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.

1. Academic Integrity and Moodle
Dr Mark Glynn
@glynnmark

2. Overview
Introduction
Academic Integrity
Toolkit
Moodle & Mahara
Challenges
image from presentermedia.com

3. DCU by the numbers
17000+ students
1600+ staff
Est 1989
3 Academic campuses
5 faculties,
28 Schools

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. Overview
Introduction
Academic Integrity project
Toolkit
Moodle & Mahara
Challenges
image from presentermedia.com

6. Academic Integrity toolkit
Case Studies
Self Assessment Checklist
Collation of resources
images from presentermedia.com

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. Set high academic integrity standards which values
university and student/graduate reputation

9. Provide detailed information as direction on how
students might avoid breaches of academic integrity

10. Use marking criteria and rubrics to reward positive
behaviours associated with academic integrity;

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. 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. eBook - samples

14. Design assessments that motivate and challenge
students to do the work themselves;

15. Ensure assessments are authentic, current and
relevant;

16. Adopt a scaffolded approach to assessments for
learning with feedback points throughout the
assessment process;

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. 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. Design in elements for students to record their
individual pathways of thinking demonstrating
students own work

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. Design assessments which allow learners to
prepare personalised assessments

22. Build in a form of questioning or presentation/viva
type defence component;

23. Consider assessment briefs that have open-ended
solutions or more than one solution

24. Co-design assessments or elements of assessment
with students;

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. Overview
Introduction
Academic Integrity project
Toolkit
Moodle & Mahara
Challenges
image from presentermedia.com

27. Two Challenges
1 - Source of plagiarism
2 - Collaborate to
improve

28. Contact us
mark.glynn@dcu.ie

29. Acknowledgements
Images from presentermedia.com

30. Additional Slides

31. Structure