LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Unknown
Subjects: K1
This paper outlines a University wide initiative introduced at City University London, the underlying aim of which is to develop good academic practice skills amongst students and discourage them from undertaking plagiarism or other forms of academic misconduct. The initiative is organised under three projects, which are being undertaken by a set of eight Educational Development Associates (EDAs) - existing academics acting as ‘change agents’ within their Schools. The paper focuses on the first project that EDAs undertook, that being the Learning Activity Project. This involved EDAs working with staff within their Schools to develop new, formative, programme-specific learning activities, to be undertaken by all students in the first term of their studies, and with the aim of providing students with practice in the study skills that they need to demonstrate in subsequent assessments of that programme. After reviewing relevant literature on academic conduct issues, the main body of the paper provides three case studies, each of which details the development of a learning activity in one of the Schools of the University. These learning activities share a common element, in that they are all delivered using a piece of software called OLIVIA. However, for purposes of this paper, each case study details specific aspects of the relevant learning activity, such that readers are provided with a broad perspective of the experiences of implementation of the project through the lenses of different Schools. The last section of the paper details the evaluative mechanism that is being used for the initiative as a whole.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ashworth, P., Bannister, P., and Thorne, P (1997) Guilty in Whose Eyes? University Students' perceptions of Cheating and Plagiarism in Academic Work and Assessment.
    • Studies in Higher Education, 22, p187 -203 Bannister, P. and Ashworth, P. (1998) Four Good Reasons for Cheating and Plagiarism in Rust, C. (ed) Improving Student Learning Symposium. P233 - 241. The Oxford Centre for Staff and Learning Development, Oxford.
    • Johnston, B. (2003) The Concept of Plagiarism, Learning and teaching in Action, Vol 2, No 1 Available at: http://www.celt.mmu.ac.uk/ltia/issue4/johnston.shtml Kolb, D. A., Rubin, I.M. and Osland, J. (1991) Individual and organisational learning, topic introduction, Organisational Behaviour: an experiential approach, New Jersey, Prentice-Hall, pp. 58-60 Lea, M. R. and Street, B. V. (1998) Student Writing in Higher Education: and Academic Literacies Approach. Studies in Higher Education, 23, p157 - 172 McDowell, L and Brown, S. Assessing Students: Cheating and Plagiarism (2001) Available at: http://www.heacademy.ac.uk/resources/detail/id430_cheating_and_plagiarism Northedge, A. and Lane, A. (1997) 'What is learning?' in Northedge, A., Thomas, J., Lane, A. and Peasgood, The Sciences' Good Study Guide, Milton Keynes, Open University, pp.20-2.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article