Repurposing a learning activity on academic integrity: the experience of three universities

Fill, Karen; Leung, Samuel; DiBiase, David; Nelson, Andy

doi:10.5334/2006-1

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…However, generic learning activities, such as one to encourage academic integrity (Fill et al , 2006), and tools like Penn State's concept‐mapping application were taken up enthusiastically by other partners. Towards the end of the development phase, some of the geographers began to explore ways to share students on blended learning Masters courses, so that they could benefit from specialist teaching in any of the participating institutions.…”

Section: Developing the Projectmentioning

confidence: 99%

“…As discussed elsewhere (Fill et al , 2006), while academics involved in the DialogPLUS project have been enthusiastic about the possibilities of adopting generic resources created by others, there are cultural, contextual and curricular barriers that appear to prevent any substantial sharing of subject‐specific resources. Such barriers have also been reported by (Christiansen & Anderson, 2004; Malcolm, 2005).…”

Section: Embedding Blended Learningmentioning

confidence: 99%

“…We have produced some excellent learning activity nuggets, which are now being loaded into JORUM. We have produced the toolkit, a kind of pedagogical planner, and we gained useful understanding of the problems of sharing and reuse through our work on the generic academic integrity nugget (Fill et al , 2006) and on cooperative design through our work on the GPS activities (Durham & Arrell, 2007).…”

Section: Conclusion: Critical Success Factors—and Failuresmentioning

confidence: 99%

“…An example of a simple, generic nugget is the academic integrity learning activity (Fill, Leung, DiBiase & Nelson, 2006), which requires students to access various institutional and other resources to enhance their understanding of antiplagiarism and similar policies, and then to take a short quiz.…”

Section: Embedding Blended Learning 819mentioning

confidence: 99%

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Embedding blended learning in a university's teaching culture: Experiences and reflections

Davis

Fill

2007

Brit J Educational Tech

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Blended learning, the combination of traditional face-to-face teaching methods with authentic on-line learning activities, has the potential to transform student learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learning and teaching in Geography, has allowed a university to explore models for change. It briefly examines the associated issues of sharing and repurposing resources; it reflects on the impact of the project on local strategy, and the importance of sustaining the collaborations and approaches to learning and teaching after the funding is completed.

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Section: Developing the Projectmentioning

confidence: 99%

Section: Embedding Blended Learningmentioning

confidence: 99%

Section: Conclusion: Critical Success Factors—and Failuresmentioning

confidence: 99%

Section: Embedding Blended Learning 819mentioning

confidence: 99%

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Embedding blended learning in a university's teaching culture: Experiences and reflections

Davis

Fill

2007

Brit J Educational Tech

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“…Southampton and Leeds both received this concept with enthusiasm, and it was added as an additional theme to the project. Although work to adapt the US academic integrity nugget for UK use required referencing of specific local regulations in each case, it became clear that there was a genuinely universal need for a resource of this type (Fill, Leung, DiBiase & Nelson, 2005). After trials with those students taking DialogPLUS courses, this was adopted by the school teaching committees and has since been included in the 1st‐year study skills teaching delivered to all Southampton geography undergraduates.…”

Section: Potential Success Factors In Institutional Changementioning

confidence: 99%

Embedding e‐learning in geographical practice

Martin

Treves

2007

Brit J Educational Tech

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This paper describes how two related e-learning initiatives have led to schoollevel virtual learning environment (VLE) adoption and commencement of several new teaching developments at the University of Southampton. These have engaged additional academic staff with online learning and increased the role of blended learning within the curriculum, in turn contributing to new strategies at the university level. The first e-learning project was the Joint Information Systems Committee/National Science Foundation-funded DialogPLUS project, and the second, a collaborative online masters programme. Barriers to embedding have been both technical and human, but among critical success factors, we especially identify the impetus provided by external funding, the size and composition of the project teams and, to a lesser degree, the creation of demonstrator materials. The specific details of VLE choice and learning object design have proved less significant. This work has been undertaken in collaboration with other schools in Southampton and other institutions within the Worldwide Universities Network. IntroductionThis paper describes changes at school and university level promoted by engagement in two major e-learning projects by the School of Geography at the University of Southampton. The paper considers five potential critical success factors that have played a role in these developments and that have repeatedly emerged in discussions of e-learning adoption within the institution. We focus on the role of external funding; critical mass and composition of the project team; the importance of demonstrator materials; the institutional virtual learning environment (VLE); and the benefits of adopting a learning object model. This is a retrospective analysis, which draws on internal and external evaluations of the projects in question.

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Living with Smartwatches and Pedometers: The Intergenerational Gap in Internal and External Contexts

Khakurel

Tella²,

Penzenstadler

et al. 2018

Smart Objects and Technologies for Social Good

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Repurposing a learning activity on academic integrity: the experience of three universities

Abstract: Repurposing a learning activity on academic integrity: the experience of three universities.

Cited by 5 publications

References 4 publications

Embedding blended learning in a university's teaching culture: Experiences and reflections

Embedding blended learning in a university's teaching culture: Experiences and reflections

Embedding e‐learning in geographical practice

Living with Smartwatches and Pedometers: The Intergenerational Gap in Internal and External Contexts

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