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20 April 2010 /JME & CJI BMAF Annual Conference 2010 Accounting for learner differences in the classroom means some students have to plagiarise John English.

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Presentation on theme: "20 April 2010 /JME & CJI BMAF Annual Conference 2010 Accounting for learner differences in the classroom means some students have to plagiarise John English."— Presentation transcript:

1 20 April 2010 /JME & CJI BMAF Annual Conference 2010 Accounting for learner differences in the classroom means some students have to plagiarise John English & Chris Ireland

2 If we asked you … What issues concern you most when dealing with new students?

3 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

4 Cohort Issues Ethnic mix/Cultural issues Age mix Male domination Entry qualifications

5 Ethnicity 04/0505/0606/07 White Asian Black366 Other221 Not Given752 TOTAL737774

6 Age 04/0505/0606/07 19 or less & over745 TOTAL737774

7 Gender & Qualifications Gender04/0505/0606/07 Male Female Qualifications04/0505/0606/07 Non A-level A-level Of which 200 UCAS (53%)30 (51%)26 (43%)

8 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

9 So overall a fairly easy problem to solve !

10 Our solution AIO So overall a fairly easy problem to solve

11 Writing in AIO The original approach Analysing different uses of source texts Answering quiz style questions Completing paraphrase/referencing exercises Completed within the first month

12 Writing in AIO Week 4 short assignment submitted (topic - CV) Guided choice of sources Individual written feedback with main focus on writing issues rather than content Outcome Many had not got the message about the writing issues including plagiarism

13 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)

14 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.

15 Underpinning the Approach Recognition of Individual Differences prior learning learning styles (including learning from mistakes) Social Constructivism encouraging a critical approach deep learning / engagement

16 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

17 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)

18 Questionnaire feedback Q1 Had you heard of plagiarism before you came to University? ResponseFrequencyPercent No Yes Total

19 Questionnaire feedback Q2 Has your understanding of plagiarism changed since starting University? (Yes to Q1) ResponseFrequencyPercent No86.7 Yes Total

20 Questionnaire feedback Q4 & 5 Which added most/least to your understanding of plagiarism? MostLeastBalance Written feedback on essay Oral feedback on essay Interactive Lecture Test Quiz Report feedback Total

21 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

22 We cant 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

23 Barrett, R. & Malcolm, J. (2006) Embedding Plagiarism Education in the Assessment Process. International Journal for Educational Integrity, pp.1-9 [online]. Available at: [Accessed on 03 September 2008]. Carroll, J. (2006) Jude Carroll on Plagiarism [online]. Available at: University of Nottingham [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 ). Berlin: Springer. Carroll, J. & Appleton, J. (2001) Plagiarism: a good practice guide [online]. Available at: [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 Santa Rosa, CA: Informing Science Press. JISC (2008) Roadmap Themes: Teaching the skills [online]. Available at: [Accessed on 30 August 2008]. References


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