Speaker sessions - topic-specific
Tuesday November 3, 2020
Digital technology in educational practices – A
2:25–2:55PM – Presentation 1
Academic integrity: not in my backyard!
Today’s students are surrounded by digital tools that can help them in their studies, and they can also draw inspiration from the wealth of information online. Unfortunately, some university students have trouble writing papers that adhere to the rules of academic integrity, since they lack three types of skills: information literacy, writing and referencing documents.
What is the professor’s role in promoting integrity and teaching the skills needed to prevent plagiarism? In a study involving 49 professors and lecturers in Quebec, seven profiles emerged from the analyses of one-on-one interviews. Professors have taken on diverse roles: detached, delegation, advisory, occasional involvement, cooperative host, collaborative host and advocate for integrity.
The results showed that the promotion of academic integrity is not viewed as equally important by all. They encourage us to support the emergence of integrity advocates in order to develop a culture of academic integrity on university campuses.
2:55–3:25PM – Presentation 2
Engage students in a networked learning community
The current health crisis has forced post-secondary faculty to rethink the ways in which they teach and instill learning. One challenge lies in the creation of conditions that favour student engagement in the learning process. An example is an undergraduate course on the use of ICT at the pre-school and primary levels. We have fully rethought the course, starting from the concept of a class as a networked learning community. These communities are made up of learners who interact online in order to advance their personal and collective knowledge (Laferrière, 2005). We have engaged in a professional development process with the students, recognizing that diverse individual skills and knowledge could help group comprehension. The projects, designed in a real-life context, will be presented as milestones to building a learning community (International Scientific Committee on Communities of Learners and Knowledge Building Communities, 2001).
Michèle Deschênes, Doctoral student in educational technology (Université Laval)
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