1. Digital Plagiarism and Intellectual Property Presented by Alec Couros January 2006

2. Introduction & Outline Plagiarism in the Digital Age

3. Introduction & Outline Understanding the Problem Motivations/Pressures for Plagiarism Cheating in the Digital Age Methods of Detecting Plagiarism Prevention Resources Intellectual Property & The Open Movement Discussion

4. Understanding the Problem Definition of Plagiarism –“Plagiarism is using others' ideas and words without clearly acknowledging the source of that information.” (Indiana U, 2003) McCabe Report (Rutgers University): –Cheating is widespread. –Students find it easy to rationalize cheating. –The Internet is raising new questions. – Students feel that many teachers ignore cheating, at least on occasion. –Students cheat for a variety of reasons. See Handout (Statistics regarding plagiarism)Handout

5. Your Topic Goes Here Your subtopics go here “Simon Fraser University... 47 students turned in virtually the same economic paper”

6. “Twenty-nine engineering student got 0, after professors caught them cheating on essays about professional ethics.”

7. “It’s great to be so appreciated,” says 16 year old Founder of “Cheater.com”, a Web site whose motto is “download your workload. The site gets about...13000 hits daily.”

8. “What’s important is getting ahead... Cheating is a shortcut and it’s a pretty efficient one in a lot of cases.”

9. Papers can even be ‘brokered’ via Instant Messengers

10. Approaches to Academic Integrity Three possible approaches: –The Virtues Approach Develop and nurture students who do not want to cheat. –The Prevention Approach Eliminate or reduce the opportunities to cheat. Reduce the pressure to cheat. –The Police Approach Catch and discipline those who are caught teaching. Develop strong deterrents. Use specific strategies and tools to check for cheating.

11. Statistical Overview Some students will never cheat Some students will always try to cheat. The majority of students may choose to cheat when they see others doing so, or for other various reasons. These are the students likely most affected by the high availability of web- based resources for cheating.

12. Motivation/Pressures Why Do Students Plagiarize?

13. Motivations/Pressures for Plagiarism Why do students plagiarize? –Poor time management or research skills. –Lack of interest in the subject. –Lack of knowledge or ability to write/research a paper. –Mistakes made in note-taking/research. –Low self-confidence. –Laziness or blatant disregard for copyright regulations. –Over-emphasis of grades versus learning. –Lack of knowledge of what constitutes plagiarism or academic integrity. Source: Penn State Libraries

14. Motivations/Pressures for Plagiarism Other reasons for student plagiarism? –Other students plagiarize and are not caught. –Feeling that teachers can’t or won’t bother to look for sources of plagiarism. –Educators show lack of academic integrity themselves. –Pressure from family, competition for scholarships or jobs. –The commodification of knowledge and education. –Culturally based attitudes towards plagiarism (Bowden, 1996) What can teachers do about these factors? –See Professor’s letter to studentsProfessor’s letter to students Source: University of Alberta Libraries

21. Cheating in the Digital Age The World of Paper Mills

22. Cheating in the Digital Age It’s incredibly easy to cheat in the “cut-and- paste” digital age. “Paper Mills” and cheating-centred sites offer many resources (free and fee-based) for student “success”. Coastal Carolina University Library has compiled over 250 Paper Mill and cheating-centred websites.

30. Other Methods of Cheating Translation Software –There are several language translation services available on the web (e.g., BabelFish, FreeTranslation.com)BabelFish FreeTranslation –It is reported that students taking language classes have used such site to cheat. –They have improved immensely. Early examples of translation, Russian to English “spirit is willing, but the flesh is weak” -> “the vodka is agreeable but the meat is rotten” “out of sight, out of mind” -> “invisible idiot” (Beekman, 2003) –Today, the translations are much more accurate.

31. Other Methods of Cheating Databases and books (print and electronic). –Many databases carry entire electronic literature archives online. (e.g., Gutenberg.org)Gutenberg.org –Plagiarism from print books is STILL difficult to detect. Hand-Held Devices for Cheating –Portable devices, such as Palm Pilots, calculators, pagers, and cell phones, are being used by high school students to cheat on tests and classroom work (Frey, 2001). UseNet group archives (provides networking) Other software such as Camouflage

34. Methods of Detecting Plagiarism Free and Fee-Based Resources

35. Methods of Detecting Plagiarism There are emerging resources and methods that can assist in detecting plagiarism. Most methods involve the creation and maintenance of large databases of digital materials. The same sources that are available to students, can be cross-checked by plagiarism detection services. Turnitin.com, Plagiserv and Eve 2 are some of the most common services.Turnitin.comPlagiservEve 2

37. TurnItIn.com Most popular of plagiarism detection services at http://www.turnitin.com/http://www.turnitin.com/ Cost: –School –$750 (USD) annual licensing fee (50 classes max.) –OR $500 (USD) annual licensing fee + 50 cents per student

38. - 12 Hour Turn Around - Free Online Service

39. - Software - one-time cost $19 USD

40. Which Works Best? A Test: A paper, “A Matter of Choice”, derived from several sources was tested by all three of these detection services. I found all three services very easy to use. Here are the results:

41. - TurnItIn Reported the paper to be 100% plagiarized -The paper was returned in 18 hours -Five sites were identified as sources.

42. - PlagiServ also reported the paper to be 100% plagiarized -The paper was returned in 5 hours -Five sites were identified as sources.

43. - EVE 2 Reported the paper to be 18% plagiarized -The software identified 5 websites from which the paper could have been taken.

44. Do they ALWAYS Work? The University of Southern California (USC) did recent research to discover academic dishonesty. –Submitted samples of intentionally plagiarized work. –TurnItIn found the obvious “cut-and-pastes” but had trouble detecting more discreet plagiarism. There are certainly ways of getting around detection services. Printed text is still impossible to detect unless there are digital versions available... students can STILL borrow from friends, sisters and brothers.

45. Results/Comments Plagiserve ended up being an excellent and free resource, HOWEVER, the technology behind this service was recently purchased by mydropbox.com. You can get a 30 day trial account to test mydropbox.com. Turnitin.com no longer offers trial accounts

46. Other Problems? In Kansas City, a teacher resigned after the school board asked her to change her grades after she detected plagiarism in student work. Christine Pelton, the teacher, had used TurnItIn.com to identify that students had taken work from online paper mills. All 28 of her students had allegedly plagiarized. Some educators feel that their administration will not support them through the process.

47. Methods of Detecting Plagiarism Using other methods such as specialized Google searches can also be effective. See example of Antigone Essay.Antigone Essay

49. Methods of Detecting Plagiarism However, common search engines are criticized as not being able to penetrate the “deep” or “invisible” web. If Google (or other) fails, you may want to consider the resources compiled by Gary Price (MLIS). http://www.freepint.com/gary/direct.htmhttp://www.freepint.com/gary/direct.htm Warning, you may find this even more daunting!

50. Searching the Deep Web Specialized Search Engines –CompletePlanet.comCompletePlanet.com –DirectSearchDirectSearch –InvisibleWeb.netInvisibleWeb.net –ProfusionProfusion –Search.comSearch.com For more information than you’ll ever need regarding the deep web, see the “Deep Web: White Paper”.Deep Web: White Paper

51. Methods of Detecting Plagiarism Plagiarism, of course, can also be detected without such services, BUT it is often more difficult and may lack “the smoking gun”. See Handout, “It might be plagiarism if...”It might be plagiarism if...”

52. Prevention Clarification, Academic Integrity & Assignment Design

53. Plagiarism Prevention Awareness Come to Better Understand Why Students Cheat Taking the easy way out – “student are natural economizers”. With so many choices (school + recreation), papers are low priority Writing style is inferior to what is read (how does one compete?) Poor time management and planning skills. The thrill of rule breaking. Educate Yourself About the Many Forms of Plagiarism Downloadable/purchase papers (check out what’s available). The local exchange (papers are traded from year to year) Cutting and pasting from several sources Quoting less than the words copied Faking Citations or omitting major sources Adapted from Virtual SaltVirtual Salt

54. Plagiarism Prevention Awareness Continued Education Students About Plagiarism Do not assume that students have “heard the drill”. Introduce plagiarism as course content. Discussion of the moral issue of plagiarism (why it’s wrong), may be helpful. Perhaps pose the problem in the wider context. Go over local policies with students. Make the penalties clear. Clarifying concepts (plagiarism, intellectual property, copyright, citations). What Are the Benefits of Citing Resources? Students have engaged in “great conversations” and are aware of other thinker’s ideas. Shows respect for the work of others. Adapted from Virtual SaltVirtual Salt

55. Plagiarism Prevention Strategies of Prevention Make Assignments Clear (and sometimes narrowly focused) Provide a List of Specific Topics (and continuously change topics) Require Specific Components in the Paper Sources are very recent (this year). Use of a specific article or book. Incorporated, locally developed information. Personal interviews. Require Process Steps e.g., rough draft, photocopied references Give feedback and direction at various steps (especially if suspicious) Stagger due dates Require Oral Reports of Student Papers Have Students Submit Annotated Bibliographies Adapted from Virtual SaltVirtual Salt

56. Plagiarism Prevention Strategies for Detection Look for clues Mixed citation styles, lack of references or quotations unusual formatting off-topic from the assignment, essay is dated anachronisms anomalies of diction and style smoking guns Check Bibliographic References Be Familiar With Paper Mills Use Search Engines to Search for Key Passages Learn to Be Familiar With the Deep Web Use A Plagiarism Detection Service Adapted from Virtual SaltVirtual Salt

57. The Virtues Approach Aristotle distinguishes between two types of virtuous individuals. –The continent person whose desires are under control, yet needs external support to control those desires. –The temperate person whose desires are rightly ordered (no external support necessary).

58. Virtues and Circumstance General principle: certain circumstances require special strengths of character (e.g., War may require special virtues especially in regard to courage). Question: What are the strengths of character that are particularly necessary for academic life on the web?

59. Net Circumstance Discontinuity of self raises certain problems for plagiarism. Typically, we tend to be more responsible when the consequences of actions are clearly attached to us. On the web, we can do things our friends, family and peers don’t see, even assume another identity. We must think of strategies for bringing the act closer to oneself (e.g., honor codes). Integrity is about wholeness, a single sense of self across a wide-range of circumstances.

60. Intervention Points There are three junctures in which we can intervene in the cheating process. –The formation of the intention to cheat (academic integrity, virtues, honor codes) –Carrying out the intention (assignment design, close proctoring of exams, individualized assignments) –Catching those who have already cheated (online detection services such as turnitin.com) Formation of the Intention to Cheat Act of Cheating Academic Integrity and Character Approaches Preventative Approaches Police or Detection Approaches

61. Resources Keys Sources for Understanding and Preventing Plagiarism

63. Centre for Academic Integrity (Duke) Academic Integrity is a commitment, even in the face of adversity, to five fundamental values: –honesty, –trust, –fairness, –respect –responsibility

64. Seven Recommendations from CAI Have clear academic integrity statements, policies, and procedures, consistently implemented. Inform and educate the entire community. Promulgate and rigorously practice these policies from the top down and support those who uphold them. Have a clear, accessible, and equitable system to adjudicate suspected violations of policy. Develop programs to promote academic integrity and discussion of ethical issues. Be alert to trends in higher education and technology. Regularly assess the effectiveness of your policies and procedures.

65. Plagiarism Workshop – A great idea to actually have students go through the concepts of plagiarism, copyright, paraphrasing, etc., rather than just warn of the consequences.

66. Excellent inciteful article with good resources. - Speaks of Turnitin.com as the “pedagogical placebo for plagiarism”.

68. Resources Centre for Academic Integrity http://www.academicintegrity.org Article: The New Plagiarism: http://www.fno.org/may98/cov98may.html Dalhousie University Library http://www.library.dal.ca/how/detect.htm University of Alberta Library http://www.library.ualberta.ca/guides/plagiarism/preventing Plagiarism Stoppers: A Teacher’s Guide http://www.ncusd203.org/central/html/where/plagiarism_stoppers.html Teach-nology Plagiarism Resources http://www.teach-nology.com/highered/plagiarism/ There are SO many more, just search Google.Google

69. Intellectual Property Changing Views and the Open Movement

70. The Open Movement … part of an evolving paradigm re: intellectual property and knowledge. Opposing Forces Open vs. Closed Broadcast vs. Conversation Institution vs. Individual Hierarchy vs. Network Centralized vs. Decentralized Product vs. Remix Planned vs. Chaotic Static vs. Dynamic Push vs. Pull Virtual Counterparts Internet vs. Television Blogging vs. Newspapers Skype vs. Telephony Email vs. Snail Mail 3D Copier vs. Courier Adapted from Downes 2004

71. The Open Mindset Moving from … “we fully recognize that cultural technologies are far from neutral and that they are the result of social processes and power relations. Like all technologies, they are ultimately developed in the interests of industrial and corporate profits, and seldom in the name of the greater community participation of creative autonomy.” (Penley & Ross, 1991) To … “Given enough eyes, all bugs are shallow.” (Torvalds, 1997) “In a world without walls or fences, you don’t need Windows or Gates” (Interview, 2005).

72. The Open Movement & Intellectual Property The open movement moves well beyond software, and has inspired (open) publishing and (open) content development. The movement involves various inquiries into the nature of intellectual property itself, and has extended. Intellectual property and copyright is an increasingly relevant issue for academic institutions. The open movement is often described and situated as a reactive event. Some proponents of the open software movement target monopolies (e.g., Microsoft) specifically; for others, it’s an idealistic opportunity (e.g., anti-dominance). From my perspective, I classify the open source movement as a culture, an ideology, and a better way for humans to work together on shared pursuits.

73. Open Content Open content, coined by analogy with "open source," describes any kind of creative work including articles, pictures, audio, and video that is published in a format that explicitly allows the copying of the information. Open content can be either in the public domain or under a license like the GNU Free Documentation License. In education, open courseware and learning object repositories have recently become popular, but have yet to reach their potential. Some initiatives include MIT’s OpenCourseWare, CAREO, MERLOT, CLOE and DLORN.MIT’s OpenCourseWareCAREOMERLOTCLOEDLORN The Creative Commons website (and related activities) has become an important presence in the development and warehousing of open content.Creative Commons website

74. The Creative Commons

75. Open Content - Implications

76. Blogs & Wikis

77. Add Inexpensive Hardware

78. Discussion Contact Information alec.couros@uregina.ca Presentation is available at: www.educationaltechnology.ca For a compiled list of plagiarism resources, go to www.educationaltechnology.ca/plagiarism/