2263/24043 >

avava

The Development of a Curriculum Model for the Teaching and Training of Information Ethics at a higher education level in Southern Africa

Coetzee Bester & Johannes Britz

Abstract

Keywords:

The Essential Relationship between Information Ethics and Artificial Intelligence

Coetzee Bester & Rachel Fischer - 30 March 2023

Abstract

A Proposed Set of Guidelines for Capacity on Combating Online Radicalisation of Youth and Violent Extremism

Coetzee Bester - 30 November 2020

Abstract

Information Ethics education in Southern Africa: A conceptual approach and curriculum model for university level instruction

Coetzee Bester, Johannes Britz, Bradley J. Wiles,

Abstract

Keywords

ICIE Curriculum Consortium for Information Ethics

Coetzee Bester

Introduction

Reader on Nelson Mandela and aspects of Information Ethics

Abstract

The development of a curriculum model for the teaching and training of information ethics at different educational levels in a multi-cultural Southern Africa.Thesis.

Coetzee Bester

Abstract

The Train Has Left the Station: Chronicles of the African Network for Information Ethics and the African Centre of Excellence for Information Ethics

Coetzee Bester, Rachel Fischer and Johannes Britz

Abstract

A Toolkit for Digital Wellness

Coetzee Bester & Beverley Malan

Abstract

Building e-skills in Africa

Coetzee Bester, Adel Ben Youssef, Aduba Chuka, Mounir Dahmani, Beverley Malan

Abstract

Information Ethics in Africa: Cross-cutting Themes

Dennis Ngo'ng' Ocholla , Johannes Britz , Rafael Capurro , Coetzee Best er

Abstract

Management of information in development projects–a proposed integrated model

Coetzee Bester , Johannes Britz , Aria Merkestein ﻿

Abstract

The Management of Information in Development Projects: A Proposed Model for Enhancing Community Participation in Democracy and Policy Making in Africa.

Coetzee Bester

Abstract

Using Information Technology to Create Global Classrooms: Benefits and Ethical Dilemmas

York W. Bradshaw , Johannes Britz , Theo JD Bothma , Coetzee Beste r

Abstract

A proposed multi-disciplinary and integrated model for managing the flow of information in development projects in Africa. MIS Dissertation.

Coetzee Bester

Abstract

Coetzee Bester , Johannes Britz , Aria Merkestein