Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin
This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners. 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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Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin
- 3. What constitutes plagiarism? Image source: http://www.flickr.com/photos/dchucks/413393066/
- 5. What constitutes plagiarism? Terms of use of this image: http://comics.com/terms/ Used with kind permission: http://acid.eu.com/ Image source: http://www.flickr.com/photos/82424909@N00/378319462/in/photostream/
- 7. Plagiarism detection software A list of 20 plagiarism finder, refer (http://www.shambles.net/pages/staff/ptools/) Free Pay Service Plagiarism Checker - web-based, also has a premium version. (www.plagiarismchecker.com/) Plagiarism Detect (www.plagiarismdetect.com) Viper - windows install (www.scanmyessay.com) Plagiarism Detection - web-based (http://plagiarismdetection.org) Duplichecker - web-based, uses Google, Yahoo or MSN search engine. (www.duplichecker.com) TurnitinSafely - windows install (http://turnitinsafely.com/index.html) WriteCheck powered by Turnitin - web-based service (https://writecheck.turnitin.com) Advantage - does not store student paper on a database as Turnitin does.
- 13. Facilitation of Sessions Images' source: http://www.flickr.com/photos/24289877@N02/
- 15. Evaluation of Sessions Some screen shots of blog postings that evaluated our sessions - good, bad & ugly
- 16. Implications Image source: www.flickr.com/photos/jphilipson/2100627902/ Image source: http://www.flickr.com/photos/annaristuccia/3253809413/
- 17. Recommendations http://www.flickr.com/photos/tampics/28590957 http://www.flickr.com/photos/batega/186548290 http://www.flickr.com/photos/bogenfreund/386427387 http://www.flickr.com/photos/vixrichardson/2967817522 http://www.flickr.com/photos/roomman/1375671318
- 18. Recommendations http://www.flickr.com/photos/ricardipus/2278825666 http://www.flickr.com/photos/isimmer/1033139937 http://www.flickr.com/photos/mckaig/986657155 http://www.flickr.com/photos/markop/2523825358/
- 20. Conclusion Image source: http://www.flickr.com/photos/zachstern/87431231/
- 21. Many thanks for your time today... The full reference list is on the handout along with links to this presentation & other useful resources. Please email us if you have any questions (hazelowendmc at gmail.com; vickel.narayan at gmail.com) Image source: http://www.flickr.com/photos/tonivc/2283676770/
Editor's Notes
- HAZEL : Plagiarism is a global issue that needs to be addressed by all educators and learners (Martin, 2005), and research suggests that it could be on the rise (Carroll, 2009). However, it is recommended that "rather than focusing on catching and punishing [students who plagiarise], it might be more appropriate to provide genuine opportunities for these students to learn the appropriate academic conventions, and the rationale behind them" (Devlin, 2002, p. 5). Beverage (2009) makes the point that issues in education such as plagiarism are not technology problems, but rather social problems. Plagiarism Detection Software (PDS) such as Turnitin may be developed to attempt to address the problem, but in fact what it needs is a recognition of the reasons behind the plagiarism, which tend to be academic literacy challenges and questions around ethics. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. ABSTRACT: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
- HAZEL Unitec (location, courses, disciplines) Students (age, ethnicity, background)
- HAZEL : Overview of the situation described here
- HAZEL : Background & overview
- Hazel : Works out in the public domain - copyright; number of years out there, who owns the copyright - traditional Visual/audio works (diagrams, videos etc) Mashups/repurosing Creative Commons
- HAZEL: Affective Experience Skills Life Community Cultural norms Embedding in course Assignments, assessments Negotiated outcomes
- VICKEL :
- VICKEL : Background at Unitec Fears / focus Pedagogical design Awareness raising & consistency
- VICKEL :
- VICKEL :
- VICKEL :
- VICKEL :
- HAZEL : facilitation tailored to depts hands on collaborative/discussions Modelling use of other tools & approaches authentic - getting participants to upload some of their own work
- HAZEL :
- HAZEL :
- HAZEL :
- VICKEL : Approach was to create a space for the teachers to discuss, reflect and use the tool. *emotional reactions to using tii. * allowing enough time within the session for discussion and wider implication of PDS. * piloted the session and resources and changes made after receiving feedback -- feedback from every session meant constant changes made after every session *default settings on TII for policing and punitive measures ... Appropriate support services and resources put in place for students in need. just-in-time support available for staff -- use of TII, and library
- VICKEL : Academic Lit skills integrated ..... each programme is redesigned and embeds Academic Literacy skills also ensuring that student scaffold is provided Scoffolds can be: Multimedia resources hosted on an LMS Dog - scaffolds could be model and examples again hosted on an LMS ANTS - closer collaboration between the library and student services CUBE - instructions and rubrics
- HAZEL & VICKEL :
- HAZEL : Image of a hope...? Also - would be great if during the session we could capture in a mindmap the main points that people are making...what do you think ( <- I like it )?
- HAZEL : Nice image to close with as well as a statement that a full reference list is available on the handout (which we will need to make in Google Docs before we go) a link to the Slideshare site our email addresses a link to the mindmap we create during the session if we decide we can do this