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Game-based learning and academic integrity

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Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.

Publié dans : Formation
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Game-based learning and academic integrity

  1. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Academic Integrity Game based learning Judy O’Connell Faculty of Education NOVEMBER 16-17 ALBURY, NSW @heyjudeonline
  2. What strategies can foster academic integrity? SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  3. How do we create enriched and responsive learning design within technology-rich contexts to support and improve contemporary learning experiences? SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  4. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Master of Education (Knowledge Networks And Digital Innovation) http://www.csu.edu.au/digital
  5. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Master of Education (Knowledge Networks and Digital Innovation) • Focussing on innovative and emerging educational trends to develop expertise in global and community networked knowledge environments. • Become an agile leader in digital formal and informal learning, with expertise in navigating diverse information pathways, creative learning environments, and socially connected global networks. This degree program offers professional development for those working or seeking employment as: • leaders in curriculum • innovation in digital environments • digital project managers • social media leaders • information services managers and technology integrators • leaders in e-learning • strategic leaders in digital policy and education developments.
  6. • Current online information environments and associated transactions are considered an important ‘information ecosystem’ SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. California, Thousand Oaks: Sage Publications. • This digital information ecology is a remix of different forms of technology, devices, data repositories, information retrieval, information sharing, networks and communication.
  7. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. p.47 “Information absorption is a cultural and social process of engaging with the constantly changing world around us” SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  8. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Thinking in networks! • Connect and collaborate with others beyond a constrained physical environment. • Knowledge created through media, networks, connections and collaborations. • Think critically and evaluate processes and emerging ideas, and the ability to evaluate the validity and value of information accessed is essential. Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, pedagogy and education, 20(1), 19-39.
  9. Digital information ecology creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445
  10. REMIX information ecology academic integrity
  11. Agile approaches to connected learning welcome innovation meet the challenges of global connected learning
  12. •Knowing the trends in knowledge construction and participatory culture. •Knowing how to leverage social media and new media channels of communication. •Using a diversity of content materials. Agile approaches to connected learning
  13. •An immediacy in interactions within the cohort to improve learning and understanding in the formation of knowledge. •Always embedded in a multi-disciplinary meta-literate information ecology Agile approaches to connected learning
  14. Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.
  15. Academic Integrity Game based learning
  16. The phenomenon of academic dishonesty has attracted much interest over the years and the challenges and strategies for maintaining quality assurance is often addressed by policies, coupled with an investigation of new strategies for assessing the ‘iGeneration’ Baggio, B., & Beldarrain, Y. (2011). Academic Integrity: Ethics and Morality in the 21st Century. In Anonymity and Learning in Digitally Mediated Communications: Authenticity and Trust in Cyber Education (pp. 131-154).
  17. What is required is a pathway forward to to ensure that academic integrity in online learning programs and 21st century learning environments responds to open learning and collaborative practices in professional skill development of students.
  18. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391 Digital flexibility
  19. “I have experienced the participatory culture that is at the foundation of 21st century learning.” “My subject has been invigorating, exciting, lots of hard work, overwhelming at times, but above all fun. I have loved connecting with the cohort, it’s been amazing. People have said to me “isn’t online study very impersonal and isolating” but I couldn’t disagree more. I feel infinitely more connected with my classmates than I ever did while studying in the traditional way.”
  20. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY How do we measure up?
  21. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Role Number Classroom teacher 14 Teacher librarian 18 School leadership 3 School e-learning integrators 2 Faculty education/instructional designers 4 Academic librarian 1 Total 42 Role Number Classroom teacher 10 Teacher librarian 3 School leadership 2 School e-learning integrators 4 Faculty/TAFE education/instructional designers 5 Faculty/Systems engineer 1 Total 25 2014 INF530 2015 INF541 Diverse cohorts working together first course cohort diversity continues
  22. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY The reflective journal is especially useful for assessing ILOs (intended learning outcomes) in relation to the application of content knowledge, professional judgment and reflection on past decisions and problem solving with a view to improving them. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Open university press.
  23. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Flipboard Diigo Youtube Soundcloud Google+ Facebook Twitter Flickr Evernote RSS Google Docs
  24. Twitter tells the story of academic work SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  25. Students are therefore immersed in a participatory learning experience that maintains and promotes a high calibre of pedagogical knowledge encounters. Frames a new model for promoting academic integrity in online environment through embedding open approaches for learning and assessment from the outset. This is in direct contrast to assessment practices that sit behind the ‘walled garden’, and do not connect directly with the global education experiences of the students.
  26. The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  27. Part 1: Motivation Emerging readings, research, environments & change factors that require or validate a move into game-based learning. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  28. tidepodcast.org/ SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  29. Part 2: Provocation Case studies, environmental scans, situational analysis, or other activities that illustrate games-based learning in action. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  30. Part 3: Invitation Inviting organisations, systems or workplaces to meet, respond & adopt the challenge of game-based learning. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  31. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Great Writers, Great Thinkers Clearly Evernote Curation
  32. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY By building on a digital information ecology and student-focussed praxis, we have created a curriculum and learning approach that has facilitated understanding and knowledge construction in more dynamic ways, connecting experiences, reflective practices and online participatory experiences that epitomise and facilitate academic integrity in ‘new culture of learning’. Academic Integrity
  33. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY Academic Integrity Thank You

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