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Designing for Success: Supporting Academic Integrity Through e-Learning
- 1. Designing for Success: Supporting Academic Integrity Through e-Learning Nancy Birch and Sharon Bailey February 2013
- 2. University of Guelph-Humber: history and facts Plagiarism at UoGH Current State: resources/tools in use Current Literature Rationale for Proper Citation Style Tutorial Project Project Planning – ADDIE Model Demo Best Practices
- 3. University of Guelph and Humber Institute of Technology & Advanced Learning combined to create University of Guelph-Humber Opened in 2002 when Ontario government required all Universities to expand and meet increasing demand
- 4. 6 programs ◦ Business ◦ Human Services (Early Childhood; Family & Community Social Services) ◦ Justice Studies ◦ Kinesiology ◦ Media Studies ◦ Psychology UoGH provides comprehensive learning that gives students the opportunity to earn a university honours degree and a college diploma in 4 years.
- 5. Nearly 4000 students (Sept/12) Average of 45 students per class Each parent institution provides half of the faculty All programs have work placement terms All programs have study abroad experiences
- 6. The University of Guelph-Humber Academic Calendar notes the following: Plagiarism is misrepresenting the ideas, expression of ideas or work of others as one's own. It includes reproducing or paraphrasing portions of someone else's published or unpublished material, regardless of the source, and representing these as one's own thinking by not acknowledging the appropriate source or by the failure to use appropriate quotation marks. (p. 18)
- 7. Turnitin.com ◦ A subscription-based online tool available to UoGH faculty to assist in reducing plagiarism (usage is voluntary - faculty member’s choice) Information Literacy Sessions on citation practices ◦ Offered by request throughout the term by Library Services and taught by Liaison Librarian for the program LibGuides – links to resources, videos, etc. ◦ Online resource guides that are topic-specific Citation Style Clinics ◦ Offered by Library Services on a drop-in basis before key papers are due Print Resources ◦ Citation style guides and handouts in Library Services and Humber Writing Centre
- 8. Mostly unintentional ◦ Most cases of plagiarism are not intentional but result from a lack of understanding of what plagiarism is or an inability to correctly cite (Broussard & Oberlin, 2011, p. 31). Poor paraphrasing ◦ Students had difficulty understanding what constituted good or bad paraphrasing, when to use direct quotations, and ultimately, when to cite (Jackson, 2006, p. 425). Focus on punishment, not avoidance ◦ According to Broussard & Oberlin (2011), “[Students] criticized teachers and librarians for focusing on the definition and punishments for plagiarism, and yet not providing helpful information on how to avoid plagiarism” (p. 31).
- 9. High demand for citation help (requests by faculty from both institutions) during the 2010/11 academic year 38% of the library instruction requests were for citation style (as opposed to research skills, databases, etc.) Less time for high value and more complex topics (ex. research strategies) Humber Writing Centre located within the Guelph-Humber building is often at capacity; appointments with tutors are booked well in advance
- 10. Source: RedGrove eTraining for Business. (2013). ADDIE Model. Retrieved from http://www.red-grove.com/course-development/
- 11. Analysis (of Needs): ◦ Literature review and review of plagiarism tutorials by other institutions ◦ Met with stakeholders to discuss plagiarism content requirements ◦ Met with IT to discuss options for hosting the tutorial for pilot & existing learning management system (managed at Guelph) Design ◦ Plan structure - videos, exercises, quizzes ◦ Create a mock up of tutorial to be reviewed by librarians, program heads and other stakeholders to evaluate the platform and design and also gather feedback Development ◦ Production of 7 program specific tutorials; introductory and advanced levels Implementation ◦ Chose a small group for pilot – in our case, summer of 2012 ◦ Full implementation with launch by September of that year Evaluation ◦ Thus far, we have engaged pre-launch focus groups and analyzed information literacy statistics post-launch. A full-scale evaluation of effectiveness is a future initiative (Molenda,1996, p. 35).
- 12. Intended target audience for Proper Citation Tutorial: ◦ 1st Year & 2nd Year Three modules for introductory level ◦ Definition of Plagiarism at UoGH ◦ Quoting and Paraphrasing ◦ APA/MLA in-text and full citations: Some interactivity and keep length to 20-30 minutes with quizzes and feedback One extra module for advanced level (beyond 2nd yr) ◦ APA/MLA in-text and full citations for program specific resources Interviews with •Program Heads •Vice Provost •Registrar •Managers •Librarians •Faculty •IT staff 100% indicated a need for a plagiarism tutorial
- 13. Upon completion of this tutorial, students will: ◦ Identify and understand the definition and consequences of plagiarism ◦ How to cite a paraphrase and quote and identify poor citation practices ◦ Identify key elements of a citation for resources relevant to their program ◦ Differentiate between an in-text and a full citation
- 14. Definition of Plagiarism at UoGH APA/MLA in-text and full citations (Program-specific resources) The Core Modules: Certificate 1 APA/MLA in-text and full citations: Common sources (Books, chapter in an edited book, journal articles & web pages) Quoting and Paraphrasing Advanced Module: Certificate 2 (optional)
- 15. Video Tutorials ◦ Definition of Plagiarism ◦ Quoting and Paraphrasing ◦ In-text and Full Citations (common and program-specific sources) Practice Exercises ◦ Plagiarism Scenarios ◦ Identifying Quotes and Paraphrases ◦ Drag and Drop Citation Elements Quizzes ◦ Quizzes with unlimited attempts and constructive feedback Resources ◦ Links to OWL Purdue and Research & Documentation website ◦ Word documents summarizing video tutorials (as outlined in Accessibility for Ontarians with Disabilities Act) Note: all learning objects have program-specific examples
- 16. To date, our implementation plans have included: Embedding tutorial in core and effective writing courses where appropriate and/or requested March 2012 presentation to Academic Management and Programs Committee at Guelph-Humber Setting thresholds for credit as a community (<5%) Setting 80% threshold for successful completion Mid-June pilot with Early Childhood Education program
- 17. To date, marketing/outreach efforts have included: ◦ “Business cards” with URL available at Reference Desk ◦ Promotion in IL sessions ◦ Program-specific “Quick Guides” for faculty, distributed through program offices ◦ Similar guides for students available at reference desk or handouts in IL sessions ◦ Promotion at Curriculum Committee meetings for all programs ◦ Program-specific promotional copy for faculty newsletters ◦ Quick Link on main library page and research guides ◦ In-class demos/walkthroughs ◦ Faculty workshops in lab setting ◦ Regular communication to senior management and program heads
- 18. Pre-launch changes to the citation tutorial included: ◦ Dedicated, secure server ◦ Welcome video/walkthrough at login page ◦ Normalize volume for all Video Tutorials ◦ Remove scoring from Practice Exercises ◦ Add functionality for two separate certificates of completion - personalized, program-specific, unique validation code ◦ Fix typos, inconsistencies, and technical glitches
- 19. Pre-launch focus groups Uptake stats ◦ 1,000 enrolled ◦ 670 completed ◦ Business and Justice Studies had highest uptake ◦ Welcome video has 900+ views Information literacy statistics Measures of effectiveness (future initiative)
- 20. LMS Platform ◦ Moodle LMS Customized theme Video Tutorials ◦ PowerPoint, Camtasia Neutral audio repurposed for each program Videos hosted on YouTube, embedded in Moodle Practice Exercises ◦ Moodle (“Choose your own adventure”) ◦ Hot Potatoes (multiple choice, drag-and-drop) Quizzes ◦ Moodle multiple choice with feedback Certificates ◦ Moodle secure PDFs, customized
- 21. AODA Compliance ◦ Moodle platform built with accessibility in mind ◦ Video Tutorials available in print format for download ◦ Closed captioning available on Video Tutorials Ongoing Initiatives ◦ Optimize for screen readers ◦ Safe colours ◦ Scalable text ◦ Mouse-free navigation
- 24. Technology Anticipate learning curves ◦ Library/IT staff New software (particularly Open Source) Content and design customization at code level Training other staff: software, version control, file management, handoff Learn and embrace emerging technologies! ◦ Students Technical ability Hardware/software/connectivity Repurpose whenever possible ◦ Neutral PowerPoint and audio tracks for videos ◦ Templates for exercises and quizzes ◦ Repurpose learning objects outside of the tutorial Expect glitches
- 25. Project Planning Objectives ◦ Define your objectives, then solve the technology hurdles Resources ◦ Analyze resource needs hire project manager/ coordinator? Stakeholders ◦ Find and engage your stakeholders on an ongoing basis and listen to their needs Analysis ◦ Research, interpret and analyze both user and technical requirements ADDIE Model ◦ Break the project into manageable steps Multiple Teams/Skills ◦ Enlist the assistance of multiple teams - Leverage expertise from the library, instructional design, and IT worlds ◦ Hire a project lead with hybrid skills where possible (e.g. SME/instructional designer/LMS administrator)
- 26. Project Process Start with a single tutorial and manage ‘scope creep’ Ask for feedback from multiple stakeholder groups (students, faculty, administration); provide an instructional demo to assist in gathering feedback Be persistent if stakeholders are slow to complete survey Be aware of client reporting requirements at beginning of project and communicate clearly any limitations with software Strictly manage expectations and timelines to ensure project will be completed
- 27. Nancy Birch Manager, Library Services University of Guelph-Humber 416-798-1331, ext. 6080 nbirch@uoguelph.ca Sharon Bailey E-Learning Librarian University of Guelph-Humber 416-798-1331, ext. 6457 sharon.bailey@guelphhumber.ca
- 28. Broussard, M., & Oberlin, J. (2011). Using Online Games to Fight Plagiarism: A Spoonful of Sugar Helps the Medicine Go Down. Indiana Libraries, 30(1), 28-39. Jackson, P. (2006). Plagiarism instruction online: Assessing undergraduate students’ ability to avoid plagiarism. College & Research Libraries, 67(5), 418-428. McCabe, D. L. (2005). Cheating among college and university students: A North American perspective. International Journal for Academic Integrity, 1(1). Retrieved from : http://www.ojs.unisa.edu.au/index.php/IJEI/index Molenda, M. (2003). "In Search of the Elusive ADDIE Model". Performance improvement 42 (5): 34–37. RedGrove eTraining for Business. (2013). ADDIE Model. Retrieved from http://www.red- grove.com/course-development/ University of Guelph-Humber Academic Calendar. (2011). Retrieved from : http://www.uoguelph.ca/registrar/calendars/ guelphhumber/current/ pdffiles/c07.pdf
Editor's Notes
- Many factors lead new students to plagiarize: unfamiliar rules and regulations in a university environment; misconceptions about what is, and is not, plagiarism; poor research skills; poor time-management; and social and academic pressures. On the slide is the definition of plagiarism as worded in the Guelph-Humber Academic Calendar. This is what students start with; however, it has become clear that they need more instruction. They need assistance to understand the rules behind academic writing, strategies to avoid plagiarism when they write their papers, and also some practice using quotations and paraphrasing. This is what our project intended to do. We came to realize there was a gap in their knowledge based on feedback we were hearing in Library Services.
- In our project, this is how each of the successive stages of the model looked...... The concept arose from informal faculty conversations at a faculty orientation event. We then undertook an analysis of needs. We looked at the literature and the landscape, met with stakeholders individually and met with IT to discuss learning management systems and hosting. Our stakeholder interviews gave us input to the specified learning outcomes and functional requirements. It also gave us insight into how this experience would be used in each program assuming a barrier-free implementation. During development, we took all of that valuable input and created storyboards/prototypes We chose, installed and launched the Learning Management System The modules were then constructed and after a lot of testing, demo meetings, and updates, it was implemented in Sept 2012, a full year after the beginning of the project. The fifth stage, Evaluation thus far is from pre-launch focus groups and information literacy statistics after implementation. Although we have collected some data on uptake, a full scale evaluation of effectiveness is in planning as a future initiative. Let’s take a more detailed look at our activities at each stage.......
- Using the data from the needs analysis, we developed the learning outcomes. These were also informed by preferences of the program heads and questions we received in Library Services from students. We determined that students needed clarity around the definition and consequences of plagiarism. They needed to improve paraphrasing skills and understand differences between good vs poor citation practices. We developed activities that enabled them to identify key elements of a citation and to know the difference between an in-text and full citation. I will now hand the presentation over to Sharon Bailey, the Guelph-Humber E-Learning Librarian who will discuss the technical aspects of the project.
- Our marketing and outreach efforts took place mostly in August and September of last year, much of which is ongoing: Because we already have business cards for the subject librarians at our reference desk; we decided to create business card-sized promotional pieces for the tutorial, as well, which we hand out as a take-away when we’ve helped students with citation. The card has the URL and a bit of promotional copy. Our subject librarians regularly promote the tutorial in their IL sessions, for all students irrespective of year. We designed program-specific “Quick Guides” for faculty, distributed through program offices. One side had a summary of the tutorial, the other was a quick-start guide of sorts with screen caps. We continue to use these as we have a high percentage of sessional faculty from semester to semester. We also produced similar guides for students, which are also available at reference desk and used as handouts in IL sessions Subject librarians also promote the tutorial at Curriculum Committee meetings for all programs Our faculty newsletter, which goes out each semester and is customized for each program, contains promotional copy for the tutorial. We added a Quick Link on our main library page and in our research guides We conducted in-class demos and walkthroughs for students. Depending on the facilities available, some were in a lab setting while others were strictly demos. We also conducted faculty workshops in a lab setting to help them better understand how the tutorial works and the benefits it provides. Like students, they can log in and take whichever tutorial they want. Lastly, we’ve kept up regular communication to senior management and program heads: Nancy has regular meetings with the upper-level stakeholders and has of course kept everyone in the loop and up to date on progress.
- In terms of Project Process..... As you begin talking to people about their needs, you may find they begin to share their wish lists. While potentially valuable information, you need to manage scope creep on the project and keep the rest for future projects if applicable. Feedback – provide a demo so that the course can be tried by your focus group members. Provide questions/survey so they focus their feedback and you can get the most out of it. Persistent – be persistent in getting the surveys returned. Odds are your group will be small and you need most surveys back to get valuable feedback. Reporting – reporting requirements should be noted to you during the needs assessment phase if you asked the right questions. Make sure you listen to these and communicate any limitations before making promises. Timelines – strictly manage expectations and timelines. You will find that there can be a lot of excitement built about an e-learning course and the fact that you engaged stakeholders at the beginning will also create interest. It is important to manage the expectations of the users and the timelines for the project to avoid disappointing any of your stakeholders. We have developed a guide to best practices that we are happy to share with the group.