Panel Discussion Part 2: Avoiding Plagiarism

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Del curso dictado por University of London

Get Interactive: Practical Teaching with Technology

37 calificaciones

University of London

Get Interactive: Practical Teaching with Technology

37 calificaciones

This course is designed to help you create dynamic, interactive online courses through the use of multimedia tools, student collaboration opportunities, and formative assessment and feedback. Each week we will focus on a particular topic: 1. Using multimedia for teaching and learning 2. Encouraging student collaboration 3. Formative assessment and feedback You will have a range of materials to read, videos to watch, topics to research, activities to perform, discussions to participate in, and an assessment to complete. In addition, you will have a random assignment of fellow participants' assessments to mark in order to receive your own mark. While most of the videos and activities are mandatory, we have included a number of "Take it Further" activities and longer versions of videos that are voluntary. At first glance, It may seem like a lot, but you will quickly find that many activities will take just minutes to perform. The emphasis in this MOOC is on gaining a wide range of experience in order to decide for yourself which tools and techniques to explore in more depth. Although we introduce a few concepts along the way, this is a very practical course. You will be assessed according to what you create and share. We hope you will enjoy the active, hands-on nature of this course and find many ideas to incorporate in your teaching.

De la lección

Week 3: Formative Assessment & Feedback

Participants will be guided through key tools and techniques, and will be encouraged to partake in practical and collaborative activity. This week is focused on assessment and feedback

Panel Discussion Part 1: Quizzes, Polls and Badges9:38

Panel Discussion Part 2: Avoiding Plagiarism4:46

Panel Discussion Part 3: Peer Review9:16

Conoce a los instructores

Ms Sarah Sherman

Bloomsbury Learning Environment
Dr Nancy Weitz
Digital Learning Specialist
Bloomsbury Learning Environment, Architela
Dr Eileen Kennedy
Senior Research Associate
UCL Knowledge Lab, UCL Institute of Education

[MUSIC]

My next topic of conversation is around detection of plagiarism and text matching.

We all use Turnitin in our institutions as the tool to check for this.

Have you got any comments, or thoughts,

about the use of plagiarism detection software?

>> We use Turnitin and I think you have to be very careful with it.

And I'm not, happy you're using

an impunitive sense at the moment.

Because it does rely on us teaching students how to reference properly,

how to avoid plagiarism.

I don't think we do that very well at the moment, I shouldn't say that on camera.

I then therefore used the results of, if you got a high index score,

to look at why the students are doing that.

And how we failed them in a sense of not showing them properly,

adhering to a certain referencing system.

But equally, I have found over the last few years that

the number of students with high scores, there's an English

language problem, so English may be a second language.

But there's also a cultural problem there, and

that's something that we've got to be very careful how we manage.

>> I think it's important that the students are aware of what Turnitin is for

and why it's there, and that it's part of what they're learning about.

But I suppose as we teach mostly graduate students,

I think they're more familiar with that now.

So I've never experienced a problem with plagiarism with students.

But I'm just glad we've got that check,

because it gives students some sense of security that this is a fair system.

And that's as important as anything else.

>> Some institutions don't allow their students to access their originality

reports, so they just submit their essay and that's it.

Whereas, others will provide that report to their students first as a sort of

a first draft of an assignment before they submit it.

>> That's something we're working in our department this year,

because we've done this the exact same in the past.

And one student last year sent me a panicked email,

I've got 63% similarity index.

What am I going to do?

So we are now trying to address referencing, plagiarism.

We are giving them the opportunity to get a report back before final submission.

This is all new at the moment,

so I haven't gotten feedback to give on how good that is.

But my perception is actually the students appreciate it more.

So I have yet to compile on that data.

>> I would agree, I think that you should prove,

it allows students to upload drafts and see.

Because it's a strange thing, undergraduate students, in particular,

they do struggle with getting the idea of referencing.

Why you have to do it, what it's for, and

that is a way of showing them why we do it.

And also to not sort of think that just because you've got

a high similarity that it automatically means something bad.

Because, it doesn't necessarily, or your similarities could be your references,

or they could be quotes, or absolutely fine.

It comes back to referencing and how well you've done that.

>> But it does rely on the academic being explicit about how you do the referencing,

how you break things down, how you avoid plagiarism.

And I don't think we've done that in our courses enough.

I mean, it is implicit, but we haven't explicitly said.

And that's what we're addressing as well.

The own it is on us and I don't think, if students have a high similarity index,

that it's necessarily always their fault.

It could be part of the way we're instructing them or

not instructing them as the case may be.

So I think whatever program you're teaching, whether it's face-to-face or

distance learning, there has to be a explicit component.

[MUSIC]

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