Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin

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Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at …

Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.

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  • Mini symposia Moodle or Blackboard ePortfolios Tailored spaces online Pilot purely distance courses Work to encourage creativity, inclusivity and empowerment of students of all ethnicities Develop an action plan to get buy in from senior management so the institution becomes more strategic in the use of e-learning.The current document is out of date and no longer applicable. Promote idea of Unitec strategy e.g. every student should have a laptop (get rid of all the labs, and use the cash for 'grants' for students who cannot afford laptops).
  • Mini symposia Moodle or Blackboard ePortfolios Tailored spaces online Pilot purely distance courses Work to encourage creativity, inclusivity and empowerment of students of all ethnicities Develop an action plan to get buy in from senior management so the institution becomes more strategic in the use of e-learning.The current document is out of date and no longer applicable. Promote idea of Unitec strategy e.g. every student should have a laptop (get rid of all the labs, and use the cash for 'grants' for students who cannot afford laptops).
  • Mini symposia Moodle or Blackboard ePortfolios Tailored spaces online Pilot purely distance courses Work to encourage creativity, inclusivity and empowerment of students of all ethnicities Develop an action plan to get buy in from senior management so the institution becomes more strategic in the use of e-learning.The current document is out of date and no longer applicable. Promote idea of Unitec strategy e.g. every student should have a laptop (get rid of all the labs, and use the cash for 'grants' for students who cannot afford laptops).
  • Garrison and Vaughan (2007) suggest that blended learning is “a blending of campus and online educational experiences for the express purpose of enhancing the quality of the learning experience ” (p. 5), and suggest that it offers an opportunity to reassess how teaching and learning is approached in higher education. However, this definition neither includes information about how to enhance the learning experience, nor indicates how campus and online experiences are to be blended. Heinze and Proctor (2004) define blended learning as “learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course” (p. 21) The first definition on this slide recognises that blended learning can enhance the learning experience, and encourage educators and learners to reassess approaches to learning, but there is no suggestion how this is to be achieved and is only limited to online tools. Heinze and Proctor (2004) on the other hand focus on the importance of communication, and do not limit the tools that can be used in blended learning programmes. As such, in this presentation I am referring to the latter definition. Since this is a new project, we will be monitoring its implementation closely until all participating students have achieved a level of familiarity that permits them to function independently. For this to occur, we expect that in the initial stages, a lot of face to face in class scaffolding will be necessary. In addition, we want to minimize the impact of any cultural differences during the emergence of community development in the initial stages of collaboration. Once this community gells, we will be ready to move forward to a more committed use of the online environment. Efforts will be made to introduce and familiarize the students with this new online medium through the use of introductions and ice-breaking activities. This stage will include showing the students how the environment works together with the learning expectations for the project. Our intent is to "facilitate the desired behavior not produce it" (Hiltz, 1998). Following the suggestions of this same author, we will encourage the participants to be involved in the project and will model those activities that are more difficult or likely to cause confusion. Student/teacher reflections on the use of this environment combined with information obtained throughout the project will help guide improvements/changes for future teaching/learning. Motivating students, seen here in the attempt to engage them in the writing process by giving them a novel way to learn, drives our desire to develop a wiki based online learning environment. A look into the ESL world of today reveals a mostly traditional, classroom-based set-up where despite the high stakes, instruction remains painfully dull. As such, nowhere is the need to consider motivation more crucial to the learning process than in this environment. Certainly, students are aware of the importance of understanding English; nevertheless, knowledge of this ‘instrumental’ (Gardner and Lambert, 1959) reality is itself not enough of a motivator to propel study. It is one thing to realize in an abstract sense how important learning English is and quite another to maintain the enthusiasm to learn on an ongoing basis. This is where the development of an online tool such as a wiki can prove useful - a novel, yet useful way to develop student writing skills while enabling their ability to engage in the world beyond the classroom. Let’s face it: learning language can quickly become boring. Acknowledging this sobering reality provides us with the impetus to develop new ways to engage our students. Research over the years has shown rather convincingly that affective variables among learners such as attitude, individual goals, and motivation are as important as language aptitude in predicting L2 achievement. If true, addressing the effect of some of these factors on learning via the creation of a wiki environment should prove useful. Why do we expect this to happen? First, the online nature of the wiki will help to make it into a safe place where idea exchange can occur unimpeded by the social constraints and power relations that often exist in f2f communication. In this way, the wiki, as it develops, will grow to resemble a virtual microcosm of the larger society … an online ‘social milieu’ (Clement and Kruidenier, 1983) of sorts whose virtual nature will facilitate language development as well as cross-cultural awareness. The term ‘social milieu’ was originally used by Clement and Kruidenier in reference to the global community, and the term encompassed aspects of that community that included multiculturalism, language globalization, and the power relations among different ethno linguistic groups. It was recognized that these factors could adversely affect language learning, keeping students from reaching their full potential and restricting their ability to become fully involved in the learning process. It would be short-sighted on our part to pretend that such factors do not exist in our wiki-world; nevertheless, as mentioned above, they will be mitigated and in some ways rendered inert by the virtual character of the online environment. This impersonal nature is an attribute that potentially exists for most online environments, yet it is not widely acknowledged. In doing so here, we hope to carry our students further along the learning path toward improved writing, enhanced cross-cultural awareness, and greater comfort overall building knowledge in this computer-enhanced virtual world.
  • What is Web 2.0? Web 2.0 can be a set of tools, but more it is a series of underlying principles and concepts. Whereas Web 1.0 tended to be static pages where a user might be able to, for example, order something or make a booking, Web 2.0 involves the sharing of ideas, information, and discussion, through the ability to comment, link to, 'follow' and contribute to a 'body' of research or interest. Work to encourage creativity, inclusivity and empowerment of students of all ethnicities Focus on web 2.0 tools/assessment etc. From a global focus - the drive is the pedagogy underpinning it (social constructivist). Would facilitate us working with other Polytechnics as well (by moving to Moodle). MLearning - research now indicates that it actually works. Develop and use 'how to...' vids and repositories of support info to cut down on the face-to-face training with ICT tools. Requirements and policies need to be documented. Initial support/workshops required for staff, but with online resources to provide continuing support. Advocate for other key strategic technologies - podcasting, VOIP, Webinars (EVO, Elluminate), discussion board+.ppt in flash used as forums for virtual conferences/symposiums. Advocate for 2 different Internet connections to support the different requirements (T&L and infrastructureAll academic advisors in the unit using laptops. Work on using the Web 2.0 tools; expand into multi-media (e.g. have a section of You Tube). Develop action plan to ensure our unit uses Web 2.0 tools regularly - e.g. weekly blog reports; write ups of events/workshops, reviews of articles/books, discussions around pedagogical issues and ideas. Get all of the academic advisors to use instant messaging. Try out Twitter or something similar as a group (see if we can get the whole of the dept involved). Advocate for everyone in the unit to have a 3G card (need to have a connection to the Internet to demo e-learning). Get more involved in creating podcasting/vodcasting CoPs/groups around Unitec + ITunesU/You Tube presence. Need training on compression and file types/hosting on places such as Google videos + some written policies. Also training on use of tools such as Scribd, Slideshare, You Tube, Flickr, Picasa.
  • Garrison and Vaughan (2007) suggest that blended learning is “a blending of campus and online educational experiences for the express purpose of enhancing the quality of the learning experience ” (p. 5), and suggest that it offers an opportunity to reassess how teaching and learning is approached in higher education. However, this definition neither includes information about how to enhance the learning experience, nor indicates how campus and online experiences are to be blended. Heinze and Proctor (2004) define blended learning as “learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course” (p. 21) The first definition on this slide recognises that blended learning can enhance the learning experience, and encourage educators and learners to reassess approaches to learning, but there is no suggestion how this is to be achieved and is only limited to online tools. Heinze and Proctor (2004) on the other hand focus on the importance of communication, and do not limit the tools that can be used in blended learning programmes. As such, in this presentation I am referring to the latter definition. Since this is a new project, we will be monitoring its implementation closely until all participating students have achieved a level of familiarity that permits them to function independently. For this to occur, we expect that in the initial stages, a lot of face to face in class scaffolding will be necessary. In addition, we want to minimize the impact of any cultural differences during the emergence of community development in the initial stages of collaboration. Once this community gells, we will be ready to move forward to a more committed use of the online environment. Efforts will be made to introduce and familiarize the students with this new online medium through the use of introductions and ice-breaking activities. This stage will include showing the students how the environment works together with the learning expectations for the project. Our intent is to "facilitate the desired behavior not produce it" (Hiltz, 1998). Following the suggestions of this same author, we will encourage the participants to be involved in the project and will model those activities that are more difficult or likely to cause confusion. Student/teacher reflections on the use of this environment combined with information obtained throughout the project will help guide improvements/changes for future teaching/learning. Motivating students, seen here in the attempt to engage them in the writing process by giving them a novel way to learn, drives our desire to develop a wiki based online learning environment. A look into the ESL world of today reveals a mostly traditional, classroom-based set-up where despite the high stakes, instruction remains painfully dull. As such, nowhere is the need to consider motivation more crucial to the learning process than in this environment. Certainly, students are aware of the importance of understanding English; nevertheless, knowledge of this ‘instrumental’ (Gardner and Lambert, 1959) reality is itself not enough of a motivator to propel study. It is one thing to realize in an abstract sense how important learning English is and quite another to maintain the enthusiasm to learn on an ongoing basis. This is where the development of an online tool such as a wiki can prove useful - a novel, yet useful way to develop student writing skills while enabling their ability to engage in the world beyond the classroom. Let’s face it: learning language can quickly become boring. Acknowledging this sobering reality provides us with the impetus to develop new ways to engage our students. Research over the years has shown rather convincingly that affective variables among learners such as attitude, individual goals, and motivation are as important as language aptitude in predicting L2 achievement. If true, addressing the effect of some of these factors on learning via the creation of a wiki environment should prove useful. Why do we expect this to happen? First, the online nature of the wiki will help to make it into a safe place where idea exchange can occur unimpeded by the social constraints and power relations that often exist in f2f communication. In this way, the wiki, as it develops, will grow to resemble a virtual microcosm of the larger society … an online ‘social milieu’ (Clement and Kruidenier, 1983) of sorts whose virtual nature will facilitate language development as well as cross-cultural awareness. The term ‘social milieu’ was originally used by Clement and Kruidenier in reference to the global community, and the term encompassed aspects of that community that included multiculturalism, language globalization, and the power relations among different ethno linguistic groups. It was recognized that these factors could adversely affect language learning, keeping students from reaching their full potential and restricting their ability to become fully involved in the learning process. It would be short-sighted on our part to pretend that such factors do not exist in our wiki-world; nevertheless, as mentioned above, they will be mitigated and in some ways rendered inert by the virtual character of the online environment. This impersonal nature is an attribute that potentially exists for most online environments, yet it is not widely acknowledged. In doing so here, we hope to carry our students further along the learning path toward improved writing, enhanced cross-cultural awareness, and greater comfort overall building knowledge in this computer-enhanced virtual world.
  • Music/cycling Work with CoLs – e.g. Dummies to Delight Updates through blogs/wikis-esp CTLI wiki/You Tube/Flickr/Moodle Mr mobile - Mobile learning (wireless laptops / mobile phones) Reflections – multimedia/blogs – sts and Ts Mini symposium – sharing effective practices Research/Phd/articles/presentations Ascilite - organisation of
  • Soccer enthusiast Mr Second Life Fijii Blackboard and Moodle – maintenance and worksops Design / creative work / work in Flash
  • Web and e-Learning developer Eating as well as thinking Teaches Mandarin Chinese Badminton and table tennis Extremely experienced designer – own company Immersive environments for learning / simulations Coder Newsletter
  • Horse riding etc Design – ICTELT model – collaborative/support Multimedia Web 2.0 ePortfolios/eAssessment

Transcript

  • 1.  
  • 2. The mission of Unitec New Zealand, Te Whare Wananga o Wairaka, is that Unitec inspires people to discover and apply their intellectual and creative potential and contribute responsibly to their societies and cultures. UNITEC NZ
  • 3.
    • On the sticky note, please write:
    • One sentence that encapsulates learning and teaching for you.
    • What you feel Information, Communication Technology (ICT) can add (if anything).
    • Two or three words that sum up your reaction to using ICT enhanced learning and teaching.
    • Please stick your note on the W/B - thanks
    YOUR THOUGHTS
  • 4. http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html CREATIVITY…
  • 5. WHY?
  • 6. give / receive feedback experience together plan share common goals solve problems create innovate share ideas reflect on experiences Communities of Learning
  • 7. JUST TOOLS
  • 8.  
  • 9. SOME OF THE TEAM Diana Ayling Ed Flagg Hazel Owen Diana Ayling Vickel Narayan
  • 10. My goal in teaching and learning is… to design learning programmes to ensure that knowledge is adapted to learners’ levels of understanding & ways of thinking DIANA AYLING
  • 11. My role is to help empower through ICT everyone involved in education, especially this generation. This will enable them to advise the institutes what they want and how they want it. VICKEL NARAYAN
  • 12.
    • I believe that learning and teaching is about…
    • being the learner you want your students to be
    • using a light touch
    ED FLAGG
  • 13. The underpinning emphasis of anything around ICT enhanced learning and teaching (ICTELT) has to be reflection on pedagogies …my role is to listen, suggest, guide, support & ‘challenge’. HAZEL OWEN
  • 14. http://www.flickr.com/photos/cuppini/501840082/
  • 15.
    • All images were taken by Hazel Owen unless otherwise referenced below.
    • My Hands Can’t Feel to Grip: http://flickr.com/photos/haikara24/704264783/
    • ePortfolio Block: http://flickr.com/photos/lauradahl/2683911576/
    • ePortfolios. Whoah!: http://flickr.com/photos/nmc-campus/189253968/
    • I’m Lovin’ It. http://flickr.com/photos/stefan_ledwina/2465543700/
    • Jump3kiwi. (2007). Blue [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/90/233682977_4a4acdd01e_s.jpg.
    • Lafforgue, E. (2007). Yemeni girl اليمن [ Image]. Accessed June 04 2008: http://farm2.static.flickr.com/1256/1018708311_54dee9b080_s.jpg.
    • Leandera, J. (2007). Visions [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/97/281956515_9e08129c33_s.jpg.
    • Mavi. (2007). Hypnotic [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/48/117184617_05f7a43d7f_s.jpg.
    • Nana Kofi Acquah. (2007). African Queen [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/28/97118334_eeb9a4e2ae_s.jpg.
    REFERENCES
  • 16.
    • Aliasgrace. (2007). Little brother [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/19/118720045_608081027f_s.jpg.Alphafish. (2007). See through asian eyes [Image]. Accessed June 04 2008: http://farm3.static.flickr.com/2027/1780392262_c660fa97c3_s.jpg.
    • Angie NZ. (2007). Wide eyed [Image]. Accessed June 04 2008: http://farm3.static.flickr.com/2128/2319958677_3110013c83_s.jpg.
    • BBMaui. (2007). Pretty Green Eyes [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/134/387284670_4cdb957d63_s.jpg.
    • Codesarah. (2007). My Dark Brown Asian Eye [Image]. Accessed June 04 2008: http://farm3.static.flickr.com/2420/1605185078_2a17f8324b_s.jpg.
    • Dunn, A. (2007). Eye See You 2 [Image]. Accessed June 04 2008: http://farm3.static.flickr.com/2377/2071806540_ec9e699975_s.jpg.
    • HamadaH, F. (2007). The Arabic Eye [Image]. Accessed June 04 2008: http://farm4.static.flickr.com/3042/2318810169_9b6cb5e66f_s.jpg.
    • Ian. (2007). The Eyes Have It [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/79/217915295_2ca9852da7_s.jpg.
    REFERENCES CONT…
  • 17.
    • Salkiwi. (2007). Look Closely [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/51/143450175_e35467f937_s.jpg.
    • See-ming, L. (2007). Eye [Image]. Accessed June 04 2008: http://farm3.static.flickr.com/2103/2136262279_47afa52f6d_s.jpg.
    • Sezrahnz. (2007). Beseech [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/75/216249295_222a2b57a5_s.jpg.
    • Shimmertje. (2007). Paua eyes for realism [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/9/76742547_8727cf90b1_s.jpg.
    • Yumi, M. (2007). Buddha's eyes [Image]. Accessed June 04 2008: http://farm1.static.flickr.com/32/114364981_8f969ec9e8_s.jpg.
    • Dadoodle. (2007). Soccer Silhouette. [Image]. Accessed Jan 30 2009: http://flickr.com/photos/dadoodle/491461169
    • Behring, N. (2008). [Image]. Accessed Jan 30 2009: http://flickr.com/photos/chinapix/2817924484
    • Clay, J. (2008). Thom Cochrane Presenting. [Image]. Accessed Jan 30 2009: http://flickr.com/photos/jamesclay/2929146936
    • Unitec. (2007). Students. Thom Cochrane Presenting. [Image]. Accessed Jan 30 2009: www.unitec.ac.nz
    REFERENCES CONT…