cultivate anti plagiarism final

Announcing the development of a brand new Cultivate Module: Plagiarism Prevention & Detection

Announcing a new Cultivate Module:

Plagiarism Prevention and Detection

Next steps:

• Send out the initial storyboard, content in PPT format to all Cultivate clients, allow 1-2 weeks for internal reflection and discussion

• Establish consensus and support from Cultivate clients, discuss roles, responsibilities and workflow. (Conference call mid-3rd week November)

• Schedule time to discuss executive summary of the way forward. Taking into account the full communities input.

Cultivate 3rd Party Tool Library:

• Phase 1: Current Cultivate Resource (airport metaphor) overview showcasing workflow from initial detection through database matching and personnel intervention. One springboard slide. Completed July 2007

• Phase 2: Develop a comprehensive PPM in Cultivate. Time frame November 07-Feb-08

Cultivate: Plagiarism detection and prevention module

Implementing a plagiarism detection and prevention tool is a big challenge!

Plagiarism detection and prevention technology is relatively straightforward: upload an assignment, hit the check button, get a detailed report back. But what do you do with those results? How do you approach a student who you believe has been caught plagiarizing? How did you prepare students for their work to be submitted to a plagiarism detection service? Did you prepare them? Will there be consistency between departments in the use of the tool? In implementation? These questions are at the heart of the Cultivate plagiarism detection and prevention module. We welcome and expect clients to add additional core questions to support policy and the roll out of the tool across campus.

Plagiarism detection and prevention technology operates within a human process

Plagiarism detection and prevention is a process that has at least six major junctures:

1. The Institution’s decision to select a “method” for dealing with plagiarism and enforce it (Turnitin, personal intuition? whatever else the individual is currently doing...)

2. The way learners are introduced to the subject of plagiarism detection by lecturers and the institution

3. The discovery of a certain type and level of plagiarism

4. The action upon discovery of a student plagiarising

5. The resolution of the student plagiarising

Cultivate: Plagiarism detection and prevention module

Explore the human process in the safety of the group’s imagination

The following three scenarios are designed to transport faculty into the different ways in which a plagiarism detection and prevention product might be expressed within their institution. They are designed to provoke a reaction, to springboard to a discussion of how faculty are going to use this technology. This will help them construct a mental map of the intention with which they wish to introduce the tool, the consequences of how they communicate it, and the risks inherent in the confrontational process of discovery and dealing with an incident.

The aim is to explore these consequences in the safe space of the group’s imagination through a variety of techniques, preparing them to deal with the human consequences of the technology safely and competently.

Scenario One

Scenario One – Scene One

This ‘Turnitin’ sounds good. I just hope that it

works in practice.

Note: Please read the text notes below for context

Scenario One – Scene Two

How are we going to finish this project in time? I wish I hadn’t

been so sick last week.

New plagiarism detection and prevention Service Launched

New plagiarism detection and prevention Service Launched

Note: Please read the text notes below for context

Scenario One – Scene Three

Note: Please read the text notes below for context

Scenario One – Scene Four

Eddie Smith? I’ll fill his details into the

pro forma letter now for you Dr

Montgomery.

Course failure does seem harsh, but plagiarism is a

serious offence.

Note: Please read the text notes below for context

Scenario One – Scene Five

Note: Please read the text notes below for context

Scenario Two

Note: Please read the text notes below for context

Scenario Two – Scene One

Turnitin worries me. The

technology is great, but it could

get messy in practice.

Note: Please read the text notes below for context

Scenario Two – Scene Two

Referencing correctly is really important. You

should use Turnitin to check your own

work.

Note: Please read the text notes below for context

Scenario Two – Scene Three

Note: Please read the text notes below for context

Scenario Two – Scene Four

Please convene a plagiarism meeting with Clare Tate. Tell her a witness should accompany her,

and that the student union will provide one if no one else is

available.

Note: Please read the text notes below for context

Scenario Two – Scene FiveI thought I’d changed enough words. I’m so

sorry. I’m working three part-time jobs to pay for tuition and got

caught against a deadline.

Please, next time talk to me beforehand Clare. In line with University policy I’ll give you another chance to submit the

assignment, but I’ve got to dock two grades. Ok?

Ok…

Note: Please read the text notes below for context

Scenario Three

Scenario Three – Scene One

I’ve always had an instinct for plagiarism. It’s in

unusual vocabulary, or sentence structure. I’ve

not been wrong yet.

Scenario Three – Scene Two

My head is empty on this assignment, and it’s due on

Friday.

Look, write out what you have. It just happens a friend of

mine from the cycling society aced this course last year; I’ll

get you his paper.

Scenario Three – Scene Three

What plagiarise? Isn’t that wrong?

Well they say that in the handbook somewhere, but then they tell us

undergrads aren’t supposed to have their own ideas.  

I’ve done it before; just make sure you

change enough words so you don’t trigger Monty’s memory.

Scenario Three – Scene Four

I feel as if I’ve read this somewhere before, but

it’s not a set text.

Scenario Three – Scene Five

A long way above your usual standard.. Well Done 78%

Scenario Three – Scene Six

My heart was beating so fast when I got the paper back;

I thought I’d been caught.

But you got 78%. Well done, that will help your course grade.

Scenario Three – Scene Seven

But it’s not my work…

Look you reinterpreted. Some of it’s your own. So it’s not that different from paraphrasing it from an academic in a library

book, is it?

University is all about results. That’s what the academics,

government and employers care about. You should get 78% for

showing initiative.

John Goodridge: Project leader & researcherjohn@cultivatelearning.com

Andre vd Merwe: Project consultant andre@cultivatelearning.com

Dan Wilkinson: Graphics and 3d design leader dan@cultivatelearning.com

Gwen vd Merwe: Quality assurance gwen@Cultivatelearning.com

Rene vd Merwe:Project administratorrene@eiffel-corp.co.za

Thank you we look forward tocollaborating with you!

Note: We are taking this opportunity to use this exercise as an authentic way to launch

the Cultivate Community.

Wiki site available soon!

WITSUniversity of Pretoria

University of JohannesburgTshwane University of Technology

Cape Peninsula University of TechnologyDurban University of Technology

(additional institutions are pending)

Thank you we look forward tocollaborating with: