Feeding back and enhancing authentic learning in quality course assessment design: locating information systems education in rigorous educational research

Hafeez-Baig, Abdul and Gururajan, Raj and Jones, David and Danaher, P. A. (2012) Feeding back and enhancing authentic learning in quality course assessment design: locating information systems education in rigorous educational research. In: 23rd Australasian Conference on Information Systems (ACIS 2012): Location, Location, Location, 3-5 Dec 2012, Geelong, Australia.

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Abstract

Locating information systems education foursquare within rigorous and substantial educational research is crucial if the discipline is to receive the scholarly attention that it warrants. One way to do that is to highlight how current information systems course design in Australian undergraduate and postgraduate programs exhibits the strongest possible elements of contemporary learning theories. This paper analyses selected features of the
design of an information systems postgraduate course in an Australian university, including the use of peer review of journal entries and writing professional reports to enhance authentic learning and maximise quality assessment design. The analysis is framed by the principles of instructional design theory (Snyder 2009). The authors argue that, by demonstrating theoretically grounded and effective educational practice, the course highlights the value of being located in wider educational research, and of bringing the two fields more closely together.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Abdul Hafeez-Baig, Raj Gururajan, David Jones and P. A. Danaher © 2012. The authors assign to ACIS and educational and non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ACIS to publish this document in full in the Conference Papers and Proceedings. Those documents may be published on the World Wide Web, CD-ROM, in printed form, and on mirror sites on the World Wide Web. Any other usage is prohibited without the express permission of the authors.
Faculty / Department / School: Historic - Faculty of Business and Law - School of Information Systems
Date Deposited: 19 Apr 2013 00:39
Last Modified: 01 Mar 2017 05:28
Uncontrolled Keywords: authentic learning; educational research; instructional design theory; peer review; quality assessment; higher education research
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/23030

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