8
edits
Foundation/Mozilla Education/India: Difference between revisions
revered
Jibu elias (talk | contribs) (collapsible header added) |
Jibu elias (talk | contribs) (revered) Tag: Manual revert |
||
| Line 26: | Line 26: | ||
The first RCC India cohort brought together '''10 higher-education institutions across India''', each testing a different approach to embedding responsible computing into education. The portfolio deliberately ranged from curriculum reform and accessibility to AI fairness, environmental sustainability, community engagement and student-led product development. '''Nine of the ten projects have now completed their grant activities; IIT Guwahati remains ongoing.''' | The first RCC India cohort brought together '''10 higher-education institutions across India''', each testing a different approach to embedding responsible computing into education. The portfolio deliberately ranged from curriculum reform and accessibility to AI fairness, environmental sustainability, community engagement and student-led product development. '''Nine of the ten projects have now completed their grant activities; IIT Guwahati remains ongoing.''' | ||
==== CHRIST (Deemed to be University), Bengaluru — Responsible Computing Across Disciplines ==== | ==== CHRIST (Deemed to be University), Bengaluru — Responsible Computing Across Disciplines ==== | ||
CHRIST University approached responsible computing as an interdisciplinary educational challenge, bringing computing into conversation with ethics, social sciences and the wider consequences of technology. Its work focused on creating learning experiences in which students could examine technology not simply as a technical artefact, but through questions of responsibility, societal impact and human values. The project also helped demonstrate how responsible computing could move beyond a standalone ethics course and become part of a broader institutional teaching culture. | CHRIST University approached responsible computing as an interdisciplinary educational challenge, bringing computing into conversation with ethics, social sciences and the wider consequences of technology. Its work focused on creating learning experiences in which students could examine technology not simply as a technical artefact, but through questions of responsibility, societal impact and human values. The project also helped demonstrate how responsible computing could move beyond a standalone ethics course and become part of a broader institutional teaching culture. | ||