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Using Moodle and Mahara to promote academic integrity

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Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.

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Using Moodle and Mahara to promote academic integrity

  1. 1. Academic Integrity and Moodle Dr Mark Glynn @glynnmark
  2. 2. Overview Introduction Academic Integrity Toolkit Moodle & Mahara Challenges image from presentermedia.com
  3. 3. DCU by the numbers 17000+ students 1600+ staff Est 1989 3 Academic campuses 5 faculties, 28 Schools
  4. 4. Teaching Enhancement Unit To foster excellence in practice through leadership in teaching, the provision of professional development opportunities for staff, and the scholarship of teaching and learning Staff Development Curriculum Design Scholarship of T&L Awards Loop
  5. 5. Overview Introduction Academic Integrity project Toolkit Moodle & Mahara Challenges image from presentermedia.com
  6. 6. Academic Integrity toolkit Case Studies Self Assessment Checklist Collation of resources images from presentermedia.com
  7. 7. Basic Principles ……. to enhancing academic integrity 1. Set high academic integrity standards which values university and students/graduates reputation; 2. Provide detailed information as direction on how students might avoid breaches of academic integrity; 3. Use marking criteria and rubrics to reward positive behaviours associated with academic integrity; 4. Design assessments that motivate and challenge students to do the work themselves; 5. Ensure assessments are authentic, current and relevant; 6. Adopt a scaffolded approach to assessments for learning with feedback points throughout the assessment process; 7. Design in elements for students to record their individual pathways of thinking demonstrating students own work; 8. Design assessments which allow learners to prepare personalised assessments (either individually or group based); 9. Build in a form of questioning or presentation/viva type defence component; 10. Consider assessment briefs that have open-ended solutions or more than one solution; 11. Co-design assessments or elements of assessment (e.g. rubric) with students; and 12. Regularly update and edit assessments.
  8. 8. Set high academic integrity standards which values university and student/graduate reputation
  9. 9. Provide detailed information as direction on how students might avoid breaches of academic integrity
  10. 10. Use marking criteria and rubrics to reward positive behaviours associated with academic integrity;
  11. 11. Rubric - giveaway - http://bit.ly/2JonBFH Full credit and sincere thanks to participants at the Eportfolio Unconference (Dublin, 2018) for their collaborative contributions to the development of this eportfolio assessment rubric. Eportfolio Assessment Rubric by Lisa Donaldson is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License.
  12. 12. eBook ○The aim of the ebook is to inspire effective eportfolio practice through the sharing of text and video based case studies of eportfolio based assessment. ○It was a collaborative effort which started at the Eportfolio Unconference, funded by the National Forum for the enhancement of Teaching and Learning. This was run by Eportfolio Ireland at Dublin City University in 2018. ○Sincere thanks to all the educators in Ireland and the UK who contributed their eportfolio based assessment and experiences to this book.
  13. 13. eBook - samples
  14. 14. Design assessments that motivate and challenge students to do the work themselves;
  15. 15. Ensure assessments are authentic, current and relevant;
  16. 16. Adopt a scaffolded approach to assessments for learning with feedback points throughout the assessment process;
  17. 17. Mahara:Template push - giveaway Copy group portfolios (collections and pages) into the accounts of existing group members to streamline the sharing of templates to students
  18. 18. How does it work? In a group, tutor (admin) create as a template page/collection In Advanced Sharing, there will be a new option to auto-copy to existing group members portfolios Template automatically shared with students Available in Mahara 18.10
  19. 19. Design in elements for students to record their individual pathways of thinking demonstrating students own work
  20. 20. What the literature says? - giveaway - Formal pedagogical and technical PD in portfolio process should precede implementations - The tool should be named and conceptualised with its primary goal in mind - Learners should “own” their portfolios - Technology should never supersuite pedagogy as primary focus in a learning portfolio
  21. 21. Design assessments which allow learners to prepare personalised assessments
  22. 22. Build in a form of questioning or presentation/viva type defence component;
  23. 23. Consider assessment briefs that have open-ended solutions or more than one solution
  24. 24. Co-design assessments or elements of assessment with students;
  25. 25. Regularly update and edit assessments. Review and update each time Use evidence/evaluation to inform your continued use/update/change Think of diversity and UDfL when choosing methods (Moodle activities) Do it in a incremental constructive manner
  26. 26. Overview Introduction Academic Integrity project Toolkit Moodle & Mahara Challenges image from presentermedia.com
  27. 27. Two Challenges 1 - Source of plagiarism 2 - Collaborate to improve
  28. 28. Contact us mark.glynn@dcu.ie
  29. 29. Acknowledgements Images from presentermedia.com
  30. 30. Additional Slides
  31. 31. Structure

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