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The Dog
Ate my e-Homework: |
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Facilitator: Dr. Mike Rodgers Wednesday, June 01,
2005 from 1:15 PM to 3:30 PM |
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Description: The 21st century learner is used to a technology-enabled environment in which anonymity, technical competency, and accepted technical-malfunctions provide an entirely new set of excuses for missing, late, and lost homework as well as providing a new forum for issues of academic honesty. In this session we will explore common excuses and issues of academic honesty and strategies for recognizing and addressing them. |
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| Tentative Schedule | ||||
| TIME | ACTIVITY | LINKS | ||
| 1:15 – 1:25 |
Collecting Assignments in the Online Environment
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D. A. Starrett, and M.
L. Rodgers, “The e-Dog Ate My e-Homework!”, The National Teaching and Learning Forum, May 2004, 13 (3). |
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| 1:25 – 1:45 |
When we teach in the online environment, we often ask students to use electronic means to submit work for grading: E-mail, OIS UTest, and OIS DropBox are but a few examples. Although the systems may be new, the problems students have submitting work that honestly reflects learning are not. And, we can expect students to offer excuses, just as they do in the face to face environment. What excuses do you get in the online environment? Share with your colleagues: |
See your colleagues' responses | ||
| 1:45 – 2:15 |
A few excuses we hear ... and how to respond to them |
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The following list of OIS-specific issues courtesy Marcio Vieira: |
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Excuse: |
My computer crashed/had power outage while I was taking a test. I could not recover the PC in time to continue the exam. | |||
| Likelihood: | Possible. | |||
| How to verify: | Request as much information from the student as possible (date, time, location, browser used, used "save" button or not, etc.) then forward it to CSTL Tech Support. We'll let you know if any information provided does not match the server logs, or is suspicious. | UTest Save Button | ||
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| Excuse: | I submitted the file in DropBox but it "disappeared". | |||
| Likelihood: | Unlikely, but the file could have been deleted by the instructor for some reason. | |||
| How to verify: | Request detailed info and submit to the CSTL for checking. In many cases, the student didn't even log on to the class that day, and in this case Manager's last login time would suffice. | Last Login (Manager) | ||
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| Excuse: | I took the exam but it caused an error when I hit submit and I lost my answers. | |||
| Likelihood: | Possible, if there was a network problem (e.g. modem disconnected) at the time the exam was submitted. UTest asks students to "make sure the computer is connected to the Internet" before submitting, so this shouldn't be happening. | Turn in Exam Message | ||
| How to verify: | Request detailed info and submit to the CSTL for checking. In many cases, the student didn't even log on to the class that day, and in this case Manager's last login time would suffice. Tell student to save frequently so answers are not lost. | |||
| How to prevent: | Remind students to "save" answers frequently. If the student did not follow the rule, he/she bears some responsibility. | |||
| 2:15 – 2:30 | - Snack Break Backstage - |
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| 2:30 – 3:20 | Cheating Rings and Other Strategies | |||
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"Your Place or Mine?" This would be the equivalent of
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UTest Log | |||
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“My e-mail wouldn’t send attachments!”
What will happen? students may claim that the attachment was sent, simply balk at submitting the work, or send you unformatted, text-based work in the body of the e-mail. The remedy is to use the DropBox: all submissions are time-stamped, and DropBox will accept many file formats of your choosing. |
DropBox Listing | |||
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| Implement Question Banks: A question bank is a set of questions (ideally, a large set) from which a student assignment can be constructed. The best Question Banks will be used to generate a random problem set, based on user-selected learning objectives associated with the questions. |
Question Bank (.ppt)
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Use the Secure Browser for tests,
especially those not based on a Question Bank.
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UTest Students can download the UTest Browser from here: |
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Moving Toward Analysis, Synthesis and
Evaluation
How can restructuring your course to emphasize learning at the top of Bloom's Taxonomy encourage academic honesty? Is your course suited to analysis, synthesis, and evaluation? Why or why not? |
A few Bloom's Sites:
http://faculty.
http://www.olemiss |
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The Cheating Ring: Someone takes the exam first and records questions/answers. Immediate feedback may be used to get the correct answers from the instructor. The next student does the same, and so on. The last student has the best chances of knowing most or all answers. Then the last student becomes a sacrificial lamb, taking the next exam first. Frequency: Frequent. How to verify: Examine dates/times of submitted tests and check the IP used. If the exam was taken in a lab, the IP should be similar. If in doubt, the CSTL can run a server log check. How to prevent: Use large question banks with many questions satisfying each rule (this will minimize the chances of a question showing up twice for a group of students). Use the secure browser to make it harder to copy/print questions. Use time constraints effectively so students don't have extra time to copy questions. Randomize questions and scramble multiple-choice answers. |
CSTL | |||
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| What to do about Plagiarism: Many students practice plagiarism, and most of those who do claim ignorance about the issue. What can we do to detect plagiarism, and how can we educate students about the issue? |
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| 3:20 – 3:30 | Summary and Wrap-Up | Get your students on record | ||
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| © Copyright 2005, Southeast Missouri State University Comments, suggestions, and questions regarding this site? E-mail Michael L. Rodgers at mrodgers@semo.edu Last Updated: 06/02/09 Disclaimer |
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