game-based learning and academic integrity

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

What strategies can foster academic integrity?


How do we create enriched and responsive learning design within

technology-rich contexts to support and improve

contemporary learning experiences?



Master of Education (Knowledge NetworksAnd Digital Innovation)

http://www.csu.edu.au/digital


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.

• Current online information environments and associated transactions are considered an important ‘information ecosystem’


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.

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”



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.

Digital information ecology

creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445

http://flickr.com/photos/marc_smith/4311427445

REMIX

information ecology

academic integrity

Agile approaches to connected learning

welcome innovation

meet the challenges of global connected learning

•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.


•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


Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.

Academic Integrity Game based learning

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).

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.

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creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391

Digital flexibility

http://flickr.com/photos/mikebaird/2678304391

“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.”


How do we

measure up?


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



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.



FlipboardDiigo

YoutubeSoundcloud

Google+Facebook

TwitterFlickr

EvernoteRSS

Google Docs

Twitter tells the story of academic work


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.

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.


Part 1: MotivationEmerging readings, research, environments & change factors that

require or validate a move into game-based learning.


tidepodcast.org/


Part 2: ProvocationCase studies, environmental scans, situational analysis, or other

activities that illustrate games-based learning in action.


Part 3: InvitationInviting organisations, systems or workplaces to meet, respond &

adopt the challenge of game-based learning.



Great Writers, Great Thinkers

Clearly Evernote Curation



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



Academic Integrity

Thank You