Professional Ethics for LIDT as Reflection, Interrogation, and Design
Professional ethics are reflected in the design decisions we make. They arise in our considerations of how decisions will impact individuals and the environment, as well as organizations we serve with our learning and instructional design work. In this chapter, we argue the importance of ethics in the learning and instructional design and technology (LIDT) field, for newcomers and current practitioners alike. Cognizant of how ethics are often discussed in terms of codes of conduct, we first problematize a disconnect and some limitations of the codes-based approaches. We then offer a different way to think about professional ethics in LIDT by advancing an approach that reframes professional ethics as three central practices: reflection, interrogation, and design. We offer practical designerly tools for ethics that LIDT practitioners can use to support the integration of ethics into design work and technology decision making. These three practices—reflection, interrogation, and design—offer fresh ways to think about professional ethics and professional practice. By reframing ethics, we can turn them into parameters and specifications that can then be folded into learning technology designs, artifacts, projects and decision making.