Assessment and Plagiarism – Research Opportunities

As one of my previous posts has indicated, it is rare for assessment and plagiarism to considered as equal topics within educational research.

The book chapter, Assessment and Plagiarism, by Thomas Lancaster (me), Anthony Robins and Sally Fincher addresses that issue for the computing discipline. It is part of The Cambridge Handbook for Computing Education Research, a book that “describes the extent and shape of computing education research today“.

As well as discussing the importance of assessment and taking steps to minimise plagiarism, the chapter focuses specifically on techniques that are most suitable for computing. The chapter also provides recommendations for future research in the field.

In this post, I’ve picked out five ideas for research opportunities from the chapter that have implications for multiple disciplines (beyond Computing). Of course, you should still read the full chapter for more ideas and a lot of background that will help any future research plans (and make the literature review sections of papers much easier to complete).

Collated and Reusable Assessments

In previous years, there have been pushes across the sector to build up collections of reusable learning components, including assessment banks intended for wider use. How well are those projects working? What measures are taken to keep the assessment banks up to date? Do students and educators see value in these activities continuing? And how can plagiarism and contract cheating be avoided with these standard assessments?

Essay Spinning

This isn’t a new topic for the blog (see these posts), but is still one that hasn’t been widely investigated. When a student automatically converts one version of an essay to another, perhaps through back translation, how can this plagiarism be detected? Are there indicators that academics should be looking out for when they are marking? Or are indicators that a machine could identify? Failing that, could multiple versions of an assignment be generated in multiple languages to use with text matching software?

Academic Integrity Processes

It is thought that these still vary greatly across the sector. Is that the case? More specifically, what about at discipline level? Are processes applied consistently and are penalties (when necessary) given out in a fair manner? What recommendations exist for best practice at a discipline level?

Gamification of Assessment

Gamification techniques are now widely used across many walks of life, everything from encouraging continued play of computer games to getting people to continue to shop in certain ways. How far will these techniques work with assessment? Are there methods that will make assessment more engaging and encourage students to develop their understanding to a more in-depth level than they otherwise would have done?

Automated Assessment

Many methods have been developed to reduce the burden of assessment on educators, including using automated techniques that have different levels of success. At one end of the scale, there are systems that will automatically mark essays, although this is usually through metric based assessment writing style and keyword analysis of content. There are also many systems for marking simple exam questions, such as multiple choice and short answer questions. Can these systems be developed further? Can better feedback be developed? There are also many ethical questions worthy of investigation such as, is it fair on students to have their work marked in this way?

 

Feel free to share your own ideas for good topics for future assessment and plagiarism research in the comments section.

Introverts In Higher Education Teaching

Is it a good thing to be an introvert when working as a teacher or professor in higher education?

It’s quite a common question, particularly when people think of school teachers needing to demonstrate their personality, engage their pupils and keep control in the classroom.

This question was originally asked on Quora, where I like to provide answers to interesting questions when I have time. I answered the question on introverts in teaching on Quora and this post is an edited and extended version of the answer I gave there.

If you prefer video, I’ve also provided a (different) answer on my YouTube account, which you can see embedded below.

Do Introverts Make Good University Lecturers?

(or good University Professors if you prefer the American terminology)

The short answer to this question is yes.

I’ve worked in a variety of higher education/university roles and they include teaching and lecturing. I enjoy speaking and helping students. And I, like many of my colleagues are very much an introvert.

If anything, I think that introverts have an easier time working in university lecturing roles than extroverts do. This can vary very slightly by subject, but generally introverts have the most natural set of skills for success.

Most lecturers are naturally introverts, myself included. It’s part and parcel of the type of person who enters the profession and is willing to make the sacrifices for study to reach that point. It also reflects the wider responsibilities of being a lecturer.

Lecturers typically get qualified as being able to teach by being educated up to PhD level. That’s gaining a doctorate, so the same number of years of study as a medical doctor (and often one year more, as many lecturers in the UK will have taken an additional years at Masters level).

There are short teaching courses that Lecturers often take too, but these are mostly done after having started teaching. It’s rather a “learn on the job” profession.

Gaining a PhD requires great immersion in a subject discipline. It means that you have to demonstrate that you can think and provide original knowledge in detail. As well as conducting research, as this is primarily intended as research training for a career, you have to document this in a formal thesis and pass a challenging viva examination.

You may be able to picture PhD students spending three or four years sharing a large office and not distracting the others. All deep in concentration and getting on with their unique studies. It’s an environment where extroverts really have to reign in their behaviour.

Career Management

Throughout their career, those people who both get through their PhD and get one of the limited jobs as lecturers have had to work hard. Often, there’s a gap between completing a PhD and gaining a lectureship, where the individual continues to work on short-term research projects to build up their reputation. It’s not the most secure work. Some people don’t get their first lectureship until their 40s or 50s. Those people who make it have shown dedication.

The appointed lecturers then have to balance multiple responsibilities. Typically, these include teaching, research, administrative functions and external engagement, although the balance between those will vary between individuals. Teaching is, of course, very important. The ability to inspire students and communicate knowledge is essential, but you don’t need to be an extrovert to do this.

For most professors, large group teaching will only be part of the role and not where the majority of time is spent. After all, those years building up research ability and credibility have to count for something.

The requirements to conduct research continue. By this stage of their career professors are typically busy writing research grants and books. Many administrative aspects also require deep and private concentration.

There are some externally facing responsibilities, for instance in my case I work a lot with external companies, present research, deliver training and work in student recruitment, but these are all manageable and enjoyable. Being an introvert does not mean that you dislike these activities, just that you can’t do them continually without quieter reflective time. It is also very different being in a controlling position able to shape a class of people who are looking at you for guidance than being hostage to being a member of a large and noisy class.

And, even within teaching, there are opportunities for introverts to work with small groups. These include activities like supervising students on individual projects, which is very enjoyable work.

The Changing World Of The University Lecturer

I want to end this blog post with a world of caution.

The academic world has changed. Many people joined academia for the autonomy, but the profession is now much more target and metric driven, similar to a commercial organisation.

Like many jobs, academia doesn’t automatically offer lecturers tenure and job security any more. Many lecturers are employed on short-term contracts, which are only renewed if they meet their targets. Lecturers also have to move positions if they’re looking for promotion. So, lecturers changing universities every few years is common now.

That can be quite stressful and not everyone enjoys that, regardless of whether they’re an introvert or extrovert.

The moves can also be exciting, with the opportunity to meet new people, teach new subjects and get immersed in different university cultures. But this can also be distracting when you’re trying to complete research projects.

There are also some aspects of academia where it is beneficial to be an extrovert. For instance, these may include later career managerial roles or working in services like marketing. There are disciplines where lecturers are likely to join as a second career from an industry background too and these attract a higher percentage of extroverts. Nursing lecturers and journalism lecturers are examples.

Overall though, providing you have a plan of sustainable academic research, are good at multi-tasking, cope well with a changing profession and, most importantly, want to help students, then yes, aiming to be a university lecturer offers a good career choice for an introvert.

 

How To Get A Complete University Education For Free?

If you’ve ever wanted to study a university level subject, but have been put off by the cost, there are now alternatives out there. And, many of these are supported by well known higher education brands and offer access to lectures and other materials for free.

iTunes U has been around for a while now and provides access to content from the likes of Oxford, Stanford and Yale. It’s a reworking of an old iTunes concept where lecture recordings could be made available through iTunes.

iTunes U packages up the content in a neat app (ideally accessed through an iPad), potentially providing a better learning experience. It’s possible to access archived content, or to sign up to follow courses along live (often the same ones that real students are paying for at those institutions).

Coursera is a newer competitor in the free education marketplace and supported by universities including Princeton. The courses are differentiated from those on iTunes U by largely being created exclusively for the site (of course, these often repurpose content that an educator would already be using with their own students).

The Coursera subjects tend to be shorter than those on iTunes U (6 to 8 weeks are common) and rely more on students following on along live with the course. Many of these have areas where support is available (either through the tutor, or peer support with other students). There can also be assignments and certificates awarded for completion.

The big disadvantage for both of these types of courses is that they do not carry university credit. So, they don’t offer an alternative to attending a university where a recognised qualification is needed. However, for many people, particularly visual learners, this disadvantage will be outweighed by the free nature of the resources.

For potential Computer Science students, these can offer a method to get familiar with supports prior to the start of a course. They also allow students to cover areas which are not included in their course (no Computer Science course can cover everything), which can offer an advantage in the job marketplace. They may also be useful to students looking to expand into a new area for a Final Year Undergraduate Computing Project.

Current Computer Science students may also find these useful, as they can offer an alternative way to approach different subjects which they are currently studying. The different presentation styles and examples can help students who find a particular subject difficult, or can help to stretch students who want to develop more advanced skills in a particular subject.

Computer Science tuition is well represented on Courses A. Some of the upcoming courses offered include such staples such as algorithms, logic, compilers, human computer interaction and artificial intelligence. There are also novel areas available, such as web intelligence and social network analysis, as well as the opportunity to pursue areas of personal interest, such as Internet history and e-learning.

When added to the different subjects available through iTunes U, these resources are worthy of a full exploration.