A Code of Digital Ethics: laying the foundation for digital ethics in a science and technology company

The rapid and dynamic nature of digital transformation challenges companies that wish to develop and deploy novel digital technologies. Like other actors faced with this transformation, companies need to find robust ways to ethically guide their innovations and business decisions. Digital ethics has recently featured in a plethora of both practical corporate guidelines and compilations of high-level principles, but there remains a gap concerning the development of sound ethical guidance in specific business contexts. As a multinational science and technology company faced with a broad range of digital ventures and associated ethical challenges, Merck KGaA has laid the foundations for bridging this gap by developing a Code of Digital Ethics (CoDE) tailored for this context. Following a comprehensive analysis of existing digital ethics guidelines, we used a reconstructive social research approach to identify 20 relevant principles and derive a code designed as a multi-purpose tool. Versatility was prioritised by defining non-prescriptive guidelines that are open to different perspectives and thus well-suited for operationalisation for varied business purposes. We also chose a clear nested structure that highlights the relationships between five core and fifteen subsidiary principles as well as the different levels of reference—data and algorithmic systems—to which they apply. The CoDE will serve Merck KGaA and its new Digital Ethics Advisory Panel to guide ethical reflection, evaluation and decision-making across the full spectrum of digital developments encountered and undertaken by the company whilst also offering an opportunity to increase transparency for external partners, and thus trust.

Efektivitas Etika Digital Netizen Indonesia Terhadap Ujaran Kebencian di Instagram

This research is motivated by mass communication and retrieval of information on Instagram, creating hate speech on digital platforms. With the availability of social media as a means of disseminating the required information, the pattern of society has shifted, either implicitly or unseen, so that culture, ethics, and norms become biased and cause conflict. This study aims to identify hate speech on Instagram and test the effectiveness of digital ethics within the axiological analysis. The object of this research is hate speech used to comment with inappropriate words. This research method uses a literature review method. This research collects data from various journals and finds proof of hate speech on Instagram. The freedom of expression results in this literature study state that many social media users do not apply excellent and polite social media ethics. Besides that, axiological studies supported these results that do not help ethical skills related to moral and aesthetic values. In addition, many Indonesian netizens still spread hatred intentionally or unintentionally on social media. Therefore, there is a need for education and proactive action for Indonesian netizens to use social media.

Digital Ethics as Translational Ethics

There are growing calls for more digital ethics, largely in response to the many problems that have occurred with digital technologies. However, there has been less clarity about exactly what this might mean. This chapter argues first that ethical decisions and considerations are ubiquitous within the creation of digital technology. Ethical analyses cannot be treated as a secondary or optional aspect of technology creation. This argument does not specify the content of digital ethics, though, and so further research is needed. This chapter then argues that this research must take the form of translational ethics: a robust, multi-disciplinary effort to translate the abstract results of ethical research into practical guidance for technology creators. Examples are provided of this kind of translation from principles to different types of practices.

Using Video Diaries in Social Science Research

The focus of this chapter is the use of video-diaries in social research. The aim is to examine and reflect upon the particular ethical terrain and situated ethics of using visual diary method in social science research with different participant groups who arguably present specific ethical concerns, including children and older people, people with disabilities (either physical, cognitive, or psychiatric), and older people. The authors present a discussion of the specific ethical considerations arising from the use of this method due to the particular type of data it generates, namely audio and moving visual data. As such, the process of creating a video diary and the procedures involved in collecting and analysing video diary data are fundamentally different from a paper-based (non-digital) diary. For these reasons, it is important to step back and reflect on the situated ethics, including the digital ethics encountered when using this method.

Digital Citizenship and Its Dimensions

Digital citizenship is a concept that has gained importance, especially after the 2000s, with the increasing prevalence of digitalization. This study aimed to examine the thoughts of the students who took the Digital Citizenship and Society course at Gaziantep University, Faculty of Communication, Department of Journalism in the 2020-2021 academic year. The statements taken from the students reveal what the digital citizenship sub-dimensions mean in students' lives, which sub-dimension is more important to them, how they perceive the problems they encounter most in digital life, and the relationship between digitalization and participatory democracy. According to the results of the research, students have a positive attitude towards the concept of a digital citizen. Digital commerce and digital communication are the dimensions they are most associated with in their daily life. The most problematic dimensions are digital security, digital ethics, digital commerce, and digital law. Increasing digital citizenship qualities will facilitate participatory democracy.

Digital Ethics in Technology and Investments

This chapter focuses on aspects of digital ethics in technology and investments and covers the background of the growing surface area of the technology and its concerns related to data; it provides an overview of the data-related challenges and their ethical uses by organizations and people. It also covers emerging technology like artificial intelligence and its impact on ethical challenges. It provides an overview of the potential ethical challenges of technology that investors should consider and focuses on the criticality of the framework requirement and its implementation within businesses to make the right decisions. The author lays out the view on ethics and regulations and why companies should commit to ethical practices for their growth.

Digital Ethics

The purpose of this chapter is to discuss strategies that can be applied in the domain of cyberlaw. The chapter begins by distinguishing between ethics, morality, and law. It then focuses on the relation between ethics and digital technologies. The chapter then examines proposals for what should be included in codes of ethics as well as examples of codes of ethics for IT companies. The examples include the British Computer Society, the Association for Computer Machinery, and the Data Processing Management Association. Next, ethical codes for regulating automation, computerization, and artificial intelligence are summarized. The chapter then discusses ethical issues surrounding privacy, anonymity, and personal data, including the EU's right of access by data subjects as well as issues connected with big data. The chapter then focuses on crimes caused by digitization and the protection of intellectual property. The chapter concludes by considering recent laws of ecommerce as well as social and international legal challenges of regulating cyberspace.

Filsafat Digital Integral: Reformulasi Program Literasi Digital Nasional di Era Pandemi Covid-19 di Indonesia

<p><span lang="EN-US">The Covid-19 pandemic has accelerated the process of human migration from the real world to the virtual world (cyber). One of the impacts is the emergence of the phenomenon of cyber religion. As one of the parties responsible for literacy of its citizens in this regard, the government, through the role of the Ministry of Communication and Information, then initiated the National Digital Literacy Program, which is based on four pillars, namely: digital safety, digital skills, digital ethics, and digital culture. In dealing with the cyber religion phenomenon, the four pillars only reinforce the interobjective space. Therefore, to complete it, this research uses the theoretical framework of Ken Wilber's Universal Integralism or Holonic Integralism, which integrates four dimensions of "space" integrally, namely: intersubjective, interobjective, subjective, and objective space. In his findings, the researcher offers the concept of Integral Digital Philosophy, which integrates the four spaces simultaneously. The implications of this finding are beneficial for the provision of religious preachers about the importance of integrating the awareness of the "four worlds" when preaching in cyberspace.</span></p>

Development of perceptions of digital etiquette in the modern educator as a factor of readiness to exchange knowledge in a virtual environment

Актуальность статьи связанна с необходимостью освоения педагогами этических аспектов профессиональных коммуникаций, которые стремительно переходят в цифровой формат. Для непрерывного развития педагогов большим потенциалом обладает обмен знаниями, который наиболее успешно осуществляется в виртуальной среде. Цифровой этикет, который соблюдают педагоги, является показателем их готовности к обмену знаниями в профессиональных сообществах. Ставиться цель, связанная с описанием направлений развития представлений и знаний педагогов о цифровом этикете в условиях дополнительного профессионального образования и других форм обучения педагогов. Теоретический анализ научных работ показал возможности повышения квалификации учителей в развитии их коммуникативной культуры, обмена знаниями в сетевых педагогических сообществах. Научная новизна исследования заключается в том, что в статье сформулированы авторские содержательные линии, принимаемые во внимание при развитии представлений педагогов о цифровом этикете. Они предполагают: а) актуализацию знаний по основным вопросам коммуникативной стороны профессиональной деятельности учителя; б) определение специфики общения в виртуальной среде и освоение правил цифрового этикета; в) освоение метода обмена знаниями учителями, изучение цифровых платформ, на которых строятся современные профессиональные коммуникации.Теоретическая и практическая значимость исследования состоит в том, что выделенные линии могут найти применение в развитии представлений педагогов о цифровом этикете в учреждениях дополнительного профессионального образования, при самообучении педагогов и в школе как самообучающейся системе. The relevance of the article is related to the need for teachers to master the ethical aspects of professional communications, which are rapidly changing to a digital format. Knowledge sharing has great potential for teachers' continuous development, which is most successfully carried out in the virtual environment. The digital etiquette that educators observe is an indicator of their readiness to exchange knowledge in professional communities. The aim is to describe the directions of development of teachers' ideas and knowledge about digital ethics in the conditions of additional professional education and other forms of teacher training. Theoretical analysis of scientific works showed the possibilities of professional development of teachers in the development of their communicative culture, exchange of knowledge in the network pedagogical communities. Scientific novelty of the study - the article formulated the author's content lines, taken into account in the development of teachers' ideas about digital etiquette. They involve: a) updating knowledge on the main issues of the communicative side of professional teacher; b) determining the specifics of communication in a virtual environment and mastering the rules of digital etiquette; c) mastering the method of knowledge sharing teachers, the study of digital platforms, which are built on modern professional communications. Theoretical and practical significance of the study is that the highlighted lines can find application in the development of teachers' ideas about digital etiquette in institutions of additional professional education, in the self-study of teachers and in the school as a self-study system.

The Oxford Handbook of Digital Ethics

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