Category Archives: academic integrity

RMIT’s 2014 Learning and Teaching Expo

Posted by: Meaghan Botterill,  Senior Coordinator, Educational Technology Integration, e-Learning Strategy and Innovation Group, RMIT University.

Click on the image to register for the event.

Click on the image to register for the event.

RMIT’s annual Learning and Teaching Expo is on 2-3 September, 2014. This is a great opportunity to catch up on what is happening both nationally and locally in learning and teaching. Last year the Expo was a great success, so come and join colleagues from across the university to discuss and explore innovative practices that enhance student learning outcomes.

This year’s theme, Designing Teaching, Creating Learning, explores how good teaching design and pedagogical practices create and enhance student learning opportunities and outcomes. There will be an extensive range of speakers, presentations and workshops from across RMIT and the program features the following guests:

  • Professor James Arvanitakis from the University of Western Sydney who was the 2012 Prime Minister’s Teacher of the Year award winner. James’ passion and enthusiasm for teaching is apparent to any of you who have ever seen him present before. He is continually looking for ways to make connections with his students and to make learning relevant, accessible and exciting.
  • Professor Ruth Wallace is the Director of the Northern Institute, at Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Ruth has extensive experience in innovative delivery of compulsory, post-school and VE programs in regional and remote areas across Northern Australia.
  • Associate Professor Nicolette Lee is from Victoria University and she is a 2013 OLT National Senior Teaching Fellow. Her project, Capstone curriculum across disciplines, synthesises theory, practice and policy to provide practical tools for curriculum design. It builds on previous and current work in the sector to identify capstone innovations and models-in-use, how standards might be demonstrated through a range of approaches, and providing publicly available and comprehensive practical tools for staff.
  • Associate Professor John Munro is from the University of Melbourne. John’s research, teaching and publications are in the fields of literacy and mathematics learning, and learning difficulties, learning internationally, gifted learning, professional learning and school improvement. His focus on neurology and the brain form the basis of designing explicit teaching strategies to create learning in diverse student cohorts.
This is a great opportunity to learn more about learning and teaching and what we as educators can do to design teaching to create learning and thus enhance student learning outcomes. Registration is essential. The full program and registration form are available here.

Learning and Teaching Expo 

Date: Tuesday 2 and Wednesday 3 September
Time: 9am to 4.30pm
Venue: Storey Hall, Building 16, City campus
Cost: Free

Registration: Essential
Registrations close Wednesday, 27 August 2014.
Register here now.

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Beyond Blackboard Course Shells: “What on earth are they using?”

Posted by: Howard Errey, Educational Developer
John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

From a learning and teaching perspective it’s hard to think of a more important system in a modern university than its Learning Management System (LMS).

Alongside (and sometimes instead of) the physical experience of a campus, its buildings and facilities, a student now navigates an online set of hierarchies through the LMS.

There’s a great new tool available for RMIT staff that allows you to see what a student is seeing at the current point in time.

At RMIT, our implementation of Blackboard (‘myRMIT’) currently shows students that course surveys are about to close, deadlines for exchanges are coming, the availability of financial support, upcoming study skills workshops and various other announcements from whole-of-University groups.

And all of that is before they see any announcements, course materials or assessment links in their Program or Course.

There’s a renewed scrutiny on just how well and how widely myRMIT is being used by academics. Statistics showed that many courses have very low usage but there are notable exceptions and as that Swiss Army Knife expression goes, ‘pockets of good practice’. We knew anecdotally and from Program Managers that a number of other technologies were being used within and alongside the Blackboard environment.

This led our project team to ask “Well, what on earth are they using?” and a Learning and Teaching Investment Fund (LTIF) proposal to answer this question was developed. This Q&A explains some of the background to the project:

What do you think might be discovered by the project?

I think we will find a diversity of online tools that are not evidenced by the statistics. I think we will find new ways academics are using educational technologies for learning and teaching. We will discover why Blackboard’s capabilities fall short of the requirements of the creative and design disciplines and why designers/architects/artists take to alternate platforms.

I hope we will also find that staff are using many technologies in their teaching, but are simply not providing the links in Blackboard. Using the approved channel for assessment and course material has a number of advantages. It provides an enterprise-grade archive and ensures there’s a course ‘memory’ to name just a couple of benefits.

But it’s a bit like asking why people drive around in different types of cars. We look for a car that fits our requirements. At the moment I suspect some feel ‘illicit’ if they’re using tools like Pinterest, Facebook, Instagram, Tumblr or Google Sites to organise or run aspects of their course.

Think of it from the university’s point of view. We spend a lot of money on the LMS, and we want to see staff using it. A large organisation has to keep everyone happy and at the same time be adaptable. Yet we have different people and school personalities in a myriad of disciplines. So the reality is not all black and white in terms of teaching technologies. One size seems to not fit all.

One of the issues is that statistics are not analytics. What is being done with the data?

With the LMS we have never had a measure of how much it was being used. A considerable amount of our budget is being spent on the LMS and of course the university would like reporting back on its usage. However the only statistics we have are hits per course per student. This tells us very little. Yet there is a lot more going on that we know about. Staff and students are always working online – so what are they doing? This is what we set out to find out in the project.

Judgements are being made on the above statistics. There is no doubt that RMIT has patchy LMS usage, but we also know that so much more is going on.

Why is the LMS used so little is some places?

Blackboard is complex and can be difficult to use. I liken it to an old 16mm film projector. The films are what people want to see, but the projector requires a licensed operator. In the same manner, the LMS is not important; it’s the content that is. With a lack of operational understanding of the LMS, it often gets treated as just a document store. Unless lecturers are aware of what online activities can be achieved and the value to their teaching and the students’ learning, efforts beyond the use of myRMIT as a filing cabinet are hard to get excited about.

What influence would you like the project to have?

It would be a great outcome if the project discovered school/discipline specific learning technologies and how they added value to learning and teaching. We need a range of technologies that match the diversity of the university’s disciplines. We know we can’t have everything, yet we need to find some middle ground.

The imminent arrival of Google Classroom could change everything...

The imminent arrival of Google Classroom could change everything…

We also need statistics for all of the learning technologies we use, to enable meaningful learner analytics and of course to provide evidence we are using them and that they are worth paying for.

Do you see some middle ground with the suite of Google Apps?

There are quick wins for all with Google sites. The fact that RMIT students have Google accounts is an exciting and under-utilised aspect in all of this. The imminent arrival of Google Classroom could change everything.  Designers don’t want to follow what has happened before. They are not followers. They want to research, change, innovate and create anew. To some, Blackboard has a last century feel. I am surprised that there is not more competition in the LMS marketplace.

I know we will discover an enormous diversity in learning technologies in use during this project and much more than just Blackboard shells in this project.

We’ll be back later in the year with an update on the project and we have a Part 2 of this post that goes into more depth about the concept of learner analytics, but for now we’d love to hear from staff directly (email us) or through the comments section.

If you want to keep up to date with our project, follow us at www.whatonearth14.wordpress.com

Share your thoughts on Learning Management Systems comments section!

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Reflecting on reflection: Part 2

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the previous post.)

4Rs of Reflection

Reporting and responding

Reflective learning is a wicked skill (Knight, 2007). It has slippery definitions, is seen differently by different people, and is often treated as omnipresent rather than teachable. My response to this issue has been to find out a bit more about it. I needed evidence about things like… What constitutes reflective learning? What are the conditions under which it can happen or is taught? What do people do in different disciplines? How can it be expressed? Is it assessable?

Relating

I started by drawing on my own experiences. I realised that in my own teaching I was making assumptions about students’ knowledge of how to write an effective text, their abilities to analyse and weigh up a situation, and their skills in identifying a key issue (for them) upon which to reflect. I soon became conscious of the need for a teaching intervention. I couldn’t leave this to chance – particularly for those students for whom English was not their first language or for those who were first in their family to attend university or who had entered university through pathways other than senior schooling. So I decided some serious research was needed to help me work out how this could be improved for students in higher education. Fortunately, the Australian Learning and Teaching Council (ALTC) agreed that this was an important issue and they funded a project over two years.

Reasoning

I turned to learning theories such as Kalantzis and Cope’s Science of Learning through knowledge processes, Bloom’s taxonomy and others. A common factor across these theories was the view that learning was an active rather than passive process and that students can move from basic understandings to quite complex thinking skills of critical analysis and reasoning.  I scoured the literature on reflective learning and practice and found that it is generally accepted that there are levels of reflective thinking or learning, moving from basic identification of an issue, to dialogic thinking back and forth, to deep, transformative reflection that can change ideas or practice – hence the 4Rs that I’m using to reflect here (nothing like practicing what you preach). Plus I started to annoy plenty of colleagues at QUT – asking them about their own practices in teaching reflective learning. My colleague (Michael Ryan) and I developed the Teaching and Assessing Reflective Learning (TARL) Model: (See Figure 1: Populating the Pedagogic Field). The model considers the pedagogic field of higher

Populating the Pedagogic Field

Figure 1: Populating the Pedagogic Field (click to enlarge).

education as a space that enables increasingly more complex ideas and professional attributes to be attained (vertical axis) as students move through their degree (horizontal axis). It suggests that students can:

  • begin by reflecting on their own views and practices as a novice in the field,
  • incorporate the views and practices of others in the field,
  • reach the final goal of critically reflecting on self in relation to experienced colleagues and clients as a beginning professional.

The practical aspects of the model are the teaching patterns that are mapped to show at which point in a program they have been successful and the level of complex thinking that they can achieve. The benefits of this approach include minimising replication of activities across a program, ensuring that reflective activities are increasingly more sophisticated across a program and introducing a shared language for staff and students.

Reconstructing

I’ve learnt that a smorgasbord of reflective activities is not useful to develop levels of complexity across a program. I’ve learnt that we can’t make assumptions about students’ skills in this area. I’ve realised the importance of a shared language across programs and consistency in language within a course. Most importantly, I’ve learnt that higher education teachers really make a difference. If they prioritise and explicitly teach reflective learning, students can progress to those deep levels of self-reflection. New applications of this work have been in areas of peer review – teaching students how to write a reflective and useful review and how to respond reflectively to peer feedback; as well as teaching students how to evaluate university teaching and courses in a more reflective way as co-contributors to the learning experience. From here, I think I need to work more with academic staff in helping them to implement some of the great resources and strategies from the project.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on reflection in the comments section!

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Reflecting on reflection: Part 1

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the next post where I apply the 4Rs to my own experiences.)

Reflective practice is often described as being as much a state of mind or attitude as it is a set of activities. It requires educators to assess themselves and their practice and as a result of this process become, “conscious agents in their own pedagogy” (Griffiths: 2010).

Screen shot 2014-04-15 at 11.45.45 AM

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

My work as a teacher of undergraduate and postgraduate Education students for many years has shown me how much students can benefit from explicit teaching of critical reflection to improve their learning. This has motivated my work on developing students’ reflective learning capacities over several years — first as a teacher working directly with students and in the past few years supporting other teachers, program coordinators and support staff to develop a systematic curriculum model with practical strategies and resources that builds students’ capacities in reflective learning.

At the end of this page I’ve provided some resources that could help you in your teaching and in Part 2 I’ll share my reflections (on reflection) using this 4R model.

When educators reflect on their teaching, their practice improves. Students can also benefit when they reflect on their learning experience or practice. Murphy (2011) states the act of reflecting on an experience or critical incident, leads to students making deeper connections to the concepts they are learning beyond the rote memorisation or simple completion, resulting in students experiencing an ‘a-ha’ moment.

Reflective learning is a way for students to:

  • develop problem-solving and critical thinking skills

  • consider different possibilities and actions

  • link old ideas with new ones

  • stimulate creative solutions

  • encourage life-long learning

  • draw on evidence to plan future actions

  • improve practice

  • create cohesiveness across a course/program. (Ryan, 2014)

How can I integrate reflection into teaching and assessment?

Designing a practice of reflection means both clarifying the purposes it needs to serve and identifying opportunities for reflection in students’ work that are realistic and yet occur at the right intervals with sufficient depth to be meaningful (Murphy 2011).

At RMIT, there are a number of teaching staff who have introduced reflective practice into their curriculum in courses such as Fashion and Textiles, International Development (GUSS), and Media and Communication to name just a few. And there would be countless staff who use the word ‘reflection’ in a task or in assessment criteria. What makes our project special is the real examples of reflection shown within their discipline. These patterns have been linked (where appropriate) to professional standards for the accrediting bodies and plotted on a graph to

Populating the Pedagogic Field

Populating the Pedagogic Field

show how they increase in complexity, or how they move from simulated to real experiences. (See the figure: ‘Populating the Pedagogic Field’ to the right and click to expand.)

Some examples have been selected here from the Developing Reflective Approaches to Writing (DRAW) Wiki to illustrate how you could introduce reflective practice into the course. The patterns include teaching resources including annotated examples of reflective writing, and student blogs:

Analysing Reflective Texts (ART),

Mapping Critical Incidents – Foundation (MCIF)

Reflections Around Artefacts (RAA)

Reflection as a Professional Activity during Service Learning (RPA)

Resources:

The Developing Reflective Approaches to Writing (DRAW) Wiki: holds the teaching patterns and common resources for over 20 patterns that are being used in different disciplines. The DRAW website (http://www.drawproject.net)provides a short summary of the project and references.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on inclusive teaching and assessment in the comments section! Click here to read Part 2 of this post!

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Assessment, Grade, Holidays…

Posted by: John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

HD rubricIn Melbourne, it’s the last week of scheduled classes and nearing the long break over the southern summer. Whilst thoughts may be wandering towards holidays, sun, the beach and all those great ‘Aussie’ pastimes, it’s time to assess and grade our students.

All the formative assessment has been done; we have provided vast quantities of feedback to our students and maybe provided avenues for feedback from their peers; now is the time to give each one a grade.

So I thought for my last post for the year, and before running to the beach to go sailing, I’d do a light refresher on assessment and point to some resources on rubrics to help you through.

At this stage of the year, we already know how most students are going. We have been giving them formative assessment tasks, and providing feedback to them so they can learn from their mistakes, fill the gaps and polish their performance. There have likely been summative assessments, which have been building towards a final mark.

Maybe you’ve read (and found useful) other tomtom posts that have discussed aspects of assessment (like Thembi’s post on Active Learning Strategies, Meredith’s post on Academic Integrity, Alex’s post on Peer and Self-Assessment and my previous post, Keeping Watch on using assessment to track our students’ progress), so here is a post with some handy references on assessment and rubric development.

In the old days, students would now start cramming, revising knowledge and processes, going to the library and doing old exam papers hoping their lecturer would just revise the last year’s paper for this year.

Nowadays, we hope those student expectations are well behind us and the last assignment encapsulates the skills, knowledge and the application skills and knowledge into a capstone assessment experience to confirm the student has achieved the course (subject) learning outcomes.

In pondering assessment we should never lose sight of what assessment is, and its purpose. As a reminder, here are the core principles of assessment from The University of Melbourne’s  Centre for the Study of Higher Education:

  1. Assessment guides and encourages effective approaches to learning
  2. Assessment validates and reliably measures expected learning outcomes, in particular the higher–order learning that characterises higher education
  3. Assessment and grading defines and protects academic standards.

At this stage of the year, principle 1 should have provided students with tasks that permitted them to test their learning and understanding in their passage towards the achieving the learning outcomes. The best scenario would be student-lecturer negotiated, multiple learning and assessment tasks that were designed to increase in complexity over the semester.

Principle 2 reminds us that we should not be simply testing students’ knowledge, but more their application of skills and knowledge and their ability to independently think though increasingly complex problems associated with their intended discipline. And we must grade each student in a reliable and repeatable manner. More on how we do that later.

Principle 3 helps maintain our standards. Not only do we have to assess if they have achieved the course learning outcomes, but also how well they have achieved it with reference to industry standards and moderation across institutions. Painfully for a teacher, we also must decide if a student has not achieved the learning outcomes.

Using the results from several forms of assessment during the semester, we need a framework to grade effectively. We need to have a considered series of statements that allow us to assign an overall grade to each student. They are like performance indicators. These statements are incremental performance levels of the learning outcomes. The levels are based on professional judgement, industry expectations and the quality standards of the university.

Commonly referred to as rubrics, you should develop a set of guidelines for marking and grading. They are not rules, but a framework to help you and your co-assessors be consistent across the group of students, from year to year and to maintain the academic quality standards expected by your industry/discipline and the students’ future employers. Your institution also relies on your professional judgement to uphold the standard of its awards.

Some argue that rubrics are restrictive, but with a well-developed set of rubrics, time is saved, consistency is improved, standards are upheld, and the course remains constructively aligned — the rubrics being generated from the learning outcomes. Levels of attainment between are  documented and described for the students to see. These can be a little bit fuzzy in their generic form but discussion with students, providing exemplars and using the same rubrics for peer and self-assessment can enhance all participants’ understanding of what a rubric is trying to do. Rubrics can be applied to all types of assessments: essays, drawings, pictures, models, presentations, designs and films.

The links below have some useful reading on rubrics, their purpose, value and how to write them:

http://aadmc.wikispaces.com/file/view/Assessment.pdf

http://www.edutopia.org/assessment-guide-rubrics

http://www.cmu.edu/teaching/designteach/teach/rubrics.html

Unfortunately some students, despite all attempts by us, fail to provide us with the evidence they have achieved the learning outcomes. The result is then a fail. There wouldn’t be a lecturer or educator who does it lightly, but it’s part of upholding the professionalism of our discipline, and the standards of our university. The determined learner who fails will return and do the course again, learning from their mistakes, and hopefully will achieve a better mark the next time around.

So before you start marking this semester try developing your own rubrics. Start by writing your learning outcomes on the left of a tabjboceanle, and then use grade descriptors of what you would expect to see from the students in the boxes. Your learning and teaching advisor can help you create them and your results will be fairer and more consistent. Rubrics are also a great help when marking online or if you have several tutors performing the assessment. What’s more, you can save time!

Well my last student is graded, so I’m off to a BBQ tonight and out into the ocean (Bass Strait) for a sail on the weekend.

I hope you have an enjoyable break.


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Linking to the recent Sessional Staff Symposium

Connecting Sessional Staff LogoPosted by: Kellyann Geurts, Senior Advisor, Learning and Teaching, Design and Social Context College, RMIT University.

The College of Design and Social Context facilitated a Professional Development Symposium for sessional academic and teaching staff on Friday 6 September.

If you missed my last post, the 2013 Connecting Sessional Staff Project aims to:

  • Address individual learning and teaching needs
  • Share, present, discuss and reflect on teaching and learning experiences
  • Support collaboration, peer partnerships and mentoring
  • Connect with other sessional staff and learning networks across the University
  • Link to the online Sessional Modules from the Professional Development for Tertiary Teaching Practice (PDTTP). The Modules are accessible through Blackboard and information is online at: http://www.rmit.edu.au/teaching/pdttp/sessionals

The symposium workshops were practical and hands-on. They aimed to connect staff with their peers, their curriculum and with their students.

For those who missed the symposium or attended and missed a workshop, here is a brief overview with  the learning outcomes for each.  If you find something  of interest, you can follow the links or even contact the facilitator for more information:

Opening Session

Workshop 1: Technology… you’ve gotta have a Plan B!

Spiros Soulis, Senior Advisor Learning and Teaching, Learning and Teaching Unit

•Design back-up activities to include in lesson plans for when the technology fails
•Know who to call and what to say when you have technical issues in the class
•Identify resources to have on hand to continue to engage your students.

See also:
the teaching tomtom: http://theteachingtomtom.wordpress.com/2012/05/29/technology-you-gotta-love-it-when-it-works/
Teaching with Technology: http://www.rmit.edu.au/teaching/technology

Workshop 2: Assessment

John Benwell, Principle Learning & Teaching Advisor (Architecture and Design)

•Discuss and know how to use assessment as learning activity and a progress monitor
•Create an assignment in blackboard (with e-submission)
•Discuss and understand academic integrity using Turnitin.

See also:
RMIT University Student Assessment http://www.rmit.edu.au/students/assessment
Center for the Study of Higher Education, Melbourne University http://www.cshe.unimelb.edu.au/resources_teach/assessment/
Turnitin http://www.rmit.edu.au/teaching/technology/turnitin

Workshop 3: Engaging your students using Inclusive Teaching practices

Andrea Wallace, Educational Developer, DSC

•Identify and discuss challenges in managing a diverse student cohort in your class
•Translate the principles of Inclusive Teaching into your practice
•Design activities that incorporate alternative teaching strategies.

See also:
Inclusive Teaching http://www.rmit.edu.au/teaching/inclusive

Workshop 4: Teaching in Next Generation Learning Spaces

Thembi Mason, Educational Developer and Jon Hurford, Senior Advisor Learning & Teaching (Art)

•Identify the characteristics of a Next Generation Learning space
•Locate relevant resources and discuss approaches to teaching and the use of technology in these spaces

See also:
Next Generation Learning Spaces http://www.rmit.edu.au/browse;ID=xnbgfx4a17h3
Teaching with Technology http://www.rmit.edu.au/teaching/technology

Workshop 5: Connecting courses to content

Bernadene Sward, Liaison Librarians and Anne Lennox, University Library

•Make the most of library licensed learning and teaching resources, open access and creative commons content.

See also:
Library Learning Repository http://www.rmit.edu.au/library/learningrepository
School Liaison Librarians http://www.rmit.edu.au/library/librarianshttp://www.rmit.edu.au/library/librarians

Workshop 6: Teaching students from diverse linguistic and cultural backgrounds

Barbara Morgan, Study Learning Center

•Discuss the challenges facing students from diverse learning backgrounds
•Identify and integrate teaching strategies that address linguistic and cultural differences in the classroom.

See also:
Study and Learning Centre http://www.rmit.edu.au/studyandlearningcentreFinal Session

Workshop 7: RMIT Peer Partnerships: supported professional development for continuous improvement in teaching

Angela Clarke and Dallas Wingrove, Senior Research Fellows

•Find a focus for the observation of your teaching
•Provide sensitive and constructive feedback for a colleague
•Establish and build networks of professional relationships with DSC sessional teaching staff.

See also:
Peer Partnerships http://www.rmit.edu.au/teaching/peerpartnerships

Workshop 8: Flexible delivery, Blackboard Collaborate & Google Sites

Erika Beljaars-Harris, Howard Errey and Andrea Wallace, Educational Developers, DSC

•Use iPads and other mobile devices for teaching and learning
•Use and manage Blackboard Collaborate
•Setup and manage Google Sites.

See also:
Teaching with Technology http://www.rmit.edu.au/teaching/technology
DevelopME http://www.rmit.edu.au/staff/professionaldevelopment/training

School workshops: Talking about Learning and Teaching

School Senior Advisors of Learning and Teaching with School Liaison Librarians and School representatives

•Identify issues surrounding learning and teaching practice in your School
•Locate key learning and teaching resources at RMIT
•Discuss ways in which you can contribute and feel included in a collegial and supportive environment.

Final Workshop: CES and feedback

Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context

The final workshop for the day focused on what academic and teaching staff will be encountering now students have returned for remainder of the year.

See also:
FAQs about CES http://www.rmit.edu.au/ssc/ces/faq

As you can see from the range of what was covered (and with an hour limit for each workshop) the conversations have only just begun.

We have time to prepare well for our end of year symposium, continue constructive conversations in the Schools and time to develop a firm plan for ongoing learning and teaching support for sessional staff beyond this semester.

A few more useful links for Sessional Staff at RMIT University 

Quick guide for sessional staff http://www.rmit.edu.au/teaching/sessional

Professional Development Calender http://www.rmit.edu.au/staff/professionaldevelopment/calendar

Learning and Teaching Unit http://www.rmit.edu.au/teaching

Senior Advisors, Learning and Teaching http://www.rmit.edu.au/dsc/learningteaching

If you have any questions please share them in the comments section or contact me (Kellyann Geurts) or your School’s Senior Advisor, Learning and Teaching.

Don’t forget you can subscribe to have the tomtom delivered to your email as soon as it’s published and you can follow us on facebook: www.facebook.com/TeachingTomTom.

RMIT Learning & Teaching Expo 2013

Guest post: Penny Mercer, Project Advisor, Learning and Teaching Unit, RMIT University.

Click to open the RMIT Learning & Teaching Expo 2013 page.

The Learning and Teaching Expo is an opportunity to showcase the excellent work of our dedicated teaching staff. It is a time for all of us to reflect on how we might enhance the student experience, reimagine our teaching and network with colleagues.

This year’s Expo takes the theme of “Inspiring teaching, inspiring learning.” Come along and hear what your colleagues have done to improve student learning outcomes, bring along your own experiences, or questions for discussion time. The Expo eLearning journey will allow all staff to identify a point of interest from which further learning opportunities can be explored.

Come along and hear from our invited keynote speakers about what is happening in the tertiary education sector, hear what your colleagues have done to improve student learning outcomes and bring along your own experiences or questions for discussion time.

Day 1: Tuesday 3 September – 12pm to 4.30pm, with lunch from 1pm to 2pm
Day 2: Wednesday 4 September – 9am to 1pm, with lunch from 1pm to 2pm
Venue: Design Hub, City campus.

Click here (or on the image above) to see the 2013 program and register now to attend (RMIT login required).

We look forward to seeing you there!

Plagiarism and academic integrity

Posted by: Meredith Seaman, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Perhaps we are better at detecting plagiarism because of software such as Google and Turnitin. Or perhaps we forget that every generation, at least since the ancient Romans and Greeks, complains that the next one is composed of lazy, possibly illiterate, youngsters willing to cut ethical corners.  

- Jeff Karon, A Positive Solution for Plagiarism, The Chronicle of Higher Education, September 2012

late_afternoon_student_studyingIt can seem from recent news articles that the more technology universities adopt to detect plagiarism, the more students have easy access to online material, social media networks and professional online services to break the rules. But whether on the increase or not, and what or whoever is to blame, fostering academic integrity in students can feel like an overwhelming challenge for teachers and institutions.

If there is one element in all of the discussion that seems to underpin most of the suggestions and strategies, it is the benefit of moving the conversation from one about plagiarism to the broader topic of academic integrity.

Less emphasis on punitive strategies and more on what we could call ‘health promotion’ strategies seems intuitively to me the right way to go. My alternate title for this post was: “Strategies to foster academic integrity with an emphasis on prevention rather than cure”.

While it may be challenging, research papers, web resources and blog posts are full of these positive suggestions and potential ways to improve learning cultures at the same time as mitigating risk.

This post will survey a few of these and add some examples from our own context here at RMIT (the paragraphs beginning ‘In practice…’) of a large first year social sciences course that were kindly shared with me for this post.

There are many strategies and interventions that can help your students demonstrate academic integrity and avoid plagiarism, but no magic bullet. I want to suggest three key aspects from ‘Minimising Plagiarism’ at the Centre for the Study of Higher Education (The University of Melbourne) that may provide a framework to reconsider the elements of academic integrity in your course:

1. Make expectations clear to students

Modelling good behaviour, talking about your academic values with students, and making your expectations about referencing and originality of work clear in course guides and in-class can help. Share your expectations with your colleagues too. We don’t all start paraphrasing and referencing at the high standard of peer reviewed journals and we shouldn’t expect that from students new to tertiary study. Unpacking appropriate standards for students as a teaching team, then with students, and providing clear guidelines and examples of referencing appropriate to the discipline are critical. RMIT’s Learning Lab (see below) has modules that you could consider incorporating into your course.

In practice: Colleagues embedded a short module on plagiarism, referencing and paraphrasing including short diagnostic exercise into a large first year class using discipline-relevant examples. They also did a formative quiz with students on their perceptions of what was and wasn’t plagiarism, and paraphrasing and referencing exercises. This cleverly included the issue of whether internet content was in the free public domain (or needed to be cited and so on) which is commonly misunderstood. The module and associated quiz was part of a process of developing consensus amongst teaching staff and the students about what constituted ‘cheating’ and/or plagiarism, and making sure all students were aware of expectations. It was done early in the class so that anyone that didn’t sail through the quiz (most did) could get appropriate support and feedback.

2. Revisit course and assessment design

Students are more likely to cheat if they feel a course is unimportant or badly taught. If they feel ignored or cannot understand the purpose of the assessment or believe they are being asked to reiterate well-worn ideas rather than create their own, they cut corners … 

- Jude Carroll, Deterring, detecting and dealing with plagiarism at Brookes University (UK)

One of the best ways to tackle plagiarism and associated problems may be by focussing on innovative and flexible assessment tasks that feel authentic. Refreshing assessment tasks each semester, requiring students to show drafts, or unpack their learning and the processes they have undertaken in their assignments may be some simple ways to design against plagiarism.

Another factor may be the timing and overloading of assessment tasks. If assessments are carefully staggered across the semester and subjects/courses, and if students are supported through good assessment design to plan ahead, then there will be less of the last-minute pressure that has been shown to be one cause of students submitting work that isn’t their own.

In practice: Colleagues used online Turnitin submission in a first year assignment, providing students with access to be able to check their own paraphrasing and referencing before formal submission of the work for grading. Students are able to see a visual representation of the extent of their work’s originality.

3. Visibly monitor, detect and respond to incidences of plagiarism

This tip partly takes us back to making expectations clear.  Reinforced in guides on preventing plagiarism is the importance of detection and response as part of the overall package (but not in isolation). Using Turnitin as part of your Blackboard assignment submission is one way to openly demonstrate to students that work will be checked for originality, and can also be used as an educational tool.

Further resources or prevention is better than cure:

Resources that highlight strategies and solutions to promote academic integrity and prevent plagiarism (these cover everything from induction, learning outcome design, creating a culture of learning, all the way through to assessment):

RMIT-specific resources:

  • At RMIT, Turnitin is now embedded in Blackboard assessment tools.  Click on the link to find out more.
  • Academic Integrity: an essential requirement in tertiary study (PPT 45 KB)
    This is a basic and easy to use PowerPoint suited to introducing students to the concept of academic integrity which can be adapted to your teaching context
  • Assessment Plagiarism at RMIT (PPT 76 KB)
    A PowerPoint explaining to staff the importance of assessment practice in minimising plagiarism.
  • While best done in a discipline context, RMIT’s Learning Lab resources include a video, online tutorial and pdf quicktips on referencing, integrating references into written work, and tips on avoiding plagiarism for students that could be embedded into your course. See their Referencing section.

Recent articles to share with your colleagues and students which may help you unpack academic integrity and plagiarism in your classes:

Thanks to Rachel Chamberlain and Rosy Peake from the School of GUSS for their input into this post and for sharing their experiences and clever solutions.

Share your thoughts on academic integrity and strategies to develop and promote it in the comments below!

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