![Ongoing and evolving project
Improvements:
“I have made this [letter] longer because I have not had the
time to make it shorter.”
─ Blaise Pascal "Lettres provinciales", letter 16, 1657](https://image.slidesharecdn.com/blendedlearningpresentationai-130404075348-phpapp01/85/An-Online-Academic-Integrity-Project-9-320.jpg)
An Online Academic Integrity Project
- 1. An Online Academic Integrity Project Dalhousie Writing Centre Dalhousie Faculty of Science Photo: Dalhousie Writing Centre (Danny Abriel) http://campusmaps.dal.ca/images/buildings/resized/250_c203.jpg Co-conspirators: Christine Beauchamp and Janice MacDonald Eddington (with Aaron Panych)
- 2. Why an Academic Integrity Module? Initiated as a response to frequent student defense to plagiarism accusations: “I didn’t know it was plagiarism.”
- 3. How the module was developed Founded and developed from three features: • Examination of academic integrity based on Dalhousie Writing Centre experience with students and workshop delivery. • Student scenarios based on FoS academic integrity cases provided by Dr. Swapan Dasgupta (names, some details redacted). • An academic integrity quiz developed by Dr. Margie Clow Bohan and Professor Lesley Barnes for Academic Integrity Week.
- 4. Target audience Students who sincerely do not understand the concepts and practices of academic integrity (but who want to).
- 5. Learning outcomes An understanding and ability to answer the question: “What is academic integrity, and how do I achieve it?” (How do I fulfil these expectations?)
- 6. In reality, Can this goal be achieved solely through the medium of one online module? No. But we do see it as part of the conversation (…a continuing and evolving conversation).
- 7. Proximate goals • A clear presentation of expectations in straightforward language using case- based scenarios. • A reminder of personal responsibility to seek help in achieving these expectations.
- 8. Why online? Access: Reach a large number of students Flexibility: Complete at own pace Revisit concepts if needed Consistency: All students exposed to the same concepts (but with the hope they will react, question, and discuss as they begin to apply the concepts in their academic work) Efficiency: Covers fundamentals thereby freeing face-to- face class time for deeper discussion
- 9. Ongoing and evolving project Improvements: “I have made this [letter] longer because I have not had the time to make it shorter.” ─ Blaise Pascal "Lettres provinciales", letter 16, 1657
- 10. Evaluation of AIM as an educational tool Drawbacks Solutions • Text heavy • ↑ graphics: text ratio • Students can sign off • Classroom follow-up without thorough • Additional questions (quiz understanding and/or classroom) • Delivery • Communication • Time • Platform considerations (designers, students, staff )