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20 April 2010 /JME & CJI
BMAF AnnualConference 2010
Accounting for learner differences in the classroom means some
students have to plagiarise
John English & Chris Ireland
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If we asked you …
What issues concern you most when dealing with new students?
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You might come up with …
• FE related issues• Attendance• Independent learning – reading & writing• Commitment and participation• Family issues• Feedback on work• Generally understanding what is expected
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Cohort Issues
• Ethnic mix/Cultural issues• Age mix• Male domination• Entry qualifications
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Ethnicity
04/05 05/06 06/07
White 23 36 29
Asian 38 28 36
Black 3 6 6
Other 2 2 1
Not Given 7 5 2
TOTAL 73 77 74
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Age
04/05 05/06 06/07
19 or less 50 55 56
20-24 16 18 13
25 & over 7 4 5
TOTAL 73 77 74
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Gender & Qualifications
Gender 04/05 05/06 06/07
Male 52 54 40
Female 21 23 34
Qualifications 04/05 05/06 06/07
Non A-level 19 18 14
A-level
Of which ≤200 UCAS
54 59 60
29 (53%) 30 (51%) 26 (43%)
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• Personal development planning• Academic and vocational skills• Employability• Professional Body requirements• Reflective writing• Regular use of formative exercises• Enhance the personal tutor system• Shift student focus from numeracy
Other issues we had to consider
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So overall a fairly easy problem to solve
!
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Our solution
AIO
So overall a fairly easy problem to solve
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Writing in AIO 2006-2008
The original approach• Analysing different uses of source texts• Answering quiz style questions• Completing paraphrase/referencing exercises
Completed within the first month
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Writing in AIO 2006-2008
• Week 4 short assignment submitted (topic - CV)• Guided choice of sources• Individual written feedback with main focus on
writing issues rather than content
OutcomeMany had not got the message about the writing
issues including plagiarism
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Should we have been surprised?
Despite instruction, “students do not understand what plagiarism is or how to avoid it.” (Carroll & Appleton, 2001)
Students may not have reached a level of development at which they are able to write acceptably. (Carroll, 2009)
Students should be allowed to “learn from their mistakes.” (JISC, 2008)
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Student Voice (Final Year)
Asked about a critical event in understanding plagiarism
In high school I was fairly unfamiliar with plagiarism until I failed an English coursework for plagiarism. I was stood up in front of the class and told to explain a metaphor in my essay. When I couldn't I was told to re-write the essay. Since then I have always sufficiently referenced others' ideas.
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Underpinning the Approach
Recognition of Individual Differences
prior learning
learning styles (including learning from mistakes)
Social Constructivism
encouraging a critical approach
deep learning / engagement
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AIO 2008/9 Induction Week Essay
2007 Induction survey indicated students wanted:• to get on with study
Day 2 - a 500 word essay to complete by Day 5• Sources provided (topic - work placement)• Simple brief – plagiarism not mentioned• Submission via Turnitin
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AIO 2008/9 Feedback on Essay
Written
Tutor to individual inc Turnitin (Barrett & Malcolm, 2006)
Individual exemplars to group via VLE (Heinrich, 2007)
Group report to group via VLE (Heinrich, 2007)
Oral
Tutor to individual with audience (optional)
Tutor to individual private (optional)
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Questionnaire feedback Q1
Had you heard of plagiarism before you came to University?
Response Frequency Percent
No 24 16.7
Yes 120 83.3
Total 144 100.0
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Questionnaire feedback Q2
Has your understanding of plagiarism changed since starting University? (Yes to Q1)
Response Frequency Percent
No 8 6.7
Yes 111 93.3
Total 119 100.0
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Questionnaire feedback Q4 & 5
Which added most/least to your understanding of plagiarism?
Most Least Balance
Written feedback on essay 12 33 -21
Oral feedback on essay 14 21 -7
Interactive Lecture 45 19 +26
Test 49 16 +33
Quiz 14 26 -12
Report feedback 9 27 -18
Total 143 142 +1
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Some Benefits
Students positive about process and timing
Week 4 short assignment improved with far fewer ‘plagiarism cases’ than previous years
Students appear more positive about formative assessment
Students realise early on Accountancy is more than numbers and that writing is key
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We can’t leave it there
Students are still developing• Writing and other study issues need to be
regularly revisited over the entire course• The assignments can only address limited
issues• Other activities need to be considered:
e.g. time management & group work
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Barrett, R. & Malcolm, J. (2006) Embedding Plagiarism Education in the Assessment Process. International Journal for Educational Integrity, pp.1-9 [online]. Available at: <http://www.ojs.unisa.edu.au/index.php/IJEI/article/viewFile/23/18> [Accessed on 03 September 2008].
Carroll, J. (2006) Jude Carroll on Plagiarism [online]. Available at: University of Nottingham <http://www.nottingham.ac.uk/pgche/overview/video/title/judecarr898> [Accessed on June 10, 2009].
Carroll, J. (2009) Plagiarism as a Threat to Learning: An Educational Response. In Joughin, G. (Ed.), Assessment, Learning and Judgement in Higher Education: A Critical Review (pp. 115-131). Berlin: Springer.
Carroll, J. & Appleton, J. (2001) Plagiarism: a good practice guide [online]. Available at: <http://online.northumbria.ac.uk/faculties/art/information_studies/Imri/Jiscpas/docs/brookes/brookes.pdf> [Accessed on 12 December 2006].
Heinrich, H. (2007) E-learning support for Essay Assessment. In N. Buzzetto-More (Ed.), Principles of effective online teaching, pp. 265-279. Santa Rosa, CA: Informing Science Press.
JISC (2008) Roadmap Themes: Teaching the skills [online]. Available at: <http://www.jiscpas.ac.uk/roadmapthemes.php> [Accessed on 30 August 2008].
References