Browsing by Author "Steeves, Marcia"

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    Contract Cheating in Canada: National Policy Analysis Project Update and Results for 2021
    (2021-06-22) Eaton, Sarah Elaine; Stoesz, Brenda M.; Miron, Jennifer (Jenny); McKenzie, Amanda; Devereaux, Lisa; Steeves, Marcia; Godfrey Anderson, Jennifer; LeBlanc-Haley, Joanne
    In this study, regional teams assembled to collect and analyze academic integrity policies from 80 publicly-funded universities and colleges across Canada where English is the primary language of instruction (Western Canadian universities n = 24; Ontario universities n = 21; Atlantic Canadian universities n = 13; Ontario colleges n = 22). Although the entire study is not yet complete, we now have full or preliminary results to share from 9 Canadian provinces (BC, AB, SK, MB, ON, NB, NS, PE, and NL). In this session we offer the most comprehensive synthesis of the project to date. In our presentation we provide an overview of the project as a whole, show how we have conducted the study (i.e., method), and present our findings at both a regional and national level. Based on our findings, we offer evidence-based recommendations for policy reform for academic integrity in Canadian higher education, concluding with a call to action for policy makers and administrators to take a stronger stance against contract cheating. For more information on this project visit https://osf.io/n9kwt/.
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    Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2
    (University of Calgary, 2021-12-22) Brown, Barbara; Roberts, Verena; Jacobsen, Michele; Hurrell, Christie; Travers-Hayward, Mia; Neutzling, Nicole; Templeman, Joel; Steeves, Marcia; Hendrickson, Rob; Luinstra, David; Humphreys, Lindsay; Dunham, Lacey; Maciach, Michael
    This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course. This is a static version of the text; the live Pressbook can be accessed via https://openeducationalberta.ca/educationaltechnologyethics2/