This unit explores how gaming, immersive platforms, and semi- to fully-autonomous technologies are reshaping work, society, and ethical norms. Students examine implications for privacy, labor, rights (including questions of machine consciousness), and develop evidence-based responses and policy recommendations.
Learning Objectives
- Analyze how semi- and fully-autonomous technologies, gaming, and metaverse environments are likely to change job roles, required skills, and workplace models using current research and trend data.
- Evaluate ethical, legal, and societal implications of emerging technologies—including questions of autonomy, bias, privacy, and potential machine consciousness—and defend a reasoned position on related rights and responsibilities.
- Apply ethical frameworks and risk-assessment methods to real-world case studies from gaming, the metaverse, and autonomous systems to identify harms, vulnerabilities, and mitigation strategies.
- Demonstrate the ability to develop a concise policy brief or implementation plan that recommends workforce adaptations, governance measures, and educational priorities to respond to impacts of evolving technologies.
Curriculum
- 1 Section
- 10 Lessons
- 30 hours
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- Unit 4 — Ethics, Autonomy, and the Metaverse10
- 1.1Gaming20 mins
- 1.2Moving Forward: How Will People Work?20 mins
- 1.3What Are the Complications and Considerations of Technology Becoming Semi and Fully Autonomous?20 mins
- 1.4Notes20 mins
- 1.5The Metaverse20 mins
- 1.6A Computer’s View of Computer Ethics by ChatGPT20 mins
- 1.7Key Takeaways20 mins
- 1.8When Can Technologies Be Defined to Have Consciousness and, at That Point, Should They Be Afforded Rights?20 mins
- 1.9Conclusion20 mins
- 1.10Notes20 mins
Instructor
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