Creating and integrating relevant educational cartoons with scenario-based learning strategies to impart long-term ethics learning

Abstract

Active and interactive learning are considered harbingers to life-long learning and many have recommended appropriate integration of technology and teaching methodologies to impart authentic learning. It is of utmost importance that classroom teaching be relevant and should involve potential real-life ethical situations that the students may face in the workplace. We thus need to ensure that the students retain and find application of their learning that they have accomplished in the classroom, outside the classroom. In this study, I have endeavoured to create relevant skits/plays which have been converted to educational cartoons to teach ethics to undergraduate engineering students. The students assumed the role of individual characters as depicted in the script/skit and engaged in open-ended discussion post identifying the ethical context addressed in the script. These cartoons would be used as flipped classrooms to enhance authentic and life-long learning experience to impart an innovative/novel way of teaching and learning. Data and feedback were collected from participating students and which was very encouraging.