ABSTRACT
In this chapter, we will explore an approach for teaching ethics for instructional design and educational technology that is not a class on moral philosophy but rather approaches it as a process of identifying and evaluating complex decisions and problems in the field that have an ethical dimension. The primary objective is to inform instructional design practices more deeply and support complex decision making around educational technologies. Specifically, this design is anchored in the principles of the reflective practitioner, with reflection-in-action as a key objective and quality of professional practice with scaffolding in developing more reflective questioning of technologies in learning then translating that form of analysis into either a decision making or design process. We posit that a design-based approach anchored in reflection-in-action rather than a compliance-oriented approach better prepares future professionals for the complex problem spaces they encounter on the job.
