Now more than ever, it is important to promote and enforce academic integrity. Online learning has opened doors for many and has changed the way people think about education. Although it has also raised the possibility of plagiarism and academic dishonesty, this should not be a deterrent from online teaching or learning. The Western Association of Schools and Colleges has put together a guide called Best Practice Strategies to Promote Academic Integrity in Online Education, which contains tips for institutions, professors and students on how to promote academic integrity in an online learning environment. These tips are categorized under Institutional Context and Commitment, Curriculum and Instruction, Faculty Support, Student Support, and Assessment and Instruction.
Here are some especially helpful tips that we have highlighted from the document:
A recent article published by Campus Technology describes how higher ed institutions nationwide are upgrading to provide faculty with the latest technologies to use for teaching and learning. These technologies include hardware such as clickers, tablets, and video recording equipment along with software and web tools such as Google Apps. However, while many of these initiatives to bring the latest technology in to the classroom are ambitious and designed to enhance learning, what can occur instead is that the technology ends up sitting in a storage closet as faculty who are often willing to try new hardware and software are frustrated with not knowing how to use these tools effectively.
The article outlines five strategies to help faculty use technology tools effectively so that they don’t end up gathering dust:
Create Peer Training Groups – “Instead of equipping classrooms with technology and expecting faculty members to use it, Shackelford said, the university trained a small group of “ambassadors” who help other professors get onboard with the new equipment, software, and applications. Facebook, for example, was introduced not only as a social networking platform for students but also as a communication tool for professors to use with one another and with their students. “
Carve out time for Professional Development – New technology initiatives can be fast and furious as IT departments collaborate with campus academic divisions, network groups, and other entities to meet deployment deadlines. Faculty members can get swept up in the excitement and wind up with classrooms full of technology that they don’t know how to use.
Align IT with academic instructional departments – “We can’t do what we want to do on the development side if we don’t have the IT support,” said Spataro, who often bounces ideas off the IT team.
Create a link between technological innovation and pedagogical effectiveness. If professors know that the time they’re putting into professional development will ultimately help them teach better, then the odds that they will participate and be engaged will be that much higher.
Finally, involve faculty members in the planning process. Getting professors to integrate smart classroom technologies into their lessons, lectures, assignments, and projects can be as simple as opening up the lines of communication early between those instructors and their IT and instructional technology departments.
The following blog posting from EdTechDev brings up an interesting point on the commonly used terms “digital natives” and “digital immigrants”.
I guess I never blogged this before, but I keep seeing references to the 10 year old distinction between digital natives vs. digital immigrants as it relates to educational technology. This is the idea that “kids today” are born in a digital world and have their brains wired differently than us old fogeys. The “single biggest problem facing education today” is that teachers, being digital immigrants, don’t know how to teach digital native kids, who want nothing but video games and so forth.
Quite a lot has been written about how this idea isn’t really substantiated. At the very least, the distinction is quickly growing irrelevant. Unfortunately, the idea is still uncritically accepted even in some journal articles, and perhaps used as an excuse or crutch too often for poor or ineffective teaching practices.
Ensuring the Net Generation Is Net Savvy George Lorenzo and Charles Dziuban
Net Gen students may know the Internet, but they are not necessarily “net savvy.” Exposed to huge quantities and multiple formats of information online, they are constantly challenged to sort valid from inaccurate information. Moreover, students are creating information, not just consuming it. This paper explores the challenges students face online in effectively finding information, using technology, and thinking critically.