Designing for Success:Supporting Academic
Integrity Through e-Learning
Nancy Birch and Sharon BaileyFebruary 2013
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
Agenda:
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
University of Guelph-Humber: History
6 programs ◦ Business◦ Human Services (Early Childhood; Family &
Community Social Services)◦ Justice Studies◦ Kinesiology◦ Media Studies◦ Psychology
University of Guelph-Humber: facts UoGH provides comprehensive learning that gives
students the opportunity to earn a university honours degree and a college diploma in 4 years.
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
University of Guelph-Humber: facts (cont’d.)
Plagiarism at UoGH
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 It includes reproducing or paraphrasing portions of someone else's published or unpublished material, regardless of the source, and representing these as one's own thinking by not acknowledging the appropriate source or by the failure to use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)
Turnitin.com ◦ A subscription-based online tool available to UoGH faculty to
assist in reducing plagiarism (usage is voluntary - faculty member’s 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
Current State: resources/tools in use
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).
What the literature says.....
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
Rationale for Proper Citation Tutorial Project
ADDIE Model
Source: RedGrove eTraining for Business. (2013). ADDIE Model. Retrieved from http://www.red-grove.com/course-development/
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).
Project Planning – ADDIE Model
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
Needs Analysis Summary
Interviews with
•Program Heads•Vice Provost•Registrar•Managers•Librarians•Faculty•IT staff
100% indicated a need for a plagiarism tutorial
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
Learning Outcomes
Design: Structure of Modules
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)
Development: Learning Objects 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
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 (<5%) Setting 80% threshold for successful completion Mid-June pilot with Early Childhood Education program
Implementation:
To date, marketing/outreach efforts have included:◦ “Business cards” with URL available at Reference Desk◦ Promotion in IL sessions◦ Program-specific “Quick Guides” for faculty, distributed
through program offices◦ Similar guides for students available at reference desk or
handouts in IL sessions◦ Promotion at Curriculum Committee meetings for all
programs◦ Program-specific promotional copy for faculty newsletters◦ Quick Link on main library page and research guides◦ In-class demos/walkthroughs◦ Faculty workshops in lab setting◦ Regular communication to senior management and
program heads
Implementation (cont’d):
Pre-launch changes to the citation tutorial included:◦ Dedicated, secure server◦ Welcome video/walkthrough at login page◦ Normalize volume for all Video Tutorials◦ Remove scoring from Practice Exercises◦ Add functionality for two separate certificates of
completion - personalized, program-specific, unique validation code
◦ Fix typos, inconsistencies, and technical glitches
Implementation (cont’d):
Pre-launch focus groups Uptake stats
◦ 1,000 enrolled◦ 670 completed◦ Business and Justice Studies had highest uptake◦ Welcome video has 900+ views
Information literacy statistics Measures of effectiveness (future initiative)
Evaluation
LMS Platform◦ Moodle LMS
Customized theme
Video Tutorials◦ PowerPoint, Camtasia
Neutral audio repurposed for each program Videos hosted on YouTube, embedded in Moodle
Practice Exercises◦ Moodle (“Choose your own adventure”)◦ Hot Potatoes (multiple choice, drag-and-drop)
Quizzes◦ Moodle multiple choice with feedback
Certificates◦ Moodle secure PDFs, customized
Demo: Technology
AODA Compliance◦ Moodle platform built with accessibility in mind◦ Video Tutorials available in print format for download◦ Closed captioning available on Video Tutorials
Ongoing Initiatives◦ Optimize for screen readers◦ Safe colours◦ Scalable text◦ Mouse-free navigation
Accessibility
Demo: learn.guelphhumber.ca
Demo: learn.guelphhumber.ca
Technology Anticipate learning curves
◦ Library/IT staff New software (particularly Open Source) Content and design customization at code level Training other staff: software, version control, file management,
handoff Learn and embrace emerging technologies!
◦ Students Technical ability Hardware/software/connectivity
Repurpose whenever possible◦ Neutral PowerPoint and audio tracks for videos◦ Templates for exercises and quizzes◦ Repurpose learning objects outside of the tutorial
Expect glitches
Best practices
Project Planning Objectives
◦ Define your objectives, then solve the technology hurdles Resources
◦ Analyze resource needs hire project manager/ coordinator? Stakeholders
◦ Find and engage your stakeholders on an ongoing basis and listen to their needs
Analysis◦ Research, interpret and analyze both user and technical requirements
ADDIE Model◦ Break the project into manageable steps
Multiple Teams/Skills◦ Enlist the assistance of multiple teams - Leverage expertise from the
library, instructional design, and IT worlds◦ Hire a project lead with hybrid skills where possible (e.g. SME/instructional
designer/LMS administrator)
Best practices (cont’d.)
Project Process Start with a single tutorial and manage ‘scope creep’ Ask for feedback from multiple stakeholder groups
(students, faculty, administration); provide an instructional demo to assist in gathering feedback
Be persistent if stakeholders are slow to complete survey Be aware of client reporting requirements at beginning of
project and communicate clearly any limitations with software
Strictly manage expectations and timelines to ensure project will be completed
Best practices (cont’d.)
Nancy Birch
Manager, Library Services
University of Guelph-Humber
416-798-1331, ext. 6080
Thank you for participating in this session!
Sharon Bailey
E-Learning Librarian
University of Guelph-Humber
416-798-1331, ext. 6457
Broussard, M., & Oberlin, J. (2011). Using Online Games to Fight Plagiarism: A Spoonful of Sugar Helps the Medicine Go Down. Indiana Libraries, 30(1), 28-39.
Jackson, P. (2006). Plagiarism instruction online: Assessing undergraduate students’ ability to avoid plagiarism. College & Research Libraries, 67(5), 418-428.
McCabe, D. L. (2005). Cheating among college and university students: A North American perspective. International Journal for Academic Integrity, 1(1). Retrieved from : http://www.ojs.unisa.edu.au/index.php/IJEI/index
Molenda, M. (2003). "In Search of the Elusive ADDIE Model". Performance improvement 42 (5): 34–37.
RedGrove eTraining for Business. (2013). ADDIE Model. Retrieved from http://www.red-grove.com/course-development/
University of Guelph-Humber Academic Calendar. (2011).
Retrieved from : http://www.uoguelph.ca/registrar/calendars/
guelphhumber/current/ pdffiles/c07.pdf
Reference List
