The delivery mechanism/teaching approach is based upon students being involved in a debate with a journalist concerning whether the technical and ethical issues have been well-addressed in the general media. This will involve role-playing, following the advice from Diana Adela Martin et al. (2019) . The evaluation is indirect – the students are evaluated through their project work, and one of the criteria is whether they have adequately considered the ethical issues.

• Step 1 – introductory reading (3 hours outside class) – the students are introduced to published research on general digital ethics (Stahl, B.C., Timmermans J., and Mittelstadt, B.D., 2016), ethics in IOT (AboBakr, A. and Azer, M., 2017), ethics in IOT health (Cerf, V., 2020) and, finally, smart pills (Avery, M. and Liu, D., 2011) ).
• Step 2.1 – class discussion (1.5 hours – small class room) – facts v opinions, legal v moral v ethical. The students are asked to use what they have learned from reading and discussing the published articles to analyse a report in the general media: Gut feeling: the swallowable gut sensor that could replace a colonoscopy. By Buffy Gorrilla, January 2017, The Sydney Morning Herald.(Web archive).
• Step 2.2 – search for new material (1.5 hours – small class room) – how to search/filter/categorise
• Step 3 – analysis (and comparison) of device specifications, manufacturer claims, media commentary (3 hours outside class) – provide the material only if the students fail to find it themselves
• Step 4.1 – class discussion (1 hour – small class room) – identify the different roles in the provided case study and their ethical responsibilities
• Step 4.2 – preparation for media panel role-playing (2 hours – small class room) – students decide on the structure and composition of panel debate
• Step 5 – preparation for media panel role-playing (3 hours outside class)
• Step 6.1 – media panel debate (1 hour – multi-media laboratory with video-conference and recording facilities) – with the assitance of a journalist who is specialist in digital ethics and/or smart-pills, there will be a panel discussion where students play various role (as identified earlier) and answer various questions (as identified during the preparation). The audio will be recorded for further analysis.
• Step 6.2 – panel debate review, evaluation and concluding discussion (2 hours – small class room) – Did the brick meet the learning objectives (technical and ethical)? The evaluation at this step is purely formative.