Designing for Success: Supporting Academic Integrity Through e-Learning
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Post on 25-May-2015
DESCRIPTIONUsing an e-learning development project as a case study, this presentation outlines the planning and launch of online citation style tutorials that support academic integrity practices at the University of Guelph-Humber. The presentation focuses on partnerships, needs assessment, design, development, and implementation. Viewers will learn from our experience and gain an understanding of an instructional design model and best practices for successful e-learning projects.
<ul><li> 1. Designing for Success: Supporting Academic Integrity Through e-Learning Nancy Birch and Sharon Bailey February 2013 </li></ul> <p> 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 It includes reproducing or paraphrasing portions of someone else's published or unpublished material, regardless of the source, and representing these as one's own thinking by not acknowledging the appropriate source or by the failure to use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 members 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 (</p>
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