Managing student plagiarism in 2013: complex issue, complex solution. Jude Carroll Educational Development consultant for University of Kent, January 2013. Key ideas. Effective management requires a shared, holistic response: institution, teachers, students - PowerPoint PPT Presentation
Tried-and-tested strategies for deterring student plagiarism: rethinking assignments & teaching skills
Managing student plagiarism in 2013:complex issue, complex solution
Jude CarrollEducational Development consultantfor University of Kent, January 2013Key ideasEffective management requires a shared, holistic response: institution, teachers, students
Plagiarism is a learning issue and an integrity issue [but you need to focus on learning]
Management lessons have been learned: same and different from 10 years agoPlagiarism occurs when someoneSubmits the work product
Of a named or identifiable person or source
In a situation where originality is expected
Without showing the source of the work product
For credit or benefitFishman, 2010What defines cheating?intention
creating a false impression
seeking unfair advantage
more than just breaking the rules
In 2013, there are more .- more diverse students in higher education- more opportunities to bypass the hard work of learning- more instances of deliberate cheating perhapsmore coursework type assignments
Is all this true here?Whats changed about plagiarism (2001-2013)?From surprise to everyday event
From being a students responsibility ( be honest) to a shared responsibility for strong academic values & scholarship
From print-based copying to electronic & networked finding, sharing and copying. in some places Whats changed? (continued)From assuming all plagiarism is cheating to recognising a range
From individuals finding solutions to having institutional policy
More marketing of detection (sic) software and much more commissioningCheating, intention to deceivemisusemisconductStudent does not know the rules; student breaks the rulesmisunderstandingStudent knows, makes a mistakeA few unwelcome changescreating fear in students (.haunted by the specter of plagiarism Neville, 2010)
distorting students effort moving away from why we use citations to how they are formatted
authorityI have chosen top peopleYou can be confident about what I writevalidityI have chosen reliable peopleYou can believe what I writetraceableYou can check what I write: is it correct?recentWhat I write is up-to-date and relevantbroad researchI have done a lot of researchI have looked for the best sourcesusing terms correctlyThis is how people use this term in my subjectpoliteness and communityWe all work together to build knowledge. It is not just me who thinks this.Where to start?
Clear Definition [Knowing what.]
Rules of the game: induction, informing students
Skills practice : [Knowing how]
Designing programmes & assessments to discourage copying
Spotting it when it happens
Dealing with cases: fast, fair, defensible, consistent
the holistic approach1. A working, understood definition.There is more to plagiarism than copying
[.. There is more to stopping plagiarism than saying, No copying.]Students explaining why they copied: This person writes exactly what I think.This person writes it better than I do.This person writes English better than I do.There is only one way to write this.These are my own words. I copied them myself.These are my own words. I copied from a book . but I bought the book.
More false ideas I have encountered about copyingCopiers lack integrity.Copying is always a bad way to learnA 0% copying score on Turnitin is bestIf teachers stop students from copying, then their work with students is done..Copying is culturalWhat software can do to help with restricting copying
Stopping students from copyingAcknowledge students previous experiencesRecognise language issuesEmpathise with students unwillingness to changeProvide many exemplars + force students to interact with themPractice, practice, practicePenalties that reflect the realityNo copying leaves many students confusedTaking others work NO! Using others work YES!Writing from sources YES!
Differentiate what is owned and what is notSelect what work needs acknowledgementUnderstand how to acknowledgeDo the acknowledgement skillfullyTHE PLAGIARISM PARADOX using others work transparently
Skills development:If I told you the laws of cricket, would you be a good cricket player?
What would it take to become a good cricket player?
informationexamplestools and equipmentPractice the subskillsfeedbackworking with an expert to aim highmotivating reasonsputting sub skills together. Practicefeedback
timepracticeLast word on awareness + skillProgramme-level responsibilityMultiple points of informationMultiple means of getting the message
Requires interaction and discussion to ensure understanding. Requires practice.
Important to distinguish between knowing what to do & knowing how
knowing how to do itStrategies for using [programme and] task design to deter students from plagiarism An aside about deliberate cheatingIt happens . but how much?It is easier now than ever .
impersonationcommissioningback translation, usually linked to CCPfooling Turnitinand?Spotting plagiarism?Turning a blind eye?So much to say about this issue!
On spotting: sharing skills, using a range of strategies, using software well
On blind eyes: fair, trusted proceduresProcedures that do not hurt the spotterTakes time and commitment to get it rightAnything you would like to talk about, linked to detection (sic) software?When to use it?How to use it?Limitations and strengths?Staff development issues
Last but far from least..You need to design procedures for handling cases that are: not painful for the spottercapable of managing large numbers criteria-based (for severity, for setting penalties)RecordedAnalysed for lessons Last word on managing plagiarismComplex problemUnlikely to disappearFocus on learning, not on cheatingRequires a systematic, joined up and ongoing set of actionsIn general, theres more good news than bad.In later sessions, we will address the procedures at Kent