About
This site documents the progress and outputs of the 'The missing link: introducing a developmental step into the UC Academic Integrity policy' Project at the University of Canberra. This project addresses the complex issue of academic integrity and introduces an educational innovation for at-risk students in an area that is insufficiently addressed in present practice surrounding the UC Academic Integrity policy. This project is a collaborative initiative led by Lubna Alam from the School of ISE with Peter Donnan from CELTS and Kate Wilson from ASP. This project is funded by a University of Canberra Teaching and Learning Grant 2007.
Trial in Semester 1 2008 - Problems & Issues Raised
Module Self-test Quiz Problems
| Date |
Problem/issue |
who raised it? |
what needs to be done |
who will be responsible |
| middle of sem 1 2008 |
Megan Shipley Identified WRONG RESPONSES TO THE FOLLOWING QUESTIONS:
Section 4, Q3 - Each of the following sentences has used wording from an academic source. Which is presented correctly? - the answer should be The second stage of the marketing plan is the 'blueprint' (McCarthy, 1997, p. 595) but the question tells students this is wrong due to the lack of page number which is clearly there.
Section 5, Q1 - Plagiarism is wrong because it passes off others' ideas as my own. - the question says this is false, the content says it's true
Section 6, Q3 - Each of the following sentences has used wording from an academic source. Which is presented correctly?
fail my assignment
fail me in the unit
warn me
any of the above
The responses don't match the question
|
Megan Shipley |
Fix it |
Jagdish will fix with Judy |
| ISo students |
2nd Q under 6. Consequences of plagiairsm - has an error. If my lecturer reports me to the unit for plagiairsm, s/he may" Shouldn't it be unit convenor? |
ISO students |
Fix |
Judy with help from Jagdish |
| |
|
|
|
|
| |
|
|
|
|
WEBCT quiz Issues
| Date |
Problem/Issue |
who raised it? |
what needs to be done |
who is responsible? |
| |
Peter's Comments:
"In terms of the quiz settings, guidelines for students, randomising the quizzes, structuring them in smaller lots etc there is still work to be done.
Sue has noted the following points:
- * Should students receive any feedback except the total score? Some students may copy all 80 questions and share them and so the question database for future students could be jeopardised
- * It is also worth considering a random selection of questions for each student to limit the collection of questions for passing between students.It would be good to try out these questions and see how they work".
|
Peter/Sue |
YES - show total score + answers chosen + right answers. Rationale is learning, students need to know what they chose and what is the correct answer.
Questions randomly chosen |
Quiz setting - Sue/Judy |
| 9 jul 08 |
I did find the quiz questions hard, confusing to understand and the answers were also hard. |
OB student |
|
Judy? |
| |
comments 1, 11, 44, 80, 81, 94, 99, 104, 127, 143, 209, 229
needs attention/rewording |
Psy student |
|
Judy? |
| |
quiiz setting related - 94 |
|
no time limit, unlimited attempts, no certificate to print. Need to print the results page - make it clear at the beginning of the quiz instruction |
Judy? |
Website Design Issues
| Date |
Problem/Issue |
who raised it? |
what needs to be done |
who is responsible? |
| |
New comments from Dale Kleeman that needs MATT and JAGDISH's attention:
Dale made a valid comment regarding the self-test quizzes. When you select an option, the Tick sign is confusing as all the four options seems correct as it is a TICK/Correct symbol! In fact, the mouse as it hovers over the selection also reads as "True".
SOLUTION - Need a new image for selection. The response to a selection in the orange box needs to add a TICK for correct answer and a CROSS for incorrect answer in addition to text. We can use the same TICK and CROSS symbols from TRUE-FALSE question. |
Dale Kleeman |
SOLUTION - Need a new image for selection. The response to a selection in the orange box needs to add a TICK for correct answer and a CROSS for incorrect answer in addition to text. We can use the same TICK and CROSS symbols from TRUE-FALSE question. |
MATT - will SOON create a new symbol for selection - traditional RADIO button selection with a DOT and Send it to me and JAGDISH.
JAGDISH - you need to update the selection image with the new image. ALSO ADD the TICK and CROSS in the range response box to selected options.
|
| 9 jul 08 |
Input graphical images.... for the sake of avoiding boredom in doing the quiz |
OB students |
Solution - ? |
|
| |
Should be able to print the questions and answers for our future reference. |
OB |
Solution - not sure when they print Questions. Is it the self-test quizeses or the final quiz? Final quiz page can be pribted anyhow. Need to find out more from focus group. |
| |
Use bigger fonts |
OB |
Solution - Use 12 font. See impact |
Matt to fix/Jagdish |
| |
24 using some more distinguishing colors for key points would be helpful for note taking or remembering information
75 Light globe is - not blue different color to stand out more
184 use more colors |
Psy students |
solution - notes to be highlighted. Either change note taking symbol/highlight the paragrpagh in different color |
Lubna & Matt |
| |
89 It would be easier if after each step in the module, there was a "next" button instead of having to go back the menu to look for the next number. It will also be helpful to have a tick on the step you have just completed.
93 add link to continue to next module |
psy stud |
good suggestion - implement |
Jagdish |
| |
|
|
|
|
| |
|
|
|
|
| |
|
|
|
|
CONTENT issues
| Date |
Problem/Issue |
who raised it? |
what needs to be done |
who is responsible? |
| |
1. Acknowledgement needs additional wording at the end:
We would like to acknowledge contributions of students whose work have been used as samples for each discipline. We would also like to thank participating staff for their valuable feedback and contributions.
The Team: Lubna Alam, Judy Couchman , Peter Donnan and Kate Wilson
Website Design: Matt Bacon & Jagdish Mehra
2. QUIZ (Step 12) needs additional wording as a note:
Note: You will only access the WebCT quiz if you have been referred by your lecturer.
About this Module Page needs additional wording to separate the need for who needs to do the quiz and who does not.
Hmm..... this is a bit tuff. We need to discuss this. Somewhere in the bolded text or in the note we need to add a similar sentence as in QUIZ step above.
You should work through each of the short topics, answering the questions at the end of each topic as you go and checking your answers. Then take the final quiz if you have been referred by your lecturer. You may re-take the quiz as many times as you like. Your results will be sent to you at your University email address.
Remember that taking the quiz is only a starting point in learning how to write well at university!
You only access the WebCT quiz if you have been referred by your lecturer. |
|
Remember that taking the quiz is only a starting point in learning how to write well at university!
You only access the WebCT quiz if you have been referred by your lecturer.
1 solved
2 still needs to be looked at. Not every unit has a webCT site, hence can use a WebCT quiz. Not all unit convenors might use the quiz. |
Lubna |
|
Lubna |
|
|
| 9 Jul 08 |
comments 41, 45, 64, 68, 200, 205, |
Psy students |
|
Judy & Kate to look into this |
Further investigation
Focus group Exercise with Monica's students can concentrate on the following topics (9 jul 08):
The five questions that was used in the survey had some negative rating - find out why?
PLUS
- I like the layout and its easy to read and understand. However "I don't feel the quizzes at the end of each section helped my learning."- Is this true?
- Print the questions and answers - Self test or Quiz?
- This survey does not into account students that went staright to the quiz, so results may be skewed as this survey assumes that the student read the module - is this a random practice or commonplace?
- Psy stud 130 - make it more user freiendly - how?
-
Work allocation for semester 2,2007
Aug 1 meeting in staff club - Material revisions/additions to complete by end of september. Ready for programming in October.
Peter: send Word doc of Quiz to Kate/Judy
Lubna: send quiz evaluation results to Judy/Kate; put Word doc of site onto attachments (done 2 Aug)
Kate/Judy: redo word docs and QUIZ! Send to Helena for checking Decide on the discipline structure & material - Management, IT, Design, Science, Education, law 
- how to write in the discipline
- citation style (link to it) - APA, Harvard (author-date), Foot-note from library
- examples of model essays in that discipline (collect through contacts)
Project Ideas
10/8/07 - Lubna's ideas on design of the site
- Yin & Yang map, road map, search facilty, ToC - as how to navigate this site!
20/6/07 - Peter suggested that
- video podcast of
VC Dean of stduents talking about the importance of academic integrity>> 2 min
- Student cases/ vodcasts - what they thought previously, how they have learnt the importance of academic integrity etc. >> Peter to look after both
- Another aspect of the project was to seek a peer evaluation at different stages and at the end before it goes live. This will be an external person to UC, one who has worked and published in the area and who will provide incisive analysis and comment.
3/07/07 - Lubna suggested that
- concept maps
-are an option! > not an option as voted in the first reference meeting. Could replace a site map!!
25/07/07 - Reference meeting ideas
self-test within modules >> done by Judy- an option to print out a certificate of completion
integration with library on citation style guides Judy has done it- LMS based quiz for callista integration
- Quiz to give hints on correct answer and linkback to module content
Meetings
Reference Group Meeting
Tentative date - last week of July Actual date - 25th July
Tentative members: Mary Hewett, Yoni Ryan, Helen Preston, Monica Kennedy, David Clark, Craig McDonald, Helena Zobac (library staff?), James Neil
Before
- Prepare report on trial 1, 2007
- Look at existing sites of other university to look for interesting ideas/ways for representation of material
- Project management - work breakdown
- A pdf file for the online material to distribute to reference group members
- hire programmer/web site designer ?
Agenda
- Report progress & future plan - Trial 1,07 and look at existing sites
- discuss major issues of callista integration + plagiarism register
- Decide on relevant disciplines for which to build material for the project & who might be involved
- ask for input/suggestions
After
- Peter to write minutes and find out student cases examples and Dean of Students talk example
- Next meeting to decide on hours, who is doing what?, EOI for discipline material - 10.30 with Helena Zobac
- Decide on the discipline structure & material -** how to write in the discipline
- citation style (link to it) - APA, Harvard (author-date), Foot-note
- examples of model essays in that discipline
- Lubna to look at the existing content and compare it with other sites to find what's missing + student feedback >> need to do!
- WHO can we Hire for website design???
Update on this: (5 October 07)
- Filming/script to be discussed at next meeting: (Wednesday 10)
- Identification of students (Podcast) - ASP: any names?
- Design /programming decisions: free-standing platform or linked to LMS
- Quizzes: programming for this or done within LMS?
- External peer reviewer has been contacted again and formative review process can also be discussed
-
*Cost centre for grant - * 3652
Budget
Budgetary Item
|
Hourly rates (if applicable)
|
Costings
|
Project Leader - Lubna Alam
- Liase with ISE staff
- Convening reference groups
- Selection of web designer & programmer
- Developing specifications for programmer
- Implementation in units
- Evaluations & Ethics application
- Reporting
- Final report writing & Seminar dissemination
- Setup and overall project management
So far used - 1 tutorial buy-out in semester 2 , 2008
1 tutorial money to pass on to ASP |
Academic lecturer B, $37.17 + on-costs
Teaching support 2 tutorials (2 hr each)
24 hrs x 2 @ rate E, $93.45 + 18.25% = 5304.22
Marking help
20 hrs @ $31.15 + 18.25% on-costs = 699.86 (will use semester 2, 2008) |
$6004.08
|
Team Member - Peter Donnan
- Staff liaison across the university
- E-learning & e-assessment
- Instructional design and LMS platforms & issues
- Assist in developing specifications, Evaluations & Ethics application, Final report writing & Seminar disseminationPeter will use - $600
|
Academic lecturer B, $37.17 + 21.07% on-costs
|
$3000
|
Team Member - Kate Wilson
- Student experience & liaison
- Revision/adaptation of material already developed
- Develop discipline specific materials
- Assist in developing specifications, Evaluations & Ethics application, Final report writing & Seminar dissemination
+++ From lubna* Implementation in units- Evaluations & Ethics application
- Reporting So far used - all money
|
Academic Rate P, $31.15 + on-costs
|
$3000
|
Project Technical Support
- Web Site Design & programming
- Quiz implementation
- Automatic email notification
|
140 hrs @UC level 5, $31.62 + 18.25% on-costs
|
$5277.63
|
Review by an expert external to UC (Marcia Devlin)
|
|
$1000
|
Total
|
approx
|
$18,282
|
Expenses so far - ASP billed the project 1818 + 519 = $2337
Video = $200
Total spent = $2537
Evaluation Ideas
The goal of the Academic Integrity Module website
- Provision of an online and printable educational module, Understanding Academic Integrity, that staff can refer students to for study and (optional) subsequent testing
- An early intervention discipline-specific resource for at-risk students to understand plagiarism from an educational perspective and
- The potential to be used as a educational resource for all staff and students within the University
Criteria for evaluation
- Innovative in its format -
- Appropriatenes for the target audience -
- 'Fit of the project' to its specified goals. (Technical and pedagogical.) -
- Appropriateness and effectiveness of the design from a learning-technology perspective. (For example, interface design, navigation, usability, exploitation of the affordances offered by various media.) -
- Creativity/Innovation in its application of technology/pedagogical approach -
- Appropriateness and effectiveness of the Learning Design -
- Impact on Teaching Practice. (Likelihood and ease of adoption by or transference to other practitioners/teaching and learning environments.) -
- Overall quality -
Recommendations
Recommendations to be made at the end of project
"An early intervention discipline-specific resource for at-risk students to understand plagiarism from an educational perspective" The module to be used as an early intervention tool for first year/beginning students as a teaching and learning resource. This was one of the major aims of the project. for this to work, we recommend that the module be implemented in the template of every WebCT unit with an option to hide it if not needed. This proposed implementation solves many problems:
- reduces staff know-how to add this module to an unit. It is available in a click of a button! Does not add to staff workload. No training required to use the module.
- The option to hide the module from the WebCT template provides staff the flexibility to either use it or not based upon their individual choices.
- minimal support required from central IT services/TEDS/WebCT support team. The preparation of the templates (there are about 6 of them) will not take more than one working day. But this saves anymore interaction required in future. This proposed implementation is extendable to other LMS's templates when university moves on to a new LMS in future.
Provision of an online and printable educational module, Understanding Academic Integrity, that staff can refer students to for study and (optional) subsequent testingThis path of the module will be implemented as a stand alone system so that plagiarists (intentional or unintentional )/students at risk can be referred by individual lecturers and subsequently tested through the quiz. The advantages of separating this component opens many opportunities:
- works as an educational intervention step within the plagiarism dealing step.
- introduces a layer of educational measure grounded in testing and learning
- possible future integration with plagiarism register.
Posted by 
4/07/2007 - Marcia Devlin - External Peer Reviewer for Site
The provision of an external peer review of the site developer for this project, as well as formative critique during the development state, was included as a part of the teaching grant application.
Marcia Devlin (Melbourne University) has agreed to conduct this role.
Action: After the Reference group meeting it will be timely to contact Marcia re expectations associated with the peer review role etc.