The Guarding released the results of its investigation into cheating at British Universities. Through freedom of information requests, the Guardian gained access to records on academic dishonesty. The data is not complete as several universities reported no cases of cheating.
Overall, they found a 42% rise in cheating cases involving technology over just four years ago: 148 cases in 2012 to 210 cases in 2016. Twenty-five percent of those students used electronic devices to cheat.
The worst offenders were students at Queen Mary University of London, with 45 instances of cheating. Two-thirds of those cases involved technology. They report that experts say the numbers are probably much higher, as some electronic devises being used–like mini camera and micro earbuds–are highly sophisticated and hard to detect. The Guardian reports they found multiple websites that marketed electronic devices for cheating to student. Micro earpieces for example could be had for $13.99 (or 11 Euros) on Ebay.
The full story is here.
Mennella gets right to the point in the opening of his article: “Flipped and active learning truly are a better way for student to learn, but they also may be a fast track to instructor burnout.” He continues:
I am an active learning college instructor and I’m tired. I don’t mean end-of-the-semester and need-some-sleep tired. I mean really, weary, bone-deep tired.”
His foray into active learning began when his school became an iPad institution, with all incoming freshmen getting iPads. He continues on discussing the workload that this change has brought as he has implemented active learning and a flipped classroom. It provides an interesting perspective of someone who supports the pedagogy, but things other things in the institution have to change to support the change in pedagogy.
The full post is here.
Dearmbox Learning has released a white paper called Blended Learning Innovations: 10 Major Trends. It looks at the dominant trends in the moving target that is blended learning.
A major influence that is driving this change results from acknowledging the reality of the way we live today. We can no longer ignore the ubiquity of technology—we must to welcome it into our classrooms and learning activities. To inspire engagement, we need to keep pace with students who operate in an increasingly mobile world where information and communication are accessed 24/7 through smartphones, laptops, and tablets.
That is combined with the need to address the learning styles, backgrounds, and differing needs of students in classrooms with 30 or more students in them. That includes moving from a lecture centered model combined with memorization and repetition to a learner-centered model with “active learning strategies and learning guidance.”
The blended learning trends covered in the white paper are:
- The deeply student-centered learning experience
- Soaring numbers of digital learners
- Supporting standards and higher-order thinking skills
- Realizing benefits for both teachers and students
- Data-driven instruction to personalize learning
- Personalized learning accompanied by a lean, blended, iterative approach
- Productive gamification
- The mobile world is where learners live now
- BYOD is here and key to active three-screen days
- More broadband, please!
For a more in-depth look into these trends, read DreamBox Learning full report here.
Pearson has released a new website on learning design that takes a look at the research science behind how students learn and what works to help them in the learning process. While in some ways they are trying to “upsell” resources for their textbooks, the resources linked below are a great way to review the research in each of these areas, get some examples for implementation, and do a self-assessment.
They have identified 6 learning design principles:
- Practices that foster effective learning
- Learning environments
- The nature of knowledge
- Learning together
- Moving learning science research into the classroom
Each of these design principles is broken down even further into key aspects of how people learn. One of the greatest parts of this framework is the release of 43 documents that provide a summary of the research related to it, sample ways to implement it, learner impacts, and a self-assessment rubric so you can assess your courses/practices against the research science. A white paper for the project is available here.
Below are links to each of the PDF files. Continue reading
This infographic provides a good overview of copyright, including copyright, Creative Commons, public domain, fair use, and flow charts on copyright issues.
Kessler International recently released the results of a new student survey on Academic Dishonesty. The most revealing parts of the survey were number of student who said they had cheated in school (86%) and the number who said it was OK to cheat (54%). Additionally, 97% of those who said they had cheated said they had never been identified as cheating.
Kessler’s website privided this summary of their findings:
- 86% of the students surveyed claimed they cheated in some way in school.
- 54% of the students surveyed indicated that cheating was OK. Some went so far as to say it is necessary to stay competitive.
- 97% of the admitted cheaters say that they have never been identified as cheating.
- 76% copied word for word someone else’s assignments
- 79% of the students surveyed admitted to plagiarizing their assignments from the Internet or citing sources when appropriate.
- Only 12% indicated that they would never cheat because of ethics.
- 42% indicated that they purchased custom term papers, essays and thesis online.
- 28% indicated that they had a service take their online classes for them.
- 72% indicated that they had used their phone, tablet or computer to cheat in class.
Another finding was that professors are becoming increasing unethical in the face of pressure to have their students perform well. Students reported faculty provided exam answers in advance of exams or while students were taking exams, while others routinely curved results because of poor results. Students also indicated they felt pressured to purchase books that the professor had written in order to complete the class.
The survey was of 300 students at public and private institutions, including online universities.
The results posted are available on Kessler’s site here.
This Faculty Focus Special Report puts together some of the best articles from the Teaching Professor newsletter on the topic of student participation and classroom discussion. The following articles are included in the report.
- Assessing Class Participation: One Useful Strategy
- Participation Blues from the Student Perspective
- Roll the Dice and Students Participate
- Those Students Who Participate Too Much
- Teaching How to Question: Participation Rubrics.
- Student Recommendations for Encouraging Participation
- Is There a Place for Games in the College Classroom?
- Discouraging Over Participators
- Putting the Participation Puzzle Together
- To Call On or Not to Call On: That Continues to Be the Question
- Creating a Class Participation Rubric
- It Costs to Cut Class
The pdf of the report is available here.
As part of their article “Top 10 Education Technologies that Will Be Dead and Gone in the Next Decade”, in CampusTechnology.com, Dian Schaffhauser and Rhea Kelly provided this graphic with the results of 2016 Teaching with Technology Survey about the technologies faculty respondents believe will be important over the next decade. To see their full discussion of the topic, check out the article here.