Announcing the development of a brand new Cultivate Module: Plagiarism Prevention & Detection
Announcing a new Cultivate Module:
Plagiarism Prevention and Detection
Next steps:
• Send out the initial storyboard, content in PPT format to all Cultivate clients, allow 1-2 weeks for internal reflection and discussion
• Establish consensus and support from Cultivate clients, discuss roles, responsibilities and workflow. (Conference call mid-3rd week November)
• Schedule time to discuss executive summary of the way forward. Taking into account the full communities input.
Cultivate 3rd Party Tool Library:
• Phase 1: Current Cultivate Resource (airport metaphor) overview showcasing workflow from initial detection through database matching and personnel intervention. One springboard slide. Completed July 2007
• Phase 2: Develop a comprehensive PPM in Cultivate. Time frame November 07-Feb-08
Cultivate: Plagiarism detection and prevention module
Implementing a plagiarism detection and prevention tool is a big challenge!
Plagiarism detection and prevention technology is relatively straightforward: upload an assignment, hit the check button, get a detailed report back. But what do you do with those results? How do you approach a student who you believe has been caught plagiarizing? How did you prepare students for their work to be submitted to a plagiarism detection service? Did you prepare them? Will there be consistency between departments in the use of the tool? In implementation? These questions are at the heart of the Cultivate plagiarism detection and prevention module. We welcome and expect clients to add additional core questions to support policy and the roll out of the tool across campus.
Plagiarism detection and prevention technology operates within a human process
Plagiarism detection and prevention is a process that has at least six major junctures:
1. The Institution’s decision to select a “method” for dealing with plagiarism and enforce it (Turnitin, personal intuition? whatever else the individual is currently doing...)
2. The way learners are introduced to the subject of plagiarism detection by lecturers and the institution
3. The discovery of a certain type and level of plagiarism
4. The action upon discovery of a student plagiarising
5. The resolution of the student plagiarising
Cultivate: Plagiarism detection and prevention module
Explore the human process in the safety of the group’s imagination
The following three scenarios are designed to transport faculty into the different ways in which a plagiarism detection and prevention product might be expressed within their institution. They are designed to provoke a reaction, to springboard to a discussion of how faculty are going to use this technology. This will help them construct a mental map of the intention with which they wish to introduce the tool, the consequences of how they communicate it, and the risks inherent in the confrontational process of discovery and dealing with an incident.
The aim is to explore these consequences in the safe space of the group’s imagination through a variety of techniques, preparing them to deal with the human consequences of the technology safely and competently.
Scenario One
Scenario One – Scene One
This ‘Turnitin’ sounds good. I just hope that it
works in practice.
Note: Please read the text notes below for context
Scenario One – Scene Two
How are we going to finish this project in time? I wish I hadn’t
been so sick last week.
New plagiarism detection and prevention Service Launched
New plagiarism detection and prevention Service Launched
Note: Please read the text notes below for context
Scenario One – Scene Three
Note: Please read the text notes below for context
Scenario One – Scene Four
Eddie Smith? I’ll fill his details into the
pro forma letter now for you Dr
Montgomery.
Course failure does seem harsh, but plagiarism is a
serious offence.
Note: Please read the text notes below for context
Scenario One – Scene Five
Note: Please read the text notes below for context
Scenario Two
Note: Please read the text notes below for context
Scenario Two – Scene One
Turnitin worries me. The
technology is great, but it could
get messy in practice.
Note: Please read the text notes below for context
Scenario Two – Scene Two
Referencing correctly is really important. You
should use Turnitin to check your own
work.
Note: Please read the text notes below for context
Scenario Two – Scene Three
Note: Please read the text notes below for context
Scenario Two – Scene Four
Please convene a plagiarism meeting with Clare Tate. Tell her a witness should accompany her,
and that the student union will provide one if no one else is
available.
Note: Please read the text notes below for context
Scenario Two – Scene FiveI thought I’d changed enough words. I’m so
sorry. I’m working three part-time jobs to pay for tuition and got
caught against a deadline.
Please, next time talk to me beforehand Clare. In line with University policy I’ll give you another chance to submit the
assignment, but I’ve got to dock two grades. Ok?
Ok…
Note: Please read the text notes below for context
Scenario Three
Scenario Three – Scene One
I’ve always had an instinct for plagiarism. It’s in
unusual vocabulary, or sentence structure. I’ve
not been wrong yet.
Scenario Three – Scene Two
My head is empty on this assignment, and it’s due on
Friday.
Look, write out what you have. It just happens a friend of
mine from the cycling society aced this course last year; I’ll
get you his paper.
Scenario Three – Scene Three
What plagiarise? Isn’t that wrong?
Well they say that in the handbook somewhere, but then they tell us
undergrads aren’t supposed to have their own ideas.
I’ve done it before; just make sure you
change enough words so you don’t trigger Monty’s memory.
Scenario Three – Scene Four
I feel as if I’ve read this somewhere before, but
it’s not a set text.
Scenario Three – Scene Five
A long way above your usual standard.. Well Done 78%
Scenario Three – Scene Six
My heart was beating so fast when I got the paper back;
I thought I’d been caught.
But you got 78%. Well done, that will help your course grade.
Scenario Three – Scene Seven
But it’s not my work…
Look you reinterpreted. Some of it’s your own. So it’s not that different from paraphrasing it from an academic in a library
book, is it?
University is all about results. That’s what the academics,
government and employers care about. You should get 78% for
showing initiative.
John Goodridge: Project leader & [email protected]
Andre vd Merwe: Project consultant [email protected]
Dan Wilkinson: Graphics and 3d design leader [email protected]
Gwen vd Merwe: Quality assurance [email protected]
Rene vd Merwe:Project [email protected]
Thank you we look forward tocollaborating with you!
Note: We are taking this opportunity to use this exercise as an authentic way to launch
the Cultivate Community.
Wiki site available soon!
WITSUniversity of Pretoria
University of JohannesburgTshwane University of Technology
Cape Peninsula University of TechnologyDurban University of Technology
(additional institutions are pending)
Thank you we look forward tocollaborating with: