Teacher Zen! Ways to Prepare Yourself for Your Best Year Yet
Plagiatposter
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We describe an online course directed at all faculty at the University of Tromsø. The course is a collaborative effort between the University Library and the Resource Centre for Teaching, Learning, and Technology. It is inspired by Jude Carroll’s holistic approach to deterring plagiarism. Abstract At the University of Tromsø, Norway, we offer regular introductory courses in information literacy for students. This year we have decided to focus on the challenges of plagiarism in particular. In order to strengthen the teachers’ qualifications, the University Library and the Resource Centre for Teaching, Learning, and Technology at the University of Tromsø have started collaborating on an online course about plagiarism directed at all teaching staff. Our aim is to help teachers and supervisors build an understanding of how they can help students achieve better learning and concurrently avoid plagiarism. There are two reasons why we have chosen to target teacher qualifications: i) Inspired by Jude Carroll’s teachings, we realised the importance of working with this issue using a variety of methods. To pave the way for a holistic approach to deterring plagiarism, teachers are the most obvious starting point. ii) Teachers are also usually in a better position to influence and guide students than library staff are. Project purpose It is too early to conclude, but we hope the course will have a positive impact on both teaching and learning. Its success or failure will likely depend on how the course is received by the teaching staff it is aimed at. CONCLUSION DETERRING STUDENT PLAGIARISM BY STRENGTHENING TEACHER QUALIFICATIONS Mariann Løkse & Torstein Låg University Library of Tromsø email: [email protected] [email protected] Course design – Topical organisation The course is designed as a step-by-step course in six parts. Thematically the course is organised in the following topics, which we believe will answer some of the questions a teacher may have about plagiarism: i) What is plagiarism? Defining plagiarism quite broadly to emphasise the gap between unintentional plagiarism and deliberate cheating. ii) Why students plagiarise. A brief review of possible causes, but highlighting lack of student confidence and competence. iii) Teaching the skills. The importance of teaching students about academic values and why we cite the way we do. Advice on how to do it. iv) Redesigning assignments. Perhaps the most important element. Designing out opportunities for plagiarism – forcing students to use what they know. v) Detection. Text-matching tools and other ways to detect plagiarism. vi) Procedures. What to do when plagiarism happens? Each part contains texts and short videos, featuring Jude Carroll, that express the main ideas. Supplementing these are short exercises designed to stimulate further discussion and thoughts. These exercises are contextual, in the sense that they relate specifically to the course content in a given part, thus hopefully deepening the participants’ engagement with the issues. Each step also links to additional resources in the form of sample student exercises, hand-outs etc. that teachers can use or adapt in their own teaching. This is intended to help the teachers see which elements the students find difficult, and why certain topics are particularly important for the students to be exposed to. Through these exercises and resources, we also hope to highlight the advantages of integrating generic competencies, like academic writing and information literacy, with discipline specific courses, because it helps the students see connections between their subject and the academic values promoted by their teachers. Course design – Pedagogical elements Implementation During spring and early autumn 2013, the course will be used as an integrated part of two teacher training courses that are part of the University’s teacher development program. In addition we intend to let selected groups of teachers test and evaluate the course for us. At the present time (March/April 2013) we are preparing talks with the University’s Department of academic affairs, in order to ensure central management endorsement. We will spend time revising and improving the course based on the evaluations from the preliminary testing and the experiences of our first participants. The course will be officially launched in August.
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Presented at LILAC 2013, Manchester, March 2013.
Transcript of Plagiatposter
We describe an online course directed at all faculty at the University of Tromsø. The course is a collaborative effort between the University Library and the Resource Centre for Teaching, Learning, and Technology. It is inspired by Jude Carroll’s holistic approach to deterring plagiarism.
Abstract
At the University of Tromsø, Norway, we offer regular introductory courses in information literacy for students. This year we have decided to focus on the challenges of plagiarism in particular. In order to strengthen the teachers’ qualifications, the University Library and the Resource Centre for Teaching, Learning, and Technology at the University of Tromsø have started collaborating on an online course about plagiarism directed at all teaching staff. Our aim is to help teachers and supervisors build an understanding of how they can help students achieve better learning and concurrently avoid plagiarism. There are two reasons why we have chosen to target teacher qualifications: i) Inspired by Jude Carroll’s teachings, we realised the importance of working with this issue using a variety of methods. To pave the way for a holistic approach to deterring plagiarism, teachers are the most obvious starting point. ii) Teachers are also usually in a better position to influence and guide students than library staff are.
Project purpose
It is too early to conclude, but we hope the course will have a positive impact on both teaching and learning. Its success or failure will likely depend on how the course is received by the teaching staff it is aimed at.
CONCLUSION
DETERRING STUDENT PLAGIARISM BY STRENGTHENING TEACHER QUALIFICATIONS
Mariann Løkse & Torstein Låg University Library of Tromsø
email: [email protected]
Course design – Topical organisation
The course is designed as a step-by-step course in six parts. Thematically the course is organised in the following topics, which we believe will answer some of the questions a teacher may have about plagiarism: i) What is plagiarism? Defining plagiarism quite
broadly to emphasise the gap between unintentional plagiarism and deliberate cheating.
ii) Why students plagiarise. A brief review of possible causes, but highlighting lack of student confidence and competence.
iii) Teaching the skills. The importance of teaching students about academic values and why we cite the way we do. Advice on how to do it.
iv) Redesigning assignments. Perhaps the most important element. Designing out opportunities for plagiarism – forcing students to use what they know.
v) Detection. Text-matching tools and other ways to detect plagiarism.
vi) Procedures. What to do when plagiarism happens?
Each part contains texts and short videos, featuring Jude Carroll, that express the main ideas. Supplementing these are short exercises designed to stimulate further discussion and thoughts. These exercises are contextual, in the sense that they relate specifically to the course content in a given part, thus hopefully deepening the participants’ engagement with the issues. Each step also links to additional resources in the form of sample student exercises, hand-outs etc. that teachers can use or adapt in their own teaching. This is intended to help the teachers see which elements the students find difficult, and why certain topics are particularly important for the students to be exposed to. Through these exercises and resources, we also hope to highlight the advantages of integrating generic competencies, like academic writing and information literacy, with discipline specific courses, because it helps the students see connections between their subject and the academic values promoted by their teachers.
Course design – Pedagogical elements
Implementation
During spring and early autumn 2013, the course will be used as an integrated part of two teacher training courses that are part of the University’s teacher development program. In addition we intend to let selected groups of teachers test and evaluate the course for us. At the present time (March/April 2013) we are preparing talks with the University’s Department of academic affairs, in order to ensure central management endorsement. We will spend time revising and improving the course based on the evaluations from the preliminary testing and the experiences of our first participants. The course will be officially launched in August.
