The document discusses the development of an online plagiarism tutorial aimed at enhancing educational outreach at University College Dublin. It emphasizes the importance of teaching plagiarism avoidance skills through interactive and user-friendly resources, supported by educational technology. The tutorial incorporates features such as scaffolded practice and feedback mechanisms, and is available in both English and Irish, addressing accessibility concerns while aiming to supplement traditional plagiarism education methods.

1. Enhancing Educational Outreach:
Development of an online Plagiarism
Tutorial
Jenny Collery, College Liaison Librarian
EdTech 2014
Theme: Learning Technologies – disruptive or reductive?

2. The need
plagiarism avoidance skills need to be
explicitly taught through providing students
with “scaffolded opportunities for practice with
feedback” (Pecorari, 2013, p. 79)
Image courtesy of

3. The Team
UCD eLearning Team
est. May 2013
Jenny Collery,
Plagiarism Lead
Diarmuid Stokes
Sonya Hood
Michelle Dalton
Gerard Walsh
Susan Boyle
James Molloy,
eLearning Lead
Carmel Norris
Emily Doherty
Sue Daly

4. • 0.5 days training
Niall Watts, Educational Technologist,
Media Services, University College
Dublin
• “e-Learning Heroes” online
forums, tutorials (text &
video) (Articulate Global Inc.,
2014)
• eLearning Team Learning &
Support and previous
eLearning writer
The Learning Technology

6. Triggers
Layers

7. Finding Open Educational
Resources
Research & (my) practice
Image courtesy of Scot Monty

8. The checklist
Meet specified learning objectives on plagiarism education
Plain English
Fully Open Education Resource with appropriate licence
Accessible, clear & intuitive design interface
Compatible software & embeddable in VLE (Blackboard)
High quality academic standard
Created by local institution
User Tested
BONUS FEATUES

9. The Editing Process
1. Editing the educational and language content of
the tutorial
2. Modifying appearance, functionality & activities
Allows acquisition and practice of knowledge/skills
(Laurillard, 2013 in UCD Teaching and Learning, 2014)
3. Editorial review by eLearning team

10. Branding & Localisation

11. Articulate Storyline v Articulate Studio

12. Interactivity & Formative Assessment
(assessment as Learning)

13. Self-monitoring, customised positive
reinforcement & scaffolded revision options

14. Mobile Ready

15. Auditory
Visual
Kinaesthetic
Kolb (1984)
Multi-sensory learning
Image courtesy of Joalo Loureiro

16. Plagiarism as Gaeilge
• Request from UCD School of Irish, Celtic
Studies, Irish Folklore & Linguistics
• First Irish Language Plagiarism Tutorial*
• Collaborated with Bord na Gaeilge, UCD
(translation & audio narration)

17. Structured Feedback lacking

18. Disruptive or reductive
Is this shrink-wrapped education?

19. Disruptive or reductive
Is this shrink-wrapped education?
• “Digital Divide” places tutorial in the “educationally
disruptive” category
• Wholesale adoption of ICT to deliver courses risks [further]
alienating disadvantaged students (Romero, 2012)
• Interaction with instructors and peers ranked highly by
distance learners (Shimoni et al., 2013)
• UCD Library Plagiarism Education workshops and in-class
teaching counter balance this (low attendance at
workshops)
• Recommendation: eLearning tutorial should form part of
the package on Plagiarism Education

20. References
• Articulate Global Inc. (2014). E-Learning Hereos. 2014, from https://www.articulate.com/
• Common Wealth of Learning, & UNESCO. (2011). Guidelines for Open Educational Resources (OER) in
Higher Education.
• de Beer, T. (2012). SCORE Library Survey Report: SCORE.
• Graham, N., & Secker, J. (2012). Librarians, information literacy and open educational resources:
report of a survey.
• Hughes, J., & McKenna, C. (2012). The impact of developing Open Educational Resources (OERs) on
novice OER developers. Journal of Interactive Media in Education, 1-11.
• Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and
technology: Routledge.
• Pecorari, D. (2013). Teaching to avoid plagiarism : how to promote good source use. Maidenhead,
Berkshire: McGraw-Hill Education, Open University Press.
• Romero, A. A. a. a.-r. o. a. u. (2012). One Laptop per College Student? Exploring the Links between
Access to IT Hardware and Academic Performance in Higher Education e-Learning Programs. Journal of
Distance Education, 26(1), 1-14.
• Russell, P., Ryder, G., Kerins, G., & Phelan, M. (2013). Creating, Sharing and Reusing Learning Objects
to Enhance Information Literacy. Journal of Information Literacy, 7(2), 60-79. doi:
http://dx.doi.org/10.11645/7.2.1744
• Shimoni, R., Barrington, G., Wilde, R., & Henwood, S. (2013). Addressing the Needs of Diverse
Distributed Students. International Review of Research in Open & Distance Learning, 14(3), 134-156.
• University College Dublin Library. (2010). UCD Library Strategic Plan 2010‐2014. Dublin: University
College Dublin Library.
• University College Dublin Teaching and Learning. (2014). Teaching and Learning - Assessment and
Feedback. Retrieved May 2014, 2014, from http://www.ucd.ie/teaching/resources/e-
learning/assessmentandfeedback/

21. Thanks for Listening…
Jenny Collery
Leabharlann UCD
UCD Library
jennifer.collery@ucd.ie
Tel: +353 1 716 7097

22. Tip from Sherlock:
use this list to start!
• NDLR
• JORUM*
• OER Commons*
• OpenLearn (OU)
• MERLOT
• Primo*
• MIT Open CourseWare
• WikiEducator
• Xpert
• UCD Library Tutorials
• ITT Tutorials