➡️ Moral Machine & Pedagogical Shift from Text to Hypertext
This blog activity is assigned by Dilip Sir. For further insights, you can explore Teacher’s Blog.(Teacher's Blog)
🔹 Part 1: The Moral Machine Experience
My Reflection:
Participating in the Moral Machine activity was both fascinating and unsettling. It placed me in the position of an autonomous vehicle’s decision-maker, confronting moral dilemmas that no human should ever have to face deciding between passengers and pedestrians, the young or the elderly, humans or animals.
At first, it felt uncomfortable to assign value to human lives. However, as the scenarios continued, I began to recognize the deeper implication of this simulation: it mirrors the ethical challenges in artificial intelligence programming. The experiment made me realize that behind every machine decision lies a reflection of human values, biases, and beliefs.
What struck me most was how our moral compass shaped by our culture, upbringing, and emotions influences even supposedly objective technologies. It reminded me that AI is not separate from humanity; it is an extension of it, carrying our moral DNA within its algorithms.
🔷 Learning Outcome:
1. Ethics are never absolute – moral choices depend on cultural, emotional, and situational contexts.
2. AI mirrors humanity – technology learns and acts according to human moral frameworks.
3. Culture and technology are intertwined – moral reasoning varies across societies.
4. Critical thinking is essential – we must question how machines are designed and trained.
5. Interdisciplinary insight matters – AI ethics connects philosophy, psychology, and computer science.
Overall, this activity deepened my understanding of digital morality and made me more conscious of how technological progress must always be guided by ethical reflection.
🔷 Screenshot and PDF
🔷 PDF of Moral machine
🔷 Part 2: Pedagogical Shift — From Text to Hypertext
The Transformation of Learning
The evolution from traditional text-based learning to hypertextual and digital education represents one of the most significant pedagogical transformations of our time. The first presentation emphasized that earlier, learning followed a linear path students moved from one chapter to another, guided by the printed page.
Today’s learners, however, navigate an interconnected web of information, exploring ideas through multimedia, hyperlinks, and interactive platforms. This shift encourages creativity, collaboration, and critical inquiry, pushing teachers to become facilitators in a more dynamic learning ecosystem.
Hypertext as a Learning Space
The second presentation illustrated how hypertext changes not just the tools of learning but its very structure. Unlike printed text, hypertext allows readers to explore multiple layers of meaning connecting text, images, and videos seamlessly.
In literature studies, this opens up exciting possibilities. Students no longer interpret texts in isolation; they interact with a living network of ideas. The learner becomes a co-creator of knowledge, navigating multiple interpretations rather than accepting one authoritative view.
Digital Humanities and Pedagogical Innovation
The third presentation explored how Digital Humanities has redefined the study of language and literature. Digital archives, blogs, online annotations, and AI tools such as ChatGPT have expanded how we analyze, discuss, and even create literature.
The focus of education now extends beyond content delivery it's involves fostering digital literacy, ethical awareness, and critical engagement. Teachers are now mediators between the humanities and technology, preparing students to think reflectively in a world driven by data and connectivity.
🔸 Conclusion
Both components of this learning journey the Moral Machine and the Pedagogical Shift from Text to Hypertext highlight how ethics and education intersect in the digital age.
The Moral Machine taught me that behind every algorithm lies a moral choice, reminding us that technological progress must be guided by conscience. The exploration of hypertext pedagogy revealed that education, too, is evolving from static to interactive, from individual to collaborative, from text to network.
As a digital learner, I now recognize that being “technologically literate” means more than using tools it means thinking critically, acting ethically, and learning creatively in a world where technology shapes every aspect of human experience.
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