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

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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, 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
Free to Read?	Yes
Persistent URL	http://hdl.handle.net/10536/DRO/DU:30049103

Document type:	Conference Paper
Collections:	ACIS : Proceedings of the 23rd Australasian Conference on Information Systems 2012 Open Access Collection


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