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

Hafeez-Baig, Abdul, Gururajan, Raj, 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 ACIS 2012 : Location, location, location : Proceedings of the 23rd Australasian Conference on Information Systems 2012, ACIS, [Geelong, Vic.], pp. 1-10.

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Title Feeding back and enhancing authentic learning in quality course assessment design : locating information systems education in rigorous educational research
Author(s) Hafeez-Baig, Abdul
Gururajan, Raj
Jones, David
Danaher, P., A.
Conference name Australasian Conference on Information Systems (23rd : 2012 : Geelong, Victoria)
Conference location Geelong, Victoria
Conference dates 3-5 Dec. 2012
Title of proceedings ACIS 2012 : Location, location, location : Proceedings of the 23rd Australasian Conference on Information Systems 2012
Editor(s) Lamp, JohnORCID iD for Lamp, John orcid.org/0000-0003-1891-0400
Publication date 2012
Conference series Australasian Conference on Information Systems
Start page 1
End page 10
Total pages 10
Publisher ACIS
Place of publication [Geelong, Vic.]
Keyword(s) authentic learning
educational research
instructional design theory
peer review
quality assessment
Summary 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.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 089999 Information and Computing Sciences not elsewhere classified
Socio Economic Objective 970108 Expanding Knowledge in the Information and Computing Sciences
Related work DU:30049020
Copyright notice ©2012, The Authors/ACIS
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049103

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.