Networked Participatory Online Learning Design and Challenges for Academic Integrity in Higher Education

Autor/in	O'Connell, Judy
Titel	Networked Participatory Online Learning Design and Challenges for Academic Integrity in Higher Education
Quelle	In: International Journal for Educational Integrity, 12 (2016), Artikel 4 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-2595
DOI	10.1007/s40979-016-0009-7
Schlagwörter	Online Courses; Masters Programs; Teaching Methods; Computer Games; Social Media; Interdisciplinary Approach; Program Descriptions; Information Science Education; Informal Education; Integrity; Foreign Countries; Cheating; Shared Resources and Services; Cooperative Learning; Learning Experience; Global Approach; Graduate Students; Teacher Education Programs; Networks; Barriers; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Soziale Medien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informationstechnologische Bildung; Informelle Bildung; Nichtformale Bildung; Integrität; Ausland; Prellen; Gemeinwirtschaft; Kooperatives Lernen; Lernerfahrung; Globales Denken; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Australien
Abstract	A new multi-disciplinary degree program in education and information studies was developed to uniquely facilitate educators' capacity to be responsive to the demands of a digitally connected world. Charles Sturt University's Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. The co-construction of knowledge through interpersonal discourse creates a pedagogical tension between a focus on knowledge-based instruction and outcomes, and on praxis-based instruction. This digital context draws attention to academic integrity issues in online learning environments. Through the new subject Game-Based Learning, students engaged in theory, practice, trends in game designs and immersive aspects of game, utilizing the technology and pedagogical affordances of a range of online tools. The subject builds on the keystone subject and incorporates reflective participation and a culture of participatory learning through integration of social media, social scholarship and open sharing of ideas, resources and experiences online within the broader education community. Subject engagement and assessment design incorporated academic integrity strategies, and needed individual and group collaboration to be fully integrated into the learning experience of the students, thus modeling practices relevant to the student's own processional practices. This paper also considers the contribution of global connectedness to the success of the pedagogic processes used for embedding academic integrity through social scholarship into the curriculum and learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01