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 Networks
And 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

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.
Agile approaches to
connected learning

•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

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.

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

“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.

Flipboard
Diigo
Youtube
Soundcloud
Google+
Facebook
Twitter
Flickr
Evernote
RSS
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: Motivation
Emerging readings, research, environments & change factors that
require or validate a move into game-based learning.

tidepodcast.org/

Part 2: Provocation
Case studies, environmental scans, situational analysis, or other activities
that illustrate games-based learning in action.

Part 3: Invitation
Inviting 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

Game-based learning and academic integrity