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In an educational era focused on expectations related to program accreditation, academic integrity is paramount to program success and credibility. Because Internet-based learning is not limited to geographical or political lines drawn on a map, there is a certain amount of ambiguity regarding the application of regulations and laws governing online learning and how they are enforced. Managing the financial and accreditation needs of institutions with authentic and appropriate methods of teaching, learning, and assessment is a precarious balance – one in which the potential for misbehaving online can quickly tip the scales to the side of questioning the credibility of online learning and misusing power in terms of data privacy. Wendy Kraglund-Gauthier and David Young explore the issue of how online students misbehave when being tested at a distance, what technological challenges emerge when verifying the identity of online students, and issues of privacy. They also include a comparison of methods used to confirm the identity of online students. In light of the inherent challenges that emerge alongside the demand for more technology-based screening tools and devices, Kraglund-Gauthier and Young question whether solutions lie in competence-based assessment for learning, rather than a reliance on surveillance. They argue that in spite of stakeholders' best efforts and best intentions, legislation directed at ensuring online privacy is fraught with potential challenges.

Many Canadians presume their universal health care system provides equitable opportunity and access to health, yet this is not necessarily the case, especially for marginalized populations. The purpose of this paper is to conceptualize how marginalized, yet resilient, communities are able to build capacity and contribute to their own learning about health.

Environmental scan, state of the field review and community consultations on a national scale.

For adults living in rural and remote areas that fall below health norms, health knowledge and care is often not enough to build capacity and support resilient communities. More learning needs to be done by all members of community and government.

Consultations with selected members of marginalized populations and their service providers reveal a cross‐community, cross‐sector and cross‐government focus on addressing the social determinants of health is needed to increase individual capacity.

Consultations with community members and their service providers reveal rich information about the state of health and learning in selected areas across Canada. Using literature on health and learning as a framework, this paper discusses challenges and promising practices in terms of participants' abilities to sustain their own and their communities' health and learning.

Freire (2000) suggested that all teaching is political; social justice teaching is arguably deeply rooted in encouraging a transformative practice that reduces social inequities. The intersectional identities and realities experienced by classroom participants shape their knowledge of and perspectives on studies based in social justice and, therefore, educators should strive to create lessons that are not in conflict with the knowledge and perspectives of their students (Epstein, 2009). The authors explored how the Coady International Institute teaching staff – who were primarily engaged in leadership training with development practitioners from around the world – included the realities experienced by persons living with disabilities in the global South in their curriculum and classroom discussions. Their research focused on the teaching staff’s existing knowledge of disabled persons’ movements and lived realities in the global South and how their course content addressed those realities. A critical component of this work included content development and direction from persons living with disabilities who have experience in global development studies and in pedagogical design in adult learning contexts. This content, cocreated and/or compiled by individuals with lived experience, will be shared both internally and externally to Coady graduates working in organizations around the world.

In this self-study, a pre-service teacher educator and her students in a pre-service teacher education program course elective – “21st Century Teaching and Learning with Technology” – explored and reflected upon the complexities of imbedding inquiry-based learning as both a method of teaching and for learning about integrating technology into teaching practice. They discovered that inquiry activities incorporating application, synthesis, and critical analysis functioned as effective learning vehicles through which individuals can explore their own orientations and understandings. An authentic task for learning in which students were tasked with taking on responsibility for a cross-disciplinary, multi-grade professional development workshop for classmates proved to be the cornerstone upon which students gained self-efficacy in terms of beliefs in personal abilities to integrate technology, refined pedagogical perspectives, and theorized ways to enhance and nurture inquiry-based teaching and learning environments in 21st century classrooms that infuse technology. Their development was due, in part, to how their instructor presented learning content and modeled practice that was shaped by philosophies of teaching and learning.

Universities are increasing hubs of digital activity; much commendable, some reprehensible. It is dismaying that in some learners' minds the divide between them is murky rather than clear. Today's students are largely digital natives born into computing and its venues. In many colleges, during orientation the preponderance of incoming students use their new college e-mail accounts to enable in Facebook, etc., easy online communication with others in the institution. Unlike past decades when a student might be handed flyers or read postings on poles and walls, today's students are in a maelstrom of social media, and other new technologies that students are socially pressed to use. In her book Ruling the Waves, Debora Spar suggested that cyberspace is like a frontier town, a place where there are “not a lot of rules or marshals in town” (Spar, 2001). People online often feel relatively unconstrained, creative, and innovative. At the same time, chaos, disorder, nefariousness, and just plain “bad behavior” are rife. New technologies foster the sense of a new normality. Yet just because it is now possible to act in new ways through new technologies does not make those ways acceptable.