2023-06-09 New Orleans, USA

Planning your course with creativity and integrity: no more plagiarism!

References for The Teaching Professor Conference in New Orleans (U.S.)

June 9-11, 2023

Martine Peters, Université du Québec en Outaouais

References extracted from the slides

Slide 4: PUPP web site

Slide 6 : Context : two tsunamis : the pandemic and ChatGPT

  • Fortier, M. (August 26, 2020). Le confinement a profité aux cégépiens tricheurs. Le Devoir.

Slide 8: Definition of Traditional Plagiarism

  • Walker, J. (2010). Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59.
  • Kakkonen, T., & Mozgovoy, M. (2010). Hermetic and Web plagiarism detection systems for student essays – an evaluation of the state of the art. Journal Educational Computing Research, 42(2), 135-159.

Slide 9-10: Plagiarism or Not?

Slide 11: The Era of Prehistoric Writing (2021)

Slide 12-14: The Era of Honest Writing with IA2 (2023)

Slide 15: Analyze, Use Critical Thinking Skills

Slide 16-20: The Era of Honest Writing with IA2 (2023)

Slide 21: Planning an Assessment Task that Promotes Creativity and Academic Integrity Model

Slide 25: Human vs Artificial Intelligence According to Chomsky

Slide 26 : Bloom’s Taxonomy

Slide 27-30 : Originality Versus Creativity

  • Johnson-Eilola, J. et Selber, S. A. (2007). Plagiarism, originality, assemblage. Computers and Composition, 24(4), 375-403. ❤
  • Acar, S., Burnett, C. et Cabra, J. F. (2017). Ingredients of Creativity: Originality and More. Creativity Research Journal, 29(2), 133-144. doi: 10.1080/10400419.2017.1302776
  • Sternberg, R. J. et Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Handbook of creativity, 1, 3-15.
  • Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Slide 33 : Types of Assessments

  • Macdonald, R., et Carroll, J. (2006). Plagiarism—a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31(2), 233-245.

Slide 35-37: Cognitive Offloading

  • Risko EF, Gilbert SJ. (2016). Cognitive offloading. Trends in Cognitive Sciences. 20(9):676–688. doi: 10.1016/j.tics.2016.07.002.
  • Dawson, P. (2020). Cognitive Offloading and Assessment. In: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds) Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-41956-1_4

Slide 39: Why Authentic Assessment?

Slide 40: Authentic Assessment Tasks

  • Fahim, S. (n.d.). Assessments – Prevention Strategies to Combat Plagiarism [PowerPoint presentation]. The British University in Egypt. https://www.bue.edu.eg/powerpoints-academic-honesty/
  • Culwin, F., et Lancaster, T. (2001). Plagiarism, prevention, deterrence and detection. https://www.academia.edu/2810729/Plagiarism_prevention_deterrence_and_detection
  • Gibelman, M., Gelman, S. R., et Fast, J. (1999). The downside of cyberspace: Cheating made easy. Journal of Social Work Education, 35(3), 367-376.
  • Sotiriadou, P. Logan, D., Daly, A. et Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education. Vol. 45, no. 11, 2132-2148. ❤

Slide 41-42: Authentic Assessment

  • Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2).
  • Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175-185.
  • Wadaani, M. R. (2015). Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students.Creative Education, 6,669-679.
  • Spiller, D. (2014). Assessment matters: Academic Integrity. The University of Waikato. https://www.waikato.ac.nz/__data/assets/pdf_file/0006/352869/Assessment-Matters_-Group-Work-Assessment.pdf , p.6.
  • Fahim, S. (n.d.). Assessments – Prevention Strategies to Combat Plagiarism [PowerPoint presentation]. The British University in Egypt. https://www.bue.edu.eg/powerpoints-academic-honesty/
  • Eid, M. I. M., & Al-Jabri, I. M. (2016). Social networking, knowledge sharing, and student learning: the case of university students. Computers & Education, 99, 14-27.
  • Yeh, Y.-chu, Yeh, Y.-ling, & Chen, Y.-H. (2012). From knowledge sharing to knowledge creation: a blended knowledge-management model for improving university students’ creativity. Thinking Skills and Creativity, 7(3), 245-257.
  • Fan, M. et Cai, W. (2020). How does a creative learning environment foster student creativity? An examination on multiple explanatory mechanisms. Current Psychology, 1-10.

Slide 43: Instructions

Slide 44 : Rules for Tools

Slide 45: AI2-Proof Instructions

Slide 46: Evaluation Criteria

  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education-a systematic literature review. Thinking Skills and Creativity, 8, 80-91.
  • Shin et al. (2012) White M, Kern ML. Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing. 2018;8(1):1-17. DOI: 10.5502/ijw.v8i1.588
  • De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C. L., Schoonman, W., & Born, M. P. (2016). Effective self-regulatory processes in higher education: research findings and future directions. a systematic review. Studies in Higher Education, 41(1), 139-158.

Slide 51: Conclusion For Us and for Them: the Fundamental Values of Academic Integrity