Integrity Matters by Turnitin: Recent Episodes
Turnitin
Integrity Matters is for educators and educational professionals passionate about pedagogy and instruction. We explore academic and research integrity in both work and personal spaces and how educators can nurture original thinking in student work.
In this video we chat with Dr Sheridan Gentili from University of South Australia (UniSA), who in her role leading the Teaching Innovation Unit, sheds light on how the institution is approaching AI technology in their current teaching and learning practices and what’s influencing the development of their long-term strategy for AI use.
Lamenting how ‘fear of the unknown’, amplified by the media, has undermined a more measured response to AI and specifically, ChatGPT, Sheridan confirms UniSA’s position of not issuing any blanket ban on AI tools. Rather, incorporating the technology as part of their responsibility to help students understand how they can use it responsibly and ethically, during their academic journey and in a professional capacity.
Reflecting on UniSA’s approach to meeting student learning outcomes and safeguarding academic integrity, Sheridan discusses the relevance of their Authentic Assessment project to help educators re-conceptualise assessment amidst ongoing disruption from online modalities and AI, and carve out a space for technology within the assessment process.
Anchoring their response to AI around the core principles of what good assessment is, Sheridan unpacks the challenge ahead including ethical factors such as student equity when AI tools are inevitably monetised, plus the potential she sees for more meaningful markers along the learning pathway to remedy overreliance on high-stakes, summative evaluations.
Finally, Sheridan considers the partnership between edtech providers, and the importance of value alignment and transparency to meet the needs of learning institutions.
How can higher education begin to embrace AI tools, without becoming untethered from the values and principles essential to the premise of teaching and learning? Watch the video to learn more.
turnitin #integritymatters #academicintegrity #AI #learning #teaching #highered #assessment
In this video, we chat with Dr Richard Blythe from Curtin University about how the institution is evolving their assessment and learning practices in response to AI. Responsible for overseeing learning and teaching strategy along with integrity policies across the humanities, Richard shares his perspectives on AI and explores Curtin’s ‘Learning Futures’ initiative to inspire digital innovation and readiness for the future of human learning.
Canvassing the different reactions to AI by faculty and the largely positive sentiment, Richard explains Curtin’s four futures-oriented lenses across the humanities subjects that are serving to help define AI’s role in the learning environment. Intrinsic to this, is reimagining assessment to be a more reliable indicator of student performance.
Based on the concept of aligning assessment output - and specifically writing - with its history and to its future, Richard explains how assessment can become an authentic marker or milestone in a student's learning journey that is not undermined by AI assistance.
Richard also discusses the role of edtech partnership in the institution's digital future, affirming the value of AI detection tools to help educators distinguish human versus machine-generated text in a students’ portfolio of work, with the caveat that such technology serves a formative rather than punitive purpose and helps set students on the right path in their learning goals.
How might Curtin University’s approach to learning and assessment in the age of AI inspire your own progress in safeguarding fair, authentic learning? Watch the video to learn more.
Professor Anthony Whitty | Director, Centre for Education & Innovation, Australian Catholic UniversityIn this video, we chat with Professor Anthony Whitty from Australian Catholic University (ACU) about how the institution is innovating and adapting to AI developments; drawing on his role in overseeing learning and teaching efforts, academic integrity policies and procedures, and decisions regarding technology.Anthony recounts the university’s journey with AI disruption thus far, and the diversity of experience and educator sentiment which he describes as a ‘continuum’ of AI readiness. He also discusses their sequential approach for short, medium and long-term plans that fold AI use into their strategic direction. Sharing the university’s philosophy and overall strategy on assessment, Anthony examines the intentional use of summative and formative assessment to build trust in the student-educator relationship and serve as an early warning system, and its relevance to issues of integrity and generative AI.Responding to advice from TEQSA on resisting the temptation to return to paper-based exams to counter the perceived threat of AI authorship, Anthony explains his rationale for embracing the technology in a measured way. He also points to the need for more scaffolding around the teaching and learning component, and advocates for peer learning across the sector.What are some key considerations raised by the ACU case study on AI that could help inform your own approach? Watch the video to find out.https://www.integritymatters.tv
Kane Murdoch | Manager - Complaints, Appeals and Misconduct, Macquarie University, Australia In this video, we chat with Kane Murdoch from Macquarie University about his role in academic misconduct management, the strength of the ‘partnership model’ in detecting, reporting and investigating student misconduct cases, plus strategies and tools to meaningfully reduce contract cheating.Kane outlines the academic integrity model in place at Macquarie University, comprising a partnership that removes silos between academics and professional services staff by pairing academics’ unparalleled knowledge on pedagogy and their students’ needs with the investigative and regulatory skills held by professional services staff.Kane also shares his view of technology as instrumental to the misconduct investigation process and how it complements the unique skill set of professional services staff in collecting evidence of student wrongdoing that can be substantiated.How can institutions adopt the principles of a partnership model and mobilise resources to better tackle contract cheating? Watch the video to hear Kane’s advice.https://www.integritymatters.tv
Felicity Prentice | PhD Candidate, Edith Cowan University In this video, we chat with Felicity Prentice, PhD candidate at Edith Cowan University, who unpacks the factors influencing an academic’s decision to report - or not report - suspicions of contract cheating by students, grounding the discussion in her work and research for her PhD on this same topic. Felicity sheds light on the lesser-known challenges that problematise detection of contract cheating. Specifically, how educators and markers who develop a gut-feel of cheating amongst students are presented with the burden of proof to collect and write up evidence which is a labour-intensive exercise. Further still, the need to send it upstream where the chain of accountability can provide inconsistent outcomes. What steps can institutions take to cultivate an environment in which educators feel supported in reporting suspected contract cheating for further investigation? Watch the video to hear Felicity’s perspective.https://www.integritymatters.tv
Dr Jasmine Thomas, Associate Director (Academic Integrity) | University of Southern QueenslandRenee Desmarchelier, Director (Microcredential Unit) | University of Southern Queensland In this video, we chat with Dr Jasmine Thomas and Renee Desmarchelier about their respective roles at the University of Southern Queensland (USQ), in building and sustaining an ecosystem to tackle academic misconduct and supporting the staff carrying out this vital work.Jasmine and Renee shed light on USQ’s Academic Integrity Unit as a centrally-led unit to provideholistic strategic direction, and explore the multifaceted stakeholder dynamics at play.Specialising in contract cheating detection and investigation, Jasmine and Renee explain the Academic Integrity Unit’s dual responsibility for capacity-building at the institution; especially as a high-stakes area of education that involves much emotional labour.How can institutions establish an ecosystem that fully engages academic and professional staff in combating academic misconduct while preserving staff and student wellbeing? Watch the video to get Jasmine and Renee’s advice.https://www.integritymatters.tv
Dave Tomar | Author & Managing Editor, Influence Networks
In this video, we chat with Dave Tomar about better understanding the root causes of contract cheating and its potential solutions, drawing from his experience as a former ghostwriter who worked in the commercial cheating industry for over 10 years.
Grounding the discussion on his previous clientele of students for whom he wrote assignments, Dave presents a compelling account of the student mindset and what motivates desperate students in their efforts to cheat.
Suggesting that the academic writing of incoming undergraduate students is rarely at the level required, Dave advocates for earlier, formative writing intervention that can identify at-risk students, and the importance of knowing a ‘student’s voice’ to detect contract cheating in their writing and benchmark their journey and performance.
How can we address academic deficiencies in hybrid learning and crush student demand for contract cheating services in the first place? Watch the video and read Dave’s latest book https://academicinfluence.com/inflection/college-life/complete-guide-to-contract-cheating-higher-education
https://www.integritymatters.tv
Professor Cath Ellis | Faculty of Arts, Design and Architecture, University of New South Wales
In this video, we chat with Professor Cath Ellis from The University of New South Wales (UNSW) about tackling the problem of contract cheating and how UNSW is rising to the challenge with their Courageous Conversations program.
Recognising that ‘cheating is as old as learning’, Cath takes a pragmatic view of how today’s cheating is the continuation of an age-old problem that learning institutions and particularly universities need to better address.
She unpacks the Courageous Conversations approach to potential contract cheating that is yielding success for UNSW, based on the premise that purposeful cheating by students must be called out for the serious mistake that it is, with universities and educators in the business of helping students learn from those mistakes.
How can institutions empty the value of cheating from their courses to measure genuine learning, while strengthening cheating detection? Watch the video to get Cath’s perspective. https://www.integritymatters.tv
Michelle Charlton | Principal, Specialised VET Services
In this video, we chat with Michelle Charlton, Principal, Specialised VET Services about assessment delivery in the Vocational Education and Training (VET) sector, and how learning providers can secure fairness, flexibility and validity within their assessment practices.
Michelle outlines the legislation and rules of evidence governing a student’s claim for competency which underpins how VET assessment is conducted. Explaining that assessments are not necessarily designed in a way to collect the relevant evidence, she advocates for more active learning to produce work-ready graduates.
She also identifies the need for better delineation of RTO roles so that assessors are capable of evaluating assessment tools as fit for purpose, and to avoid a ‘tick and flick’ approach that undermines outcomes.
What can RTOs do to overcome structural challenges in how assessments are designed and delivered in VET? Watch the video for Michelle’s perspective. https://www.integritymatters.tv
Annie Chechitelli | Chief Product Officer, Turnitin
In this video, we chat with Annie Chechitelli, Turnitin’s Chief Product Officer, who looks at engaging technology to support effective feedback for learners, and how it can enhance teaching and learning practices.
Compelled to understand the evolving problems faced by customers in order to truly address their needs in products, Annie notes a care factor unique to education which makes design and implementation of education-based technology so challenging, yet rewarding when done right.
Annie explains the rationale behind Turnitin products that seek to strengthen the relationship between educator and student, and the potential for institutions in harnessing technology to reveal new paths of innovation and best practice.
How can institutions and edtech providers work together to balance comfort and innovation in the pursuit of better learning outcomes? Watch the video to hear Annie’s thoughts. https://www.integritymatters.tv
Daniel Braithwaite | Head of Department (Science), Carey Baptist College
In this video, we chat with Daniel Braithwaite from Carey Baptist College about balancing formative and summative assessments in secondary education, as it relates to the strengthening of student learning outcomes and the time bind that teachers face.
Crediting formative assessment with making learning visible and avoiding the trappings of alphanumeric grades, Daniel discusses its strategic use including reshuffling of curriculum to carry it out, plus the need to determine how its insights can be used to inform next steps in the learner journey.
He also considers what role technology can play in assisting teachers to improve formative assessment quality and frequency, particularly in regards to streamlining marking, provision of feedback and harnessing data.
How can teachers incorporate more formative learning mechanisms and assessment into their classrooms and workflow, and make it truly actionable? Watch the episode to hear Daniel’s perspective. https://www.integritymatters.tv
Dr Sophia Tan, Senior Assistant Director, Centre for Teaching, Learning & Pedagogy | Nanyang Technological University, Singapore
In this video, we chat with Dr Sophia Tan from Nanyang Technological University, SIngapore, about team-based learning (TBL) and its relationship to interdisciplinary learning and student feedback on teaching.
Sophia unpacks TBL as a form of collaborative, small-group learning that follows a very specific structure and seeks to overcome the passive learning approach of lectures to keep students active and engaged.
Pointing to TBL’s strength in advancing feedback - peer instruction and peer feedback in particular - to foreshadow the skills students will need in their professional lives, Sophia also emphasises the need for a system of feedback that doesn’t eclipse individual evaluation within the group setting and embeds feedback loops on teaching and learning efficacy.
How can educators use team-based learning in the most effective, scalable way to better engage learners and fulfil learning objectives? Watch the video for Sophia’s advice. https://www.integritymatters.tv
Mark Ricksen | Principal Product Manager, Assessment Services, Turnitin
In this video, we chat with Mark Ricksen, Turnitin’s Principal Product Manager, Assessment Services, about rubric design to support effective feedback for learners and the role technology could play in advancing the application of rubrics at institutions.
Exploring different feedback methodologies, Mark considers how educators can use grading and feedback purposefully in order to provide greater clarity to students and address learner needs.
Mark unpacks elements of rubric design that influence learning outcomes, and observing shortcomings in rubric use, he explores the potential of technology to develop banks of rubric criteria to streamline grading and compile student data insights to help educators optimise teaching and learning.
How can rubrics be applied to better guide students in producing their best possible work, and evaluate their performance more fairly and consistently? Watch the video to learn more. https://www.integritymatters.tv
turnitin #integritymatters #rubrics #rubricdesign #feedback #edtech
Dr Edd Pitt, Senior Lecturer Higher Education & Academic Practice, Centre for the Study of Higher Education | University of Kent, UK
It’s the third and final episode of our Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Dr Edd Pitt, Senior Lecturer Higher Education & Academic Practice at University of Kent.
Drawing on his role to advance the teaching practices of early career academics, Edd looks at the paradigm shift in student feedback occurring in higher education, highlighting the need for greater student agency and dialogue for better learning outcomes.
Lending support to the notion that feedback isn’t feedback until it’s been applied, Edd considers practical strategies and the benefit of technology in helping disrupt traditional, one-way flow of information and empowering learners.
How can we strengthen our approach to dialogic feedback to yield a meaningful, measurable impact on student learning? Watch the video to hear Edd’s insights. https://www.integritymatters.tv
Professor Phillip Dawson, Associate Director, Centre for Research in Assessment and Digital Learning | Deakin University
This video is part 2 of a special Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Professor Phillip Dawson, Associate Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University.
Phill emphasises that assessment needs to function for students' future work, and prepare students for an era of artificial intelligence that recalibrates expectations of human skills and labour.
Advocating for the design of future-thinking authentic assessment, Phill examines three imperatives: renewed focus on the future, teaching work in the digital world, and new ways of thinking about scalability.
How can educators and institutions navigate operational constraints so that assessment innovation thrives? Watch the video to hear Phill’s perspective, and stay tuned for Part 3 of this series with Dr Edd Pitt on 13th July.
Professor Margaret Bearman, Centre for Research in Assessment and Digital Learning (CRADLE) | Deakin University
This video is part 1 of a special Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Professor Margaret Bearman, from the Centre for Research in Assessment and Digital Learning at Deakin University, about the ethical and social implications of digitally-mediated assessment.
Introducing the concept of digitally-mediated assessments that references the ubiquity of digital markers in students’ lives, Margaret contends that ‘assessment should reflect future worlds’ and draws out the ethical and social dilemmas we must navigate in the convergence of technology and assessment in the digital age.
How can we strengthen assessments so that they rise to the challenge of preparing students for their digital futures? Watch the video to hear Margaret’s perspective, and stay tuned for Part 2 of this series with Professor Phillip Dawson on 29th June.
https://www.integritymatters.tv
Professor Roseanna Bourke, Director of Educational Psychology programme, Institute of Education | Massey University
In this video, we chat with Professor Roseanna Bourke from Massey University about inclusive assessments, and strategies for expanding linear views of learning to support assessment for learning. Fascinated by how students perceive learning and committed to dismantling learning barriers, Roseanna shares her research background and conclusion that learning challenges largely stem from a misalignment of expectations between students and educators.
Deploying the concept of a ‘Chameleon learner’ to denote how students become different learners according to their context, she advocates for inclusive assessment to create learner belonging, supported by methods of authentic learning, self-assessment and student co-design that cultivate learner identity, and encourage buy-in.
How can institutions rethink assessment to be a better driver for student success? Watch the video for Roseanna’s take.
https://www.integritymatters.tv
Eric Wang, Senior Director, Turnitin AI | Turnitin
In this video, we chat with Eric Wang, Senior Director, Turnitin AI, about the power and potential of artificial intelligence in facilitating teaching, learning and assessment practices.
Eric shares how the appetite for AI-based technologies has grown as institutions expand digital infrastructure and embrace online and hybrid learning settings, offering efficiency at unprecedented scale and scope to rethink assessment.
Cognisant of the risks of bias and inequity in an ungoverned AI landscape, Eric delves into the thought process and safeguards within the development of Turnitin’s integrity and assessment solutions, demonstrating how AI technology is being applied with care and understanding to ensure human judgement remains supreme.
How can institutions leverage the best possible outcomes from AI technology to positively impact the future of education? Watch the video to learn more.
https://www.integritymatters.tv
Dr Lis Conde, Learning Designer | Victorian Academy of Teaching and Leadership
In this video (part 1 of 2), Dr Lis Conde from the Victorian Academy of Teaching and Leadership draws on her experience as a learning designer and research background in pedagogical beliefs, to explore how educators can develop professionally and meaningfully improve student learning outcomes.
Lis advocates for evaluative thinking to build competencies for educator self assessment that informs student assessment, and identifies the cues in the teaching and learning environment that educators should consider in the design of assessment.
Covering problem-based and project-based learning, she also advocates for a curriculum that is responsive to the world we live in today and anticipates future skill sets, so that students are equipped to tackle global challenges.
How can educators advance meaningful, authentic learning and assessment while offering sufficient structure to support student progress? Watch the episode to hear Lis’ advice.
Dr Lis Conde, Learning Designer | Victorian Academy of Teaching and Leadership
In this video (part 2 of 2), Dr Lis Conde continues the discussion on moving beyond assigned grades in favour of evaluative thinking in formative assessment and focuses on practice-based interventions educators can take.
Lis looks at opportunities for formative learning to create confidence, curiosity and ownership in the learner, and recommends assessment that anchors students to their aspirations so they can start to embody the characteristics and responsibilities of their future roles, incorporating language, mindsets and technical skills.
Toward measuring success of practice-based interventions, Lis outlines the importance of evidence collection and continuous feedback with students as validating approaches to assessment, and how an educator’s vision for assessment should factor in environmental cues to help set it up for success.
How can educators increase their impact on student learning and better accomplish what they intend to do? Watch the video to hear Lis’ advice.
Tony Maguire | Regional Director, D2L Australia
In this video, Tony Maguire, Regional Director of D2L Australia, explores the future of assessment in higher education as it relates to authentic learning and student work preparedness, leveraging real-world examples and case studies.
Tony addresses limitations in assessment strategies he believes are ripe for change, and shares how technology can actively support learners and facilitate learning outcomes.
He looks at the intrinsic value of humanised assessment, inclusivity, and the challenges of applying personalisation in education at scale. Tony also calls for greater co-design between academics and industry that maps graduate attributes to what industry needs, strengthening student retention and empowering students to relieve workforce shortages.
What are the elements that educators and institutions should consider in developing a properly architected learning and assessment journey? Watch the video to get Tony’s advice.
Dr Matthew Salter | Founder & CEO, Akabana Consulting
In this video (part 1 of 2), Dr Matthew Salter, CEO and Founder of Akabana Consulting, draws on his extensive experience across publishing, academia, and industry, to explore how research standards and research integrity practices can be upheld in a changing landscape.
Matthew sheds light on various threats to research integrity that undermine research rigour, the scientific record and public trust, including the growing problem of predatory and cloned journals.
Identifying the scale of authorship and plagiarism breaches against a backdrop of the long-standing ‘publish or perish’ mentality, Matthew shares recommendations on how the academic community can be more proactive in their due diligence and cognisant of publisher standards, to achieve research success.
How can we nurture responsible conduct of research and keep researchers on the right path? Watch the video to learn more
Dr Matthew Salter | Founder & CEO, Akabana Consulting
In this video (part 2 of 2), Dr Matthew Salter, CEO and Founder of Akabana Consulting, continues the discussion on how research standards and research integrity practices can be upheld in a changing landscape.
Matthew tackles the serious, growing issue of image manipulation in which researchers give a false impression of research data, and emphasises the need for greater awareness and transparency during the research-writing process before submission to journals, offering tactics to accomplish this.
Expanding on the importance of technology in aiding the research effort, Matthew credits research integrity software and tools as “a positive step towards bolstering your credentials as a responsible researcher”.
How can the pairing of principles and research integrity technology support the research ecosystem? Watch the video to hear Matthew’s perspective.
In this video, we chat with Kholah Yaruq Malik and Dr Sarina Shirazi from The Millenium Universal College (TMUC) in Pakistan. They discuss their institution’s efforts to uphold academic rigour and integrity in the practice of research and its commercialisation, and equip students with the skills to successfully enter the marketplace and execute on their ideas.
With programs underpinned by strong values of entrepreneurship, Kholah and Sarina outline how the TMUC curriculum supports an end-to-end process through the mantra of “discuss it, assess it, protect it, and license it”.
Khola and Sarina also identify a key challenge for universities in overcoming academics’ often insular approach to research aims, and the need to champion industry-academic linkages for mutual prosperity.
How can universities remove barriers to research commercialisation and foster academia’s ties with industry? Watch the video to hear Kholah and Sarina’s stance.
In this video, we chat with Daniel Barr and Dr David Blades from the RMIT University research integrity network, who share their experience and insights in promoting research integrity within their institution and as representatives in research advisory groups. They explore disruption in the research space and canvass developments in responsible research practices across the Asia Pacific and globally.
Considering how research integrity might facilitate better researcher connections and collaborations by leveraging trust and efficiencies, they advocate for the use of principle-based guidelines and planning tools as a way to unite research efforts and mitigate risk inherent in multi-authored work. Additionally, they call for improvement to research evaluation and rewards systems to help motivate research best practice.
How will research integrity evolve as we navigate changes in research practice? Watch the video to get Dan and David’s perspective.
In this video, we chat with Dr Esther Gan, a Scientist at Nuevocor in Singapore, who shares her insights and experience in conducting medical research for a biopharmaceutical startup, and how the COVID-19 pandemic has been a catalyst for change in certain areas of research practice.
Noting the key driver of research integrity as the principle to do no harm and to positively impact society, she explains how research commercialisation helps ensure science is accessible and that the benefits aren’t obscured. Shedding light on the research commercialisation ecosystem, Esther uses vaccine development as a timely analogy for the mutual dependence of ‘academic labs’ in universities and industry backers in producing solutions to global challenges.
How can we drive greater research commercialisation and what steps can institutions take? Watch the video to hear Esther’s perspective.
In this video, Turnitin’s Gretchen Hanson draws on her background in curating research and supporting researchers in the publication process, to explore the future of research as it relates to growing commercialisation and the role of research integrity.
Commenting on the hunger to produce research that raises institutional profile and research impact, Gretchen identifies technology as a major enabler of the quality and speed of future research efforts. She considers the potential of technology to mitigate risks through methods of oversight and offer greater transparency in the research community.
Gretchen also addresses the rise of predatory and cloned journals eroding trust in research, skewing conversations in the public sphere and contributing to misinformation.
What should institutions and researchers consider to thrive amidst research competition and when looking to commercialise research? Watch the video to hear Gretchen’s perspective.
Dr Sandeep Shastri, Vice Chancellor | Jagran Lakecity University, India
In this video (part 2 of 2), Dr Sandeep Shastri from Jagran Lakecity University continues the discussion on technological innovation by exploring the role of technology providers and AI.
Dr Sandeep calls for more collaboration with faculty during design and adoption of education technology and for tech providers to recognise educators as partners in the process, towards better alignment of technology and pedagogy. Furthermore, it would facilitate the crucial human inputs AI needs to succeed.
He also explores the role of technology in assessment, praising its ability to support continuous assessment and formative feedback loops, and helping safeguard academic integrity in online settings.
What are the opportunities for higher education providers to work more collaboratively with technology companies for better outcomes? Watch the video to learn about Dr Sandeep’s experience.
Dr Sandeep Shastri, Vice Chancellor | Jagran Lakecity University, India
In this video (part 1 of 2), Dr Sandeep Shastri from Jagran Lakecity University, discusses his institution’s approach to technological innovation and lessons from their digital transformation of teaching and learning.
Viewing strategic use of human-centred technology as integral to realising education’s full potential in both online and blended learning environments, Dr Sandeep advocates for access, training, and dialogue for educators that addresses digital sensitivities and limitations.
He also considers the power of online methods to empower student learning, highlighting room for greater interactivity and engagement once educators better embrace online tools to match tech savvy students.
How can we foster a culture where technology can inform how we learn and teach in online and offline settings? Watch the video to hear Sandeep’s perspective.
Dr Preman Rajalingam, Director, Centre for Teaching, Learning and Pedagogy | Nanyang Technological University, Singapore
In this video (part 2 of 2), Dr Preman Rajalingam continues the discussion on teaching and learning practices and the importance of feedback in shaping curriculum and delivering an authentic assessment experience, at Nanyang Technological University (NTU).
Preman explores the inadequacies of traditional low-level and recall type assessments for the online setting. He makes the case that many of the concerns around online assessment reliability, it’s validity, and the prevalence of students cheating, will diminish upon the design and implementation of more authentic, higher-order assessment.
He also looks ahead to the real potential of AI technology to supercharge just-in-time feedback, towards adaptive learning customised to the individual.
How should educators balance the formative assessment endeavour with the summative component, to secure learning outcomes? Watch the video to hear Preman’s advice.
Dr Preman Rajalingam, Director, Centre for Teaching, Learning and Pedagogy | Nanyang Technological University, Singapore
In this video (part 1 of 2), Dr Preman Rajalingam from Nanyang Technological University, discusses his current role and background in supporting faculty development in teaching and learning practices and incorporating student feedback on teaching, to strengthen curriculum.
Preman shares his experience leading the Centre for Teaching, Learning & Pedagogy during the pivot to remote learning delivery, and explores the collaborative, team-based learning deployed at NTU as a form of the flipped classroom, to yield quality feedback and support formative assessment.
He also imparts his advice for integrating pedagogy with technology, so as to help educators adapt to teaching in more innovative ways and support authentic learning experiences.
How does student engagement and motivation factor into measures to design more effective online assessments that secure learning outcomes? Watch the video to hear Preman’s perspective.
Dr Sumit Narula, Deputy Dean, Research (Publications & Citations) | Amity University, Gwalior
In this video, Dr Sumit Narula explores his role in championing research integrity and educating researchers on the harm of cloned and predatory journals that undermine academia and research ethics.
In teaching students about the consequences of research malpractice and fraudulent publishing, Sumit describes the need for early intervention to catch errors as they happen and form good research habits.
Shedding an important light on the phenomena of predatory and cloned journals prevalent in India and South-East Asia, Sumit likens cloned journals to a form of ‘cyber phishing of academics’. He warns researchers against hurrying to publish and to exercise due diligence, so as to avoid these forms of research fraud.
How can universities build on academic integrity approaches to inform better research practices? Watch the video to hear Sumit’s insights.
In this video, Dr Guy Curtis draws on his 15+ years of academic integrity research experience to explore the psychology behind academic cheating and strategies for detection and investigation of cheating in higher education.
Guy addresses what factors might predispose students to engage in cheating behaviours alongside environmental conditions that increase student susceptibility to cheating, and shares prevailing trends from recent and ongoing research in light of the Covid-19 pandemic and remote learning.
Asserting that good assessment design to improve learning overlaps with assessment design to combat cheating, Guy looks at ways for institutions to mitigate the risk of academic misconduct.
But beyond the educative piece to deter academic cheating, what techniques can educators adopt for detection and investigation when it does occur? Watch the video to hear Guy’s actionable advice.
In this video, Professor Tosh Yamamoto discusses his role at Kansai University, and his mission to instil a passion for lifelong learning in students beyond graduation.
Examining Japanese perspectives on academic integrity, Professor Yamamoto draws on Japan’s traditional educational paradigm, while supporting academic integrity’s universal relevance.
He explores the ‘promise and proof’ of original thinking and how it can be applied through authentic assessment, and advocates for a deeper digital transformation in Japan towards new best practices that reach every corner of an institution.
What should Japanese institutions consider in strengthening learning outcomes in a post-Covid world? Watch the video for Professor Yamamoto’s vision for the future of higher education in Japan.
In this video, A/Prof. Ann Rogerson shares her journey in the academic integrity space, leading to her key research focus - investigating academic misconduct, and more specifically, identifying patterns of behaviour and detection in contract cheating.
Ann explores the prevailing trends of student cheating prior to and during the pandemic, where collusion - people working together to try and circumvent academic practice - has become a dominant form.
Towards gathering evidence for academic misconduct investigation, Ann shares her advice and resources for educators, and from an educative approach, asserts the need for clearer instruction to help students hone their judgement skills regarding the use of resources and appropriate technology.
Is there a blueprint to help educators investigate and substantiate contract cheating?
Watch the video to learn more!
Ann’s research paper on detecting contract cheating: https://link.springer.com/content/pdf/10.1007/s40979-017-0021-6.pdf
TEQSA instructor guide: https://www.teqsa.gov.au/sites/default/files/substantiating-contract-cheating-guide-investigators.pdf?v=1588831095
Based on the four-part series of our Integrity Matters vidcast Tackling e-cheating & assessment security with Phillip Dawson, we bring you the on-demand recording of the live Q&A held on 21 September, in partnership with The Centre for Research in Assessment and Digital Learning (CRADLE).
Among Australia’s leading authorities on e-cheating and assessment security, Professor Phillip Dawson from Deakin University answered our audience’s burning questions on the topic, supported by insights from his latest book ‘Defending Assessment Security in a Digital World’.
The popularity of the session and sheer volume of questions posed to Phill, highlights uncertainty amongst higher education professionals on how to best safeguard the integrity and security of assessments in a digital setting.
Check out the recording to see if your own questions have been addressed by Phill, and to help inform your assessment strategy.
Welcome to a special four part series of our Integrity Matters vidcast on Tackling e-cheating and Assessment Security with Professor Phillip Dawson, in collaboration with The Centre for Research in Assessment and Digital Learning (CRADLE).
In this final instalment, Phill takes a holistic look at the assessment security endeavour and considers how our expectations of academic integrity may evolve both within and beyond an institution. With technology and surveillance moving faster than educational discourse, he advocates for checks and balances to avoid a weaponisation of academic integrity that inflicts harm.
How do we balance assessment security as the more adversarial mission, with the promotion of values-based academic integrity?
Watch the video to hear Phill’s stance. https://www.turnitin.com/videos/surveillance-and-weaponisation-of-integrity-part-4-of-tackling-e-cheating-and-assessment-security
Welcome to a special four- part series of our Integrity Matters vidcast on Tackling e-cheating and Assessment Security with Professor Phillip Dawson, in collaboration with The Centre for Research in Assessment and Digital Learning (CRADLE).
In this third instalment, Phill explores the prevalence and potential of artificial intelligence in the delivery of assessment security and student-accessible technology. He observes how AI is providing both a means to cheat and the mechanism for detection, and contends that boundaries must be drawn around where AI efficiency stops and AI cheating begins.
How can institutions keep pace with assessment security, and should we continue assessing AI-capable outcomes?
Watch the video to hear Phill’s insights. https://www.turnitin.com/videos/ai-in-the-assessment-security-space-part-3-of-tackling-e-cheating-and-assessment-security
Welcome to a special four part series of our Integrity Matters vidcast on Tackling e-cheating and Assessment Security with Professor Phillip Dawson, in collaboration with The Centre for Research in Assessment and Digital Learning (CRADLE).
In this second instalment, Phill delves into assessment security - measures that education professionals take to detect cheating, evidence attempts to cheat and make cheating harder - and how it corresponds to the positive, values-based academic integrity mission in a remote, digital learning environment.
With challenges and trade-offs to robust assessment security, what do educators need to consider when securing their assessments, and can we apply any elements of cyber security to education?
Watch the video to hear Phill’s perspective. https://www.turnitin.com/regions/apac/integrity-matters/tackling-e-cheating-and-assessment-security-with-phillip-dawson
Welcome to a special four-part series of our Integrity Matters vidcast on Tackling e-cheating and Assessment Security with Professor Phillip Dawson, in collaboration with The Centre for Research in Assessment and Digital Learning (CRADLE).
In this first instalment, Phill discusses the e-cheating phenomenon, charting the magnitude of the problem across specialist cheating software and hardware and its links to commercial cheating via ‘essay mills’.
Phill explores how we might limit both the means and temptation to cheat through early intervention in the e-cheating lifecycle, and addresses the pivotal question: what layers of protection can institutions put in place to disrupt the e-cheating lifecycle?
Watch the video to hear Phill’s advice for taking back control in the e-cheating environment. https://www.turnitin.com/regions/apac/integrity-matters/tackling-e-cheating-and-assessment-security-with-phillip-dawson
Associate Professor Chie Adachi | Director, Digital Learning at Deakin University
In this video (part 2 of 2), Dr Chie Adachi continues the discussion on pandemic-led innovations in teaching and learning for a digital world. With a key part of her job to convince education professionals to go digital and to embrace and work with any resistance or tensions she encounters, Chie reflects on how the pandemic pushed the needle on digital adoption.
Chie credits her team’s achievement during the large-scale shift to remote learning in part to Deakin’s strong, existing framework for online learning, in which 25% of their student cohort studies exclusively online. The ability to leverage off this best practice and observe successful pivots by teachers and students alike, Chie considers the new ways and affordances of teaching online that may stick around as we navigate the cycle of change.
Canvassing Deakin’s investment in an authentic assessment strategy that recalibrated assessment for a digital format, and a parallel proctoring solution that appeased the timed, supervised exam requirements of accrediting bodies, Chie advocates for thinking more broadly about digital assessment practices. Chie also looks at the work of Deakin’s research arm CRADLE in supporting academics with teaching insights and resources.
In harnessing technology to build an online learning community and sense of belonging, Chie calls for greater emphasis on user experience, and awareness and involvement of the edutech industry alongside education professionals, to improve that user experience in our digital learning environments.
Finally, we ask Chie - what’s the measure of success for the rollout of technology in the context of digital learning among students and educators?
turnitin #academicintegrity #integritymatters #assessment #assessmentdesign #learningdesign
Associate Professor Chie Adachi | Director, Digital Learning at Deakin University
In this video (part 1 of 2), Dr Chie Adachi from Deakin University discusses her role as Director of Digital Learning, managing a team of academic developers, learning designers and learning technologists, to drive initiatives around digital learning and teaching. She describes how they have adapted to the pandemic and examines the lessons for universities more broadly.
Chie charts the quest for a new model of blended learning and how COVID-19 has been the catalyst for a transformation in education that had been in embryo pre-pandemic. She looks at the collective mission in higher education to uncover clever ways of blending online and on-campus experiences and considers how this can be accomplished with the level of flexibility students want and need.
In terms of adapting pedagogical approaches in the digital learning setting, Chie asserts that active learning principles still hold true, with greater scope for educators to reduce their reliance on didactic measures in favour of more engaging and interactive experiences that align with growing student expectations. In rethinking high-stakes assessment, she advocates for avoiding blanket proctoring approaches and rather, investing in stronger, more authentic assessment designs, and exercising a pedagogy of care toward inclusivity and accessibility.
Towards balancing the acceleration of technology with the best interests of education, Chie explores Deakin’s AI-based automated feedback project, and poses a fundamental question: how can institutions progress the good work being done in this space, while being critical of how technology is impacting student learning, teaching practices and our lives more generally?
Watch the video to hear Chie’s insights.
turnitin #academicintegrity #integritymatters #onlinelearning #teachinginnovation #digitallearning
Professor Kevin Ashford-Rowe | Pro Vice-Chancellor, Digital Learning at QUT and Director, NextGen Learning
In this video, Professor Kevin Ashford-Rowe discusses his role as Pro Vice-Chancellor, Digital Learning at QUT, leveraging his knowledge of student success and academic professional development to explore how universities might reimagine high stakes assessment in a post-pandemic future.
Observing high-stakes assessment oftentimes at the periphery of the student learning experience, Kevin advocates for assessment to become an embedded, ongoing and enduring component of the student learning journey that is more scaffolded and developmental. Towards assessment innovation, Kevin addresses the key premise: what do educators need to see to assure them students have achieved learning outcomes and what are the mechanisms by which they might seek that evidence?
Kevin predicts that universities will increasingly look at ways to make the learning experience more authentic, and by extension, make assessment of that learning experience more authentic, and how this will dovetail into existing requests for greater industry readiness and work-integrated learning. In response to the counterreaction of reverting to more traditional, invigilated assessments in the name of accreditation, Kevin considers how we might go about changing the narrative in line with the digital economy.
Kevin also explores the importance of feedback and the challenges in delivering feedback at scale. He considers how peer assessment can help inculcate students into professional paradigms of practice, with peer feedback providing students with the tools for objective quality determination in submission of work. Finally, he considers how universities can deploy technology to act on students’ requests for better educator engagement.
Prof. (Dr.) Anil Sahasrabudhe | Chairman, AICTE India
In this video, Professor Anil Sahasrabudhe discusses his role as Chairman, All India Council for Technical Education (AICTE) and efforts to imbue a culture of academic integrity at the institution, within the broader Indian education framework.
Professor Anil canvasses the challenges tied to academic integrity, including the difficulty of evaluating students individually in a group work setting, and a large student cohort complicating effective monitoring of student conduct and ethical practice.
Contending that the responsibility of academic integrity must circulate throughout an institution equally amongst staff and students, Professor Anil explores the importance of role models when engaging students in lessons on integrity, honesty and truthfulness. He also speaks of the institution’s transfer of sports culture to the academic realm, drawing parallels between sportsmanship and the values held dear by academics.
Looking at academic integrity initiatives undertaken by AICTE, Professor Anil outlines their innovative 3 week induction program for first-year students which focuses on holistic student development rather than subject-based curriculum, to foster a commitment to academic integrity early on.
He also touches on assessment practices that better facilitate academic integrity and shore up the legitimacy of learning outcomes, describing the transition away from memory or rote learning question sets, in favour of assessment that elicits greater higher-order thinking.
How else does AICTE preserve assessment security and instill a commitment to academic integrity in students early on?
Watch the video to hear Professor Anil’s advice for education professionals.
Lucinda McKnight | Senior Lecturer in Education (Pedagogy and Curriculum) School of Education, Faculty of Arts and Education, Deakin University
In this video, Lucinda McKnight, Senior Lecturer in Education (Pedagogy and Curriculum) at Deakin University, discusses her specialisation in the writing discipline and how artificial intelligence and neural language generators specifically, are poised to disrupt the writing process as we know it.
Expanding on her recent article in The Conversation about a paradigm shift in the role of writing in our professional and academic lives, Lucinda explains the significant evolution in a neural language generator called GPT-3, between 2019 and 2020. Using ‘deep learning’ to produce human-like text, it’s already being deployed in industries (and by students), bringing us closer to a future of written work authored by ‘bots’ or ‘AI writers’.
Presenting far-reaching challenges to competitive assessment and the education sector’s focus on integrity and originality, Lucinda remarks on the lack of dialogue by institutions to address these developments, and the need to renegotiate what writing is, what's it going to be, and how we judge the quality of writing. But as James Thorley asks, can institutions change their thinking and assessment fast enough that they won't get outflanked by the inexorable rise of AI writing?
Commenting on the fact that AI-written work isn’t detectable by text similarity or plagiarism checkers due to being original text, Lucinda asserts that new benchmarks for authorship and fairness will need to be developed, with more emphasis on a student’s process as opposed to the final, summative output.
Finally, Lucinda discusses AI writing’s currency in a workplace setting versus an education setting, and the need to reconcile any clashes regarding institutions’ expectations of student authenticity and industry’s demands for work-readiness, reinforcing that is an issue we need to confront now, and embrace rather than fear.
Read Lucinda McKnight’s popular article on AI-based writing in The Conversation which inspired this Integrity Matters episode. https://theconversation.com/to-succeed-in-an-ai-world-students-must-learn-the-human-traits-of-writing-152321
Stella Stefany | Ketua Departemen Pembelajaran Jarak Jauh, Universitas Pelita Harapan
Dalam video ini, Stella Stefany membahas perannya sebagai Ketua Departemen Pembelajaran Jarak Jauh dan bagaimana ia memulai program studi ini di institusinya dengan tetap menerapkan integritas akademik.
Fokus penelitian Stella sendiri menitikberatkan pada edukasi dan literasi digital. Stella percaya bahwa literasi digital dalam suatu institusi hanya dapat tercapai dengan adanya keterlibatan seluruh pemangku kepentingan, baik itu pendidik, siswa serta pengambil keputusan. Apabila semua pemangku kepentingan turut bertanggung jawab bersama, maka kompetensi literasi digital dapat dihasilkan.
Memaparkan tentang penerapan yang sudah dilakukan Universitas Pelita Harapan, Stella menekankan bagaimana literasi digital sudah menjadi learning outcome, bahkan salah satu bagian dari profil lulusan. Selain adanya mata kuliah bermuatan tech skills yang wajib diikuti oleh seluruh mahasiswa, pihak perpustakaan juga aktif dalam mengedukasi mahasiswa mengenai bagaimana mencari sumber yang terpercaya, mengolahnya serta menggunakannya sebagai referensi. Semua ini bertujuan untuk meningkatkan kompetensi literasi digital.
Stella berbagi pengalamannya saat ia memulai program studi jarak jauh di awal 2018. Salah satu tantangan yang dihadapinya adalah resistensi sebagian pendidik untuk mengampu mata kuliah dalam program studinya, karena mereka telah terbiasa dengan pengajaran konvensional secara tatap muka. Namun, dengan strategi dan seiring dengan berjalannya waktu, ia pun berhasil membuktikan bahwa dengan literasi digital yang baik, pembelajaran jarak jauh dapat dilakukan dengan efektif dan efisien tanpa mengorbankan kualitas pendidikan itu sendiri dalam menghasilkan penilaian yang otentik.
Stella juga menjelaskan langkah awal untuk mengimplementasikan literasi digital adalah dengan membekali pendidik terlebih dahulu akan hal ini sebelum mereka mengajarkannya kepada siswa. Lewat LMS, edtech dapat membantu menerjemahkan konsep literasi digital dalam bahasa yang mudah dimengerti bagi pendidik.
In this video, Stella Stefany discusses her role as Department Chair of Distance Learning at Universitas Pelita Harapan in Indonesia, and how she harnesses digital literacy principles and practices as an enabler for authentic assessments.
Stella explores what it takes to form a digitally literate student and how championing digital literacy is the responsibility of an entire institution. Recognising educators as on the frontline of this endeavour, she advocates for more digital literacy training to bridge the gap between pedagogy and traditional values, and infuse it into the assessment setting, to help prepare students for real world skills and demands.
Drawing attention to the current digital literacy challenge in the Indonesian higher education context, Stella comments on the absence of a national framework to support digital best practice. She points to global provisions such as UNESCO’s digital literacy framework, in helping signpost Indonesia's journey to a centralised and widescale adoption of digital literacy standards, for staff and student empowerment.
Commenting on the intersection of academic integrity which has taken on additional significance in the shift to digital learning, Stella emphasises the importance of students internalising concepts of plagiarism, citation, critical thinking, and the facilitation required by educators. If ignored, and students are simply required to adopt exceedingly formalised scholarly practices without any personal attachment, she contends that resistance and misunderstandings are likely to abound.
In support of edtech companies playing a bigger role in adoption of technology across Indonesia’s universities, Stella speculates on possible initiatives for edtech to embed digital literacy deeper in the learning experience.
Richard Oloruntoba | Associate Professor of Supply Chain Management & Supply Chain Lead, Curtin Business School, Curtin University
In this video, Richard Oloruntoba discusses his role as Associate Professor of Supply Chain Management at Curtin University, focusing on upholding research integrity in the postgraduate/PhD student context, in accordance with the institution’s robust research framework.
Richard’s own research background in humanitarian logistics and supply chains for emergency response, and his teaching of commercial supply chain management, is the basis for his lifelong commitment and modelling of research integrity, that he explores through the prism of research accuracy, transparency and accountability.
Detailing Curtin’s commitment to compliance, training and safeguarding of data to ensure a robust research integrity framework that adheres to institutional policies in addition to broader legislation, Richard advocates for making research integrity more visible, and less hidden. He contends that research integrity is not an automatic transfer of knowledge and must be explicitly taught and learnt, through demonstration of best (and bad) practices, towards saturation throughout an institution.
Richard shares his experience in managing the risks and breaches associated with research integrity, including reconciling expectations from international students conforming to Australian policies. He also identifies source attribution as the biggest pitfall for students, situating it as largely the product of a learning gap, as opposed to deliberate misconduct.
Finally, Richard reflects on the importance of edtech tools in reinforcing research integrity and detecting breaches - including Turnitin’s iThenticate platform - giving examples of their value when checking student research proposals. He further considers the potential of artificial intelligence and machine learning for future decision-making support when engaging with big data and supporting the research endeavour.
Ishpal Sandhu | Senior Learning and Teaching Specialist, RMIT University
In this video, Ishpal Sandhu discusses his role as Senior Learning and Teaching Specialist at RMIT University in promoting innovation in teaching, learning and assessment, and his background in helping educators integrate technology and pedagogy for a 21st-century world.
Ishpal looks at how teaching and learning has evolved since the pandemic, and how universities are supporting staff and students to succeed through changing modes of delivery and empowering educators in digital adoption. He identifies mobile responsiveness and accessibility as a non-negotiable for higher education, and touches on RMIT’s accessibility action plan to reinforce a culture of inclusion and diversity for staff and students.
Ishpal advocates for building a community of practice around remote learning’s front line ‘heroes’, together with learning and teaching experts towards long-term assessment innovation. He also calls for a greater focus on task-oriented assessment and measuring competence in authentic assessment, perceiving this as key to students’ employability.
Acknowledging the importance of learning analytics, Ishpal draws from his research on data-driven recommendations for learning design that avoid a purely didactic environment, in favour of students forming knowledge of the topic via a process of inquiry with the educator as facilitator, to scaffold their learning.
Finally, Ishpal speculates on the future of emerging technology such as simulation-based learning, to create a more authentic experience for students. Further still, its potential to reduce our reliance on a one-size-fits-all strategy, with students personalising their own learning journey guided by educator input.
Sheona Thomson | Strategic Lead, Assessment and Academic Integrity at Queensland University of Technology
In this video (part 2 of 2), Sheona Thomson continues the discussion on infusing academic integrity with assessment design, drawing from her own experiences at QUT, and exploring innovative methods by educators to develop new best practice that traverses the face-to-face and online realms.
According to Sheona, enhancing assessment for a new era means demystifying grading for better student-centric learning, and providing greater transparency in the assessment process. She positions the art of constructive student feedback as key to championing quality work output, and how developing students’ skills to evaluate their own work and peer review the work of others, promotes authentic learning toward post-university success.
Illustrating the relevancy of authentic assessment and how QUT is mapping this to the curriculum, Sheona looks at embedding industry practice and partners within assessment design. Calling out institutions’ collective fear of student collaboration, she recommends enabling technology to get students working together more productively in order to simulate the workforce and real-world stakes. Furthermore, by harnessing students’ online footprints, she considers how creating such collaborative, trusted spaces for learning to happen may better support assessment security and integrity of learning outcomes.
Looking ahead to the potential for artificial intelligence and machine learning in education, Sheona advocates for digital versions of ‘working in the open’, along with mechanisms to better track student performance; emphasising the importance of adding student-guided learning into the equation, when leveraging the benefits of technology-assisted assessment.
Sheona Thomson | Strategic Lead, Assessment and Academic Integrity at Queensland University of Technology
In this video (part 1 of 2), Sheona Thomson from Queensland University of Technology (QUT) discusses her dual roles as Strategic Lead, Assessment and Academic Integrity, and Senior Lecturer in Architecture within the Faculty of Engineering, and how she overlays integrity thinking with the assessment design cycle at QUT.
Helping inform the piloting of new technologies to facilitate assessment outcomes, Sheona describes the all-hands-on-deck approach to remote teaching at QUT owing to COVID-19 pandemic. She explores the use of technology to accommodate the diversity of teacher and student needs, meet accreditation benchmarks, and the deployment of decision-making pathways in adapting assessment formats to bridge the gap between the physical and digital worlds.
Maintaining the belief that academic integrity is everybody’s responsibility, Sheona harnesses her research background into how educator beliefs and perspectives impact academic integrity in the classroom. Discussing assessment security at QUT in the absence of a proctoring solution, she makes the case for linking academic integrity to professional integrity, and the opportunities for authentic assessment. Additionally, she shares strategies for nurturing a culture of integrity, and credits robust feedback strategy during the first year transition as critical for student motivation and understanding.
Reflecting on QUT’s redesigned exams for a wholly online setting, Sheona contemplates the future of assessment. Questioning the necessity of high-stakes exams has been a watershed moment that she anticipates will carry forward, and she considers how that can be adapted for hybrid learning modalities moving forward.
Dr Arif Jubaer | Founder, Arif Systems
In this video, Dr Arif Jubaer, discusses the role artificial intelligence (AI) plays in assessment design to support the delivery of learning outcomes. As the founder of Arif Systems, he shares his experiences of partnering with universities from across the world to implement AI-lead strategy.
Arif explains how AI helps education professionals measure the things that really matter, and how it is there for you in ‘real time’. He explores the benefits, including improvement of feedback timeliness that makes frequent feedback loops realistic for time-strapped educators, and personalisation pathways that can increase student engagement and knowledge outcomes.
Canvassing the biggest roadblocks to successful AI adoption in universities, Arif highlights a pressing need as investment in training for staff, to bring them into an AI world. He contends that academics must be able to confidently interpret AI output in order to make decisions for the betterment of their curriculum and courses.
Looking at AI integration from both a strategic and technical perspective, Arif emphasises that AI is only as smart as your institution’s data quality and data quantity. He also touches on education technology tools such as Turnitin to provide transparency in support of academic integrity and to combat e-cheating.
Welcoming an increasing reliance on AI, Arif also cautions that it is not a substitute for the human element and common sense, and that AI initiatives must be imbued with the wealth of knowledge retained by staff. Having not yet reached the full potential of AI, he also looks at what might be on the horizon.
Mulyadi Robin | Associate Dean Teaching and Learning, Australian Institute of Business
In this video (part 2 of 2), Mulyadi Robin continues the discussion on drivers for success in teaching and learning at the postgraduate level, with a particular focus on the integration of international students as it pertains to his research passion and current research project.
Canvassing his preliminary research on the international student experience at Australian universities, Mulyadi unpacks the finding that expatriate communities are proving more effective than university-lead initiatives in providing key pillars of support for higher education success. He contends that a rethink of current higher education strategies for inclusivity is in order; especially in light of COVID-19 related disruptions and their impact on the maintenance of those expatriate support structures.
Mulyadi also raises the need to reinvigorate an old conversation around the building of a culture of integrity. He considers how the learning upheavals of 2020 can serve as a springboard for greater discourse and action by institutions to embed academic integrity values that address emerging student vulnerabilities, guided by regulatory bodies such as TEQSA.
Finally, Mulyadi tackles the summative vs formative assessment debate in measuring student knowledge, by contemplating logistical challenges to strike the right workload balance, and zeroing in on student motivation to shape what assessment looks like. He shares his vision for scaffolding formative activities to summative assessment, in order to maintain relevance and individual development, while securing the all-important alignment of learning outcomes.
Mulyadi Robin | Associate Dean Teaching and Learning, Australian Institute of Business
In this video (part 1 of 2), Mulyadi Robin from the Australian Institute of Business (AIB) discusses his role as Associate Dean Teaching and Learning, and explores his dual research focus on servant leadership as a framework for teaching and learning success, and understanding and improving the international student experience.
Mulyadi discusses the theory of ‘andragogy’ as integral to the AIB’s approach in recognising the lived experience of its postgraduate students, to help inform the learning process beyond an educator's lens. He explains how this strategy enables students to harness theoretical framework to strengthen their knowledge, while filling in the gaps when theory may fall short. Mulaydi also addresses misconceptions that servant leadership is a soft approach to leadership, and shares examples of how it has led to enhanced developmental outcomes at both an individual and organisational level at AIB.
Commenting on preparedness in higher education for the digital era, Mulyadi emphasises the need to look beyond the didactic model of teaching and overcome the notion that online learning delivery is somehow ‘less than’, compared to traditional face-to-face modalities. Averse to the reliance on merely ‘broadcasting’ content, he unpacks how educators might begin to reimagine pedagogical approaches of interacting with students and the learning material itself.
Taking pride in AIB’s aim to deliver Australia’s most practical MBA, Mulyadi also explores the value of authentic assessment to ensure learning is practical and not just an abstracted concept, and how increasing assessment practicality also reduces the chance of academic integrity breaches.
Margaret Bearman | Professor, Deakin University
In this video, Professor Margaret Bearman discusses her dual role with Deakin University as a professor, and researcher at the Center for Research in Assessment and Digital Learning (CRADLE). Spanning the intersection of research and practice across postgraduate education, Margaret draws upon her background in health to discuss the unique challenges of digital learning and assessment in the field of clinical education.
Margaret addresses how the more embodied, and skills-based the assessment is, the more difficult it is to digitise. Alongside the limitations - most pronounced in work placements - she also shares some of their successes including the virtual running of ‘OSCEs’ (Objective Structured Clinical Examinations) and how they’ve adapted this series of critical skill stations to fit the online space. She also explores mitigating factors and the degree to which success with online migration is predicated on a pre-existing exposure to in-person learning.
Applying a research lens to arrive at best practice for digital learning and assessment, Margaret makes the distinction between using theory and working with theory to find methods that fit institutional constraints. Drawing from her own research, the ‘Assessment Design Decisions Project’, Margaret links success with assessment innovation as tied to being strategic about stakeholder buy-in.
Finally, Margaret touches on university preparedness for the ‘new normal’ and identifies a need to evolve from the status quo of how to design and deliver assessment, and accommodate new ways of thinking.
In this video, Mohammad Zuhdi discusses his role at Universitas Islam Negeri Syarif Hidayatullah (UIN) in upholding quality assurance in the teaching and learning framework, with particular emphasis on online learning.
Mohammad explains how UIN approaches academic quality with integrity mechanisms pertaining to both educators and students, and sheds light on the Indonesia higher education context, including how the Indonesian government is supporting the education sector in the transition to online learning.
He addresses the obstacles to online technology in teaching including the ‘generational gap’, and evaluates new opportunities for institutional quality in Indonesia.
Dr Pal Fekete | Academic Director at Taylors College Sydney
In this video (part 2 of 2), Pal continues the discussion on steering innovative curriculum at Taylors College Sydney, and deep dives into the parameters for authentic learning and assessment design.
Pal frames academic misconduct as an ever-present issue, offering his recommendations for making academic integrity ‘stick’ in the minds and motivation of students, plus tactics for embedding practical exercises of integrity in coursework and assessment.
Arguing that invigilation alone is not sufficient in promoting honest, high-achieving students and positioning high quality exams as the key, he canvasses methods such as question banks for randomisation while discussing the associated challenges in balancing assessment difficulty to preserve scoring and evaluation across the bell curve.
Acknowledging the online environment as a temptation or trigger for cheating in its current incarnation, Pal explores how the online space could be harnessed differently to inspire better assessment design that incorporates student initiative. He looks at how online learning supports exploratory tasks in real-time, which may work to empower students and reduce the propensity for cheating, and overcomes the limitations of static, ‘paper-based’ tasks to make for more robust, dynamic assessment.
Commenting on the expected shift back to physical classrooms post pandemic, Pal advocates retaining what works well online, to fashion a truly blended environment for the benefit of both students and educators. He provides examples such as ‘chat’ functionality for introverted students who wouldn’t normally raise their hand to vocalise an answer, and his institution’s existing policy of ‘bring-your-own device’, which allows differentiated pacing for students inclusivity.
Dr Pal Fekete | Academic Director at Taylors College Sydney
In this video (part 1 of 2), Pal Fekete discusses his role guiding innovative curriculum as Academic Director at Taylors College in Sydney; a preparation college for international students poised to attend the University of Sydney.
With a passion for innovation in pedagogy and as an early adopter of technology, Pal outlines his history as a maverick in the use of fledgling online technology in the late 1980s-90s, deploying this in the education sector, and his engagement with early version learning management systems.
Pal explores the power of technology-based tools and video platforms to enhance the learning experience, and details his process for delivering impactful content online. He explains how he applies these principles to the hard sciences including his subject matter forte, physics, and his approach for scaling to other subjects across the broader curriculum toward stakeholder buy-in.
Delving into authentic assessment design to uphold academic integrity, Pal explains his institution’s use of invigilation software and its efficacy as a supplementary measure for assessment security, rather than the crux of the strategy. He also covers their reliance on tools such as Turnitin to instil formative learning above punitive measures, to safeguard integrity.
Finally, Pal evaluates the opportunities heralded by the pandemic-induced online learning experiment, including facilitation of the ‘flipped learning’ modality through online resources, and gamification and its less straightforward application to subjects such as the hard sciences.
Dr Dawn Gilmore | Director of Quality and Enhancement at RMIT
In this video (part 2 of 2), Dawn Gilmore extends the discussion on preserving academic quality with emphasis on online delivery, and elaborates on her work in coaching, the value of incorporating more industry voices in authentic assessment to supplement work readiness, and factors shaping the sector.
Dawn shares how she encourages the application of research to prepare academics for online teaching and help establish a coaching partnership that encourages reflective practice. Drawing from her own experience constructing RMIT Online’s coaching program, Dawn examines how she arrived at best practice learnings with academics in partnership with students to ‘close the feedback loop’, and how this experiential learning leveraged behavioral change in the classroom.
Tackling the complicated question of ‘what is student success?’ and how institutions can measure it, Dawn looks at the perspective of what students want to achieve (with scalability issues in tow), and the matter of reconciling it with institutional definitions that tend to view student success as a product of program learning outcomes and can lose sight of students’ individuality.
Referencing an industry focus as the backbone of RMIT courses, Dawn points to gaps in academia that may be plugged by ongoing industry collaboration to maintain innovation. She describes a tension in the tightly regulated higher education space of pursuing these less traditional methods, and advocates for building flexibility into higher ed standards to add legitimacy for such mutually beneficial relationships between industry and academia that anchor student motivation and outcomes.
Dr Dawn Gilmore | Director of Quality and Enhancement at RMIT
In this video (part 1 of 2), Dawn Gilmore discusses her approach to preserving academic quality with emphasis on online delivery, informed by her research background and passion for online learning. She covers her contributions to RMIT Online in building their teachers’ model for online course delivery, plus the coaching model used to get teachers accustomed to online teaching at a rapid pace.
Dawn explores academic quality at its basic level as a university’s response to standards set by accrediting bodies, and also sheds light on its more ‘exciting’ dimension in representing the standards that academics set for themselves and how they tell their institutional story. She observes how ‘school choice’ is increasingly impacting higher education and prompting students, government, and universities to come together in recreating expectations for the sector.
Reflecting on the COVID-19 pandemic, Dawn sees an opportunity for institutions to recalibrate to support more flexible policies and allow student experience to feature more prominently. Describing it as a moment in time that has given ‘overnight’ relevance to the extensive body of work on distance and online education, she shares a number of prominent works in the literature that educators can harness to develop their online curriculum.
In navigating academic integrity in online space, Dawn advocates for constructive alignment in course design and credits the student-teacher dynamic as the linchpin of academic quality and integrity outcomes. She contends that integrity training must be woven through all stages of the curriculum and that robust feedback loops are crucial in offsetting the motivation to cheat.
Phillip Dawson | Associate Director, Centre for Research in Assessment and Digital Learning at Deakin University
In this video, A/Prof. Phillip Dawson discusses his role at Deakin University surrounding student assessments and assessment feedback, with particular emphasis on assessment security, which has gained additional relevance in the pandemic era.
Focused on mitigating the risk of student cheating and taking countermeasures when it does occur, Phillip defines what assessment security actually is, its relationship with academic integrity measures, and its application in the rapid shift to remote learning that institutions are currently grappling with.
He applies a pedagogical lens to the use of emerging technologies designed to validate remote assessment; namely, exam proctoring and the use of remote invigilated exams. In evaluating these tools and other remote assessment strategies, Phillip touches on issues of efficacy and privacy. He also questions authentic assessment design in itself, as preventing intentional and contract cheating, and looks to the concept of ‘authentic restrictions’ as a method of mitigating student dishonesty.
Phillip advocates for an institutional culture around assessment security so that it’s not merely a case of educator awareness, but active curiosity. Cautioning against a fixation on micro practices, he suggests a culture will encourage educator investment and skill development to identify breaches more effectively and yield solutions that benefit both students and teachers.
Finally, Phillip covers the importance of robust feedback that inspires action, stipulating that student feedback is only effective when there are effects, and shares insights from his book on defending assessment security in a digital world. https://www.routledge.com/Defending-Assessment-Security-in-a-Digital-World-Preventing-E-Cheating/Dawson/p/book/9780367341527
Lis Conde | Lead Learning Designer at Keypath Australia
In this video (part 2 of 2), Lis Conde continues the discussion on challenging existing pedagogical beliefs to elicit effective learning design practices, and delves deeper into the concept of constructive alignment to ensure learning objectives are met.
Acknowledging the uncertainty in the higher education sector accelerated by the COVID-19 pandemic, Lis emphasises the importance of standing out as an institution for your teaching quality, and how thoughtful assessment and course design can give institutions a distinct competitive advantage.
Lis defines the basis of any good learning design as a clear objective of what you want your students to achieve, supported by class time for them to engage authentically with the content. Lis contends that educators tend to be missing reflective practice as a guiding principle in their teaching, and explains how learning designers can serve as trusted advisors for educators in rethinking course design and identifying areas of improvement.
Sharing a number of practical examples from her body of work, Lis also unpacks cognitive principles applied to the teacher-student exchange which highlight the importance of nurturing students’ cognitive engagement. She talks about empowering students so instruction is not just a didactic exercise, and how embedding choice in course design helps foster long term interest and engagement in students. Finally, she offers recommendations for the use of technology to facilitate cognitive capacity and remote learning outcomes.
Lis Conde | Lead Learning Designer at Keypath Australia
In this video (part 1 of 2), Lis Conde discusses how pedagogical beliefs underpin course and assessment design at universities. She describes her role and research focus, which are centred on professional development that makes educators aware of their teaching habits, towards embracing technology and adapting their learning designs.
Lis explores how ingrained beliefs and personal experiences influence what educators do in the classroom, and observes that they are often not fully cognisant of their teaching style. As a result, there can be a disconnect between institutional-level adoption of new strategies and technologies that actually align with educators’ core beliefs and expectations.
Considering recent upheavals in higher education staffing, including the growth of sessional lecturers, Lis observes that pedagogical preparation is not strictly a focus for their employment, and educators tend to revert to how they were taught themselves. She advocates for universities to challenge the traditional teacher-centred approach bound by lectures and summative assessment, in favour of formative, authentic student experiences.
Lis also shares her experience in navigating unrest from academics in the shift from summative to formative learning design spurred by remote learning. She looks at unpacking ‘buzz words’ or concepts to reinstate their practical application, and cultivating a community of practice with peer-led experiences, in helping to elicit cultural change in learning design practices.
Dr Kevin Argus | Lecturer, Design Thinking and Marketing, Graduate School of Business and Law at RMIT
In this video, Dr Kevin Argus discusses the importance of embedding industry partnerships in online course design and authentic assessment, and details his experience delivering this as a Lecturer in Design Thinking and Marketing at RMIT.
Kevin explains how engaging industry partners in higher education responds to greater scrutiny on the impact of learning and teaching. Rapidly changing times emphasise the need for authentic learning, and he considers industry partnerships as presenting a paradigm shift in learning that is not only informed by research, but has a demonstrable impact on industry.
In the collaboration between industry and universities, and when executed properly, Kevin describes it as an opportunity that services industries’ needs as well as teaching and student outcomes. Pursuing these partnerships means defining the value proposition that underpins it and ensuring mutual, two-way benefit. He explores this in relation to the real-world exposure that can shape students’ tertiary experience, and how student participation can in turn help companies tell their story.
Kevin covers best practices that RMIT deploys when aligning their choice of industry partner with the school’s research interests and learning deliverables, and their dedicated team of industry engagement experts to drive these efforts across the university. He delves into what’s feasible in the design of authentic, online assessment to meaningfully support the collaboration, and how universities can balance learning objectives with the time and investment of industry partners and students.
turnitin #academicintegrity #integritymatters
Professor Kevin Dunn | Pro Vice-Chancellor Research at Western Sydney University
In this video, Professor Kevin Dunn discusses his role and responsibilities as they relate to research impact and integrity at Western Sydney University, and shares their approach for cultivating capable researchers across the institution.
Kevin explores how the university’s commitment to teaching research ethics begins at the bottom, in their undergraduate programs, and extends up to the postgraduate level and PhD cohort. He outlines their ethics programs bespoke to different disciplines, and the rigorous ethics review system for all research endeavours. Contending that good research habits start early, Kevin also acknowledges the help of edtech to reinforce lessons around plagiarism and fair scholarship that feed into research training.
Speaking about the University’s consideration of international students, Kevin acknowledges a cultural basis when it comes to adherence to Australian academic integrity standards and guidelines. He explains how the university is reconciling these cross-cultural expectations of how knowledge should be imparted, including the provision of academic literacy programs to help align international students and boost their academic outcomes.
Finally, Kevin reflects on the reality of the Australian university landscape in delivering increasingly large-scale units, which is pushing institutions to confront issues of integrity of assessment and equality in marking. He explores how Western Sydney University has risen to this challenge, and shares their approach toward fair and consistent assessment, including methods of inter-code reliability and inter-mark reliability.
turnitin #academicintegrity #integritymatters
Ingrid Lee | Teaching Focused Academic at Victoria University
In this video (part 2 of 2), Ingrid Lee continues the discussion on formative assessment and its application to the digital environment, in light of the COVID-19 global pandemic. Establishing the social and human aspect of learning which are at the crux of her formative learning approach, she considers how educators can keep students connected and engaged in an online setting.
Ingrid explores the importance of inclusive assessment and the considerations required in the virtual learning space to meet different learners’ needs. With the premise that inclusivity starts with compassion, she highlights students’ diversity and hardships, which affect their access, motivation and learning outcomes. She shares some of the differentiated learning strategies Victoria University (VU) has adopted, such as the use of closed captions on videos to support non-auditory learners.
Drawing attention to the limitations of wholly online feedback, Ingrid identifies how educators are less able to ‘read the room’ to get a sense of class engagement. She touches on ways to combat online and video fatigue by reinforcing the open, social element of learning, such as Zoom break-out sessions, and embedding peer collaboration and review into classes to mimic traditional, face-to-face interactions.
Finally, Ingrid speaks to the integrity aspect of formative assessment, suggesting that a framework of well-communicated rubrics and strong moderation methods paired with a backwards assessment design, allows for cumulative learning progression in class and reduces the risk of misconduct.
turnitin #academicintegrity #integritymatters
Ingrid Lee | Teaching Focused Academic at Victoria University
In this video (part 1 of 2), Ingrid Lee discusses the value of formative assessment design in enhancing learning outcomes and the student experience at Victoria University, and how this approach has supported the shift to remote learning triggered by the COVID-19 global pandemic.
Ingrid describes her approach to formative assessment design in the context of her department’s unique program of ‘block learning’ delivery, which was put in place prior to the pandemic. Structured on the premise of 4 weeks (aka ‘blocks’) of classes focussed on one subject at a time, she credits this program’s dynamic, flexible structure as helping educators and students to better navigate the rapid shift to remote learning delivery.
Ingrid also explores the challenging nature of online learning delivery, relating to pacing and attempts to re-capture the dynamism of face-to-face teaching. She covers her program's use of technology tools to facilitate learning and collaboration, experiential and embodied learning, and the importance of social constructivism in re-establishing an ecology of practice in the digital space.
Speaking about their investment in block learning, Ingrid explains that it enables a faster pace of reflective practice and allows for amendments on the fly. She contends that feedback to students is too often summative, and if universities advocate for formative assessment, then they need to be modelling it as part of the students’ active learning experience.
turnitin #academicintegrity #integritymatters
Dr Daniel Barr | Principal Research Integrity Advisor at RMIT University
In this video (part 2 of 2), Dr Daniel Barr continues his discussion on the progression of research integrity at universities, advocating for a universality of research integrity principles. He explores the idea of integrity ‘markers’ or indicators, toward a shared, global understanding of research best practice.
Demonstrating the applicability of such research guidelines, Daniel outlines The Asia Pacific Economic Cooperation (APEC) project he is involved in, which addresses perceived issues in research mobility and collaboration amongst these member states. He reinforces how a united set of guidelines to define what honest and trustworthy research is, would help facilitate the research integrity movement.
Daniel identifies the growing consideration by institutions as to how they want to serve their communities through research that solves problems, and how this need feeds into the APEC project. He talks about developing a consensus on standards to inform future policy, enrich educational training and build stakeholder trust in the research process.
Finally, in describing a somewhat fragmented approach to research integrity that undermines success, Daniel asserts the need to go beyond high-level, anecdotal commitments to research integrity. He speculates on what form this may take, in terms of an official ‘passport’ or credential that could bolster a culture and community around peer-approved research integrity.
turnitin #academicintegrity #integritymatters
Dr Daniel Barr | Principal Research Integrity Advisor at RMIT University
In this video (part 1 of 2), Dr Daniel Barr discusses his role as Principal Research Integrity Advisor at RMIT in facilitating the responsible conduct of research. It serves as the foundation for a broader discussion on the guidelines and application of HDR and PHD research at universities both domestically and globally.
Daniel defines the role of a Research Integrity Advisor (RIA), and explains the importance of universities’ provision of RIAs to support members of the research community and to safeguard public interests. He also references the recent iteration to the Australian Code for the Responsible Conduct of Research which underpins their work.
Discussing developments in the research integrity space, Daniel comments on how efforts and success are hampered by narrow definitions that fixate on what it isn’t, and what it shouldn’t be. He raises the case for a more robust conceptualisation that improves awareness and understanding through improved clarity and relevance, and encourages higher uptake of those principles.
Daniel also covers some of the key challenges in upholding research integrity and measures to stamp out ‘predatory journals’ and ‘predatory publishing’ that undermine the trustworthiness of research. Finally, he asserts the need for more ‘research into research’ - to determine what works best to yield responsible research practices and desired outcomes.
turnitin #academicintegrity #integritymatters
Helen Huntly | Provost, Central Queensland University
In this video, Helen Huntly shares how her journey as an educator in regional Queensland has informed her perspective on the importance of engaged teaching and leadership in lifting educational aspirations and capacity.
From her years in frontline teaching to previous roles as Dean of Education, Vice Chancellor, and now Provost of CQU, Helen discusses the strategies for bridging the gap between ‘the city and the bush’. She speaks about the strongest capacity builders at CQU in the form of their enabling courses, and how they are combating the typically lower engagement levels and obstacles to learning and access in rural and remote communities.
Helen also covers her approach to cultivating academic integrity in students and how it takes a village to instill good academic integrity habits. She explores the importance of educators leading by example, and going beyond formal declarations and checklists to convey the importance of integrity in a meaningful, formative way.
Finally, touching on the intersection of academic integrity practices in CQU’s Strategic Plan, Helen speaks about mitigating academic misconduct through the measures of prevention, assessment design and follow up. She highlights the importance of equipping staff with the skills and tools to undertake this, making the link between integrity and strong leadership and providing a message to leaders to support the success of their academic integrity programs.
Dr Kevin Bell | Founder of Digital Education Analytics, Education Consultant at KPMG
In this video (part 1 of 2), Dr Kevin Bell explores how higher education is facing increased competition from industry disruptors, with pressure on Australian and global universities to invest in more flexible learning modalities to meet evolving workforce needs.
According to Kevin, the recent global pandemic has put a spotlight on tertiary degree shortcomings and the disconnect between the level of job preparedness of graduating students as perceived by academics, vs CEOs. The latter are less convinced about the availability of job-ready students, and he cites universities’ limited collaboration with industries to enable learning in real-world environments, as a missed opportunity.
Kevin deep-dives into the concept of ‘competency-based education’ and ‘micro-credentialing’ as evidenced in MOOCs (Massive Open Online Courses) and Google’s recent unveiling of their own learning academy to substitute a 3-4 year degree. He raises the fundamental question of whether such learning approaches can make students competent to perform their future jobs more effectively and in a shorter amount of time.
If we are to interpret micro-credentialing as taking the core elements of traditional degrees and packaging it more efficiently, will such learning delivery miss out on peripheral benefits, including soft skills? He notes the distinct value of face-to-face teaching compared to a wholly online experience, and suggests the need for educational training that engenders a balance of technical and social skills for well-rounded professionals.
turnitin #academicintegrity #integritymatters
Dr Kevin Bell | Founder of Digital Education Analytics, Education Consultant at KPMG
In this video (part 2 of 2), Dr Kevin Bell continues his discussion on disruption in the higher education sector and the viability of alternative learning modalities such as micro-credentialing. He reinforces the sentiment that universities can either innovate themselves to meet evolving workforce demands, or wait to become irrelevant.
In forecasting the growth and potential ascendancy of skill-based learning platforms, Kevin acknowledges the resistance to non-university accreditation. The proxy for employers is still the piece of paper that accompanies a standard 3-4 year degree, imbued with the prestige and reputation of the institution. However, he predicts that demonstrable competencies will win out over these traditional expectations in securing buy-in from organisations and employers.
According to Kevin, building integrity into the credential will be key, and that workforce demands will help shift thinking on learning delivery. He speculates whether the current fixation on which institution a student gets their learning from and how that learning content is delivered, will yield, ultimately switching the focus to the outcomes of that content and what it enables students to do. Kevin circles back to the idea that future learning modalities must be anchored by rock solid assessment and deliverables.
turnitin #academicintegrity #integritymatters
Professor Liz Johnson | Deputy Vice-Chancellor, Education, Deakin University.
In this video, Liz Johnson discusses the importance of universities investing in online learning to remain relevant and reflect how people work in the real world. In the context of Deakin University's high proportion of 'cloud students' who choose to study online, Liz shares the institution’s focus on supporting them in more diverse and responsive ways to enhance learning outcomes.
Guided by her background in curriculum reform to build teaching capabilities that align with student outcomes, Liz talks about her role in shaping Deakin’s online curriculum to ensure it competes with conventional face-to-face teaching. She touches on the challenges in doing this well at scale, and meeting students’ needs both in terms of where they are, and where they’re coming from.
Liz also explores academic integrity as a cornerstone of the institution, and how Deakin University is upholding these values through an educative process that encourages student buy-in. She comments on the ubiquitous nature of sharing content online and the copy/paste culture, and how it’s complicating students’ grasp of academic integrity. Finally, she outlines the need to reframe these behaviours within the university setting, and ways to bring students on the journey in understanding how academic rules directly affect them now and in the long-term.
turnitin #academicintegrity #integritymatters
Michelle Cornford | Academic Integrity Officer, Faculty of Health, Queensland University of Technology (QUT)
Michelle Cornford’s role as an Academic Integrity Officer at QUT is driven by a passion for preserving academic achievement. In this video, she discusses how the university is circulating this value throughout the QUT community to deter academic misconduct.
Michelle explores QUT’s investigation process and the learning initiatives they have implemented to support students in building capacity and confidence for original work. She also covers the unique challenges presented by contract cheating, and how she and the broader university are navigating these threats to academic integrity.
Finally, she shares her philosophy of student engagement and assessment design as the pillars of a successful academic integrity strategy. It’s applied to the context of remote learning which is of high relevance in the COVID-19 era, and touches upon the future possibilities of academic integrity in the digital age.
David McCredie | Chief Executive Officer, Australian British Chamber of Commerce
David McCredie shares what employers are looking for when hiring and why academic integrity provides the confidence managers need in their people to have the necessary skills and knowledge to deal with situations under pressure.
David provides insights on why the rigour of quality education, academic research and research integrity play key roles in driving trade investment between Australia, the UK and the world, and how trust is fundamental.
Toby Trewin | Director of the Hale Institute of Innovation and Research at Hale School
Toby Trewin shares Hale School's approach to instilling academic integrity as a core value to prepare students for the future. He discusses the process of defining and shaping a culture of integrity and how the institution involved the wider school community - staff, students and their families - to get their continued buy-in which is critical to the program's success.
Toby also talks about how he discovered his passion for teaching and the research Hale School focuses on to drive innovation in teaching and learning.
A/Prof. Phillip Dawson | Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University A/Prof. Wendy Sutherland-Smith | Faculty of Health, School of Psychology, Deakin University
In Part Two of our discussion with Phill and Wendy on their research project on the detection of contract cheating with Turnitin's Authorship Investigate technology, we dive into the research perimeters, findings and results.
A/Prof. Phillip Dawson | Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University A/Prof. Wendy Sutherland-Smith | Faculty of Health, School of Psychology, Deakin University
In this two-part episode, Deakin University's Associate Professors Phill and Wendy stopped by for a chat about their research on the detection of contract cheating with Turnitin's Authorship Investigate technology. This research presents the first quantitative empirical study into the use of authorship analysis technology and machine learning to improve detection rates of contract cheating. Part One covers Phill and Wendy's backgrounds, what contract cheating is and why there is a need for such research.
Dr Alison Casey | Learning Technologies Developer, The University of Notre Dame Australia
Dr Alison Casey discusses her work with academics to develop learning content and leveraging technology to deliver a structured learning experience at scale.
She shares about the challenge of changing the mindset of academics to see technology as a tool that can help them save time and reach more students, and the difference between teaching adults and teaching students.
Alison also shares the University of Notre Dame’s approach to integrity and the goal of developing each student to become a person of integrity, and the part integrity plays in STEM.
Professor Nicholas Fisk | Deputy Vice-Chancellor (Research), UNSW Sydney
Professor Nicholas Fisk discusses his passion for marrying clinical practice and research science and the importance of upholding quality and ethics within research that lead to robust findings that make a difference to society.
Prof Fisk provides insights on a robust whole-of-institution ecosystem approach UNSW takes to instil and ensure a culture of integrity at the university.
Phil Baty | Chief Knowledge Officer, Times Higher Education
Phil Baty created the THE World University Rankings and talks about his start as a junior reporter and how education is a positive good for the world. This year’s highlight is the Impact Rankings which recognises universities who offer different kinds of excellence in education and transformational student experiences.
He discusses the importance of the trust placed in their global research and their university partners, and how integrity is everything to the Times Higher Education business and brand.
Professor Pip Pattison AO | Deputy Vice-Chancellor (Education), The University of Sydney
Professor Pip Pattison shares how she developed a love for learning and research as a psychologist and her current focus on leading education strategy and building a robust student experience at the University of Sydney.
Pip provides insights on her twin passion projects, how technology can support the fundamentals of teaching and learning, the role academic integrity plays at the University and how she and her staff instil the value of integrity in students and why it matters.
Meet your show hosts - James, Sarah and Anna, who will be sharing interesting conversations and insights on pedagogy, instruction and research with educators, academics, researchers and education leaders at educational institutions around the Asia Pacific region.
Check out our vidcast on YouTube at: https://www.youtube.com/channel/UCUYrAKl58f0WjmkflemPXmA/