An Online Academic Integrity Project
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Christine Beauchamp and Janice MacDonald Eddington presented on how the Dalhousie Writing Centre and the Dalhousie Faculty of Science got together to develop an online academic integrity module. The module is targeted to students who do not understand the concepts and practices of academic integrity. The presentation covers why the module was placed online and how it was developed. It also includes an evaluation of the module as an educational tool.
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Using augmented reality to support learning and teaching in the recording stu...
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Promoting Creativity and Collaboration in Your Classroom with Google Docs
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What's the big deal about Blended Learning - Models, Results and Challenges
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Exploring EAP: Challenges and Opportunities BBELT 2015
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Teaching Object Oriented Programming Courses by Sandeep K Singh JIIT,Noida
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Five D2L Tools to Increase Student Engagement and Instructor Presence
An Online Academic Integrity Project
- 1. An Online Academic Integrity Project Dalhousie Writing Centre Dalhousie Faculty of Science Photo: Dalhousie Writing Centre (Danny Abriel) http://campusmaps.dal.ca/images/buildings/resized/250_c203.jpg Co-conspirators: Christine Beauchamp and Janice MacDonald Eddington (with Aaron Panych)
- 2. Why an Academic Integrity Module? Initiated as a response to frequent student defense to plagiarism accusations: “I didn’t know it was plagiarism.”
- 3. How the module was developed Founded and developed from three features: • Examination of academic integrity based on Dalhousie Writing Centre experience with students and workshop delivery. • Student scenarios based on FoS academic integrity cases provided by Dr. Swapan Dasgupta (names, some details redacted). • An academic integrity quiz developed by Dr. Margie Clow Bohan and Professor Lesley Barnes for Academic Integrity Week.
- 4. Target audience Students who sincerely do not understand the concepts and practices of academic integrity (but who want to).
- 5. Learning outcomes An understanding and ability to answer the question: “What is academic integrity, and how do I achieve it?” (How do I fulfil these expectations?)
- 6. In reality, Can this goal be achieved solely through the medium of one online module? No. But we do see it as part of the conversation (…a continuing and evolving conversation).
- 7. Proximate goals • A clear presentation of expectations in straightforward language using case- based scenarios. • A reminder of personal responsibility to seek help in achieving these expectations.
- 8. Why online? Access: Reach a large number of students Flexibility: Complete at own pace Revisit concepts if needed Consistency: All students exposed to the same concepts (but with the hope they will react, question, and discuss as they begin to apply the concepts in their academic work) Efficiency: Covers fundamentals thereby freeing face-to- face class time for deeper discussion
- 9. Ongoing and evolving project Improvements: “I have made this [letter] longer because I have not had the time to make it shorter.” ─ Blaise Pascal "Lettres provinciales", letter 16, 1657
- 10. Evaluation of AIM as an educational tool Drawbacks Solutions • Text heavy • ↑ graphics: text ratio • Students can sign off • Classroom follow-up without thorough • Additional questions (quiz understanding and/or classroom) • Delivery • Communication • Time • Platform considerations (designers, students, staff )