Have lurked for quite some time--but this issue is one too close to my heart to
remain silent. I have taught adjudicated youth in alternative high schools and
pre-service teachers at the university. Have spent a great deal of time in self
evaluation. What do I really want from my students? Why do they need to learn
what I teach? What do they need to do to convince me they have indeed learned?
The issue is that in this new age of technology and distributed information,
we, as educators, need new ways for students to demonstrate proficiency and
subject mastery. We will never solve the plagiarism problem as long as we keep
the rewards for plagiarizing so high. Tama's suggestions are good ones, but we
need to go further in re-thinking how a student demonstrates understanding and
scholarship, not in thinking up more complex ways of detecting lack of it.
Research papers are good, but even better is the ability to retrieve needed
information on a given subject that would support one's thesis in a paper. Maybe
a good assignment would be to find 5 papers that you would like to plagiarize
and defend your choices...?
Judy Cossel Rice
>>>>>>>>>>>>>>>>>>
Message: 11
Date: Fri, 9 Mar 2007 10:06:15 +0900
From: "Tama Leaver" <tamaleaver(a)gmail.com>
Subject: Re: [Air-l] turnitin issue
To: air-l(a)listserv.aoir.org
Message-ID:
<580c038d0703081706j6eeb707et3bc6ae2d2e1d518d(a)mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Since we've moved onto talking about how to try and guide students away from
plagiarism, I recently developed a one-page primer for course design at UWA
which suggests some strategies for designing better courses and assessment,
encouraging original work. It's up on the web if anyone's interested:
http://www.teachingandlearning.uwa.edu.au/__data/page/72852/NotesOnPreventi…
(And apologies to Barry as this thread has clearly strayed substantially
from his original question!)
Cheers,
Tama
--
Dr Tama Leaver
Associate Lecturer (Higher Education Development)
Centre for the Advancement of Teaching and Learning (M400)
University of Western Australia
35 Stirling Highway
Crawley WA 6009 Australia
Ph: (+61 8) 6488 1502
Fax: (+61 8) 6488 1156
www: http://www.catl.uwa.edu.au
www: http://www.tamaleaver.net
edublog: http://tama.edublogs.org
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---- Original message ----
>Date: Thu, 08 Mar 2007 21:01:19 -0800
>From: air-l-request(a)listserv.aoir.org
>Subject: air-l Digest, Vol 32, Issue 9
>To: air-l(a)listserv.aoir.org
>
>Send air-l mailing list submissions to
> air-l(a)listserv.aoir.org
air-l-owner(a)listserv.aoir.org
>
>
>Message: 9
>Date: Thu, 08 Mar 2007 19:37:16 -0500
>From: Douglas Eyman <eymand(a)earthlink.net>
>Subject: Re: [Air-l] turnitin issue
>To: air-l(a)listserv.aoir.org
>Message-ID: <45F0AC3C.9090406(a)earthlink.net>
>Content-Type: text/plain; charset=ISO-8859-1; format=flowed
>
>I don't believe there are any legal cases that have been decided about
>turnitin.com, but there have been successful student challenges to its
>implementation --primarily in Canada, see for example:
>
>http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20060309/plagiarism_too…
>http://www.cbc.ca/news/story/2004/01/16/mcgill_turnitin030116.html
>
>As Alexis notes, there are pretty strong claims on both sides. For a good
>example of both, see Charlie Lowe's argument against its use
>
>http://cyberdash.com/plagiarism-detection-software-issues-gvsu
>
>and Turnitin.com's response
>
>http://kairosnews.org/turnitins-response-to-recent-posts-discu
>
>I've done several workshops for writing teachers that address the issue of
>plagiarism, and even though there isn't a clear legal finding that turnitin.com
>violates students' intellectual property rights, I think that making the case on
>that basis is a bit of a red herring -- turnitin.com (and other plagiarism
>detection services) can be a good tool for teaching about plagiarism, but it's
>not a good tool for stopping it. What *is* a good tool for stopping plagiarism
>is designing better assignments, getting students invested in their work, and
>treating plagiarism as a pedagogical problem rather than a moral one.
>
>And one further note (which prompted my reply):
>
>Alexis Turner wrote:
>> A few other notes to consider:
>> Turnitin does not store the actual paper. They store a hash of the paper,
>> weakening the argument that IP is being violated.
>
>If you put in a substantive amount of the "plagiarized text," the hash that is
>stored is output as identical to the original work that has been collected by
>the company. In other words, if you took all of a book that someone else has
>written and put it into a database, if when you get the output it reads the
>same, then the IP issues are still the same (that is, the IP violation argument
>is certainly not weakened unless the output of the comparison itself is never
>displayed). I tend to think that students who object to a guilty-until-proven
>innocent use of systems like turnitin.com should certainly be allowed to
>question the ethics of instituting such a system.
>
>I believe there is also an option to check the paper but prevent it from being
>added to the database (I know this is true of mydropbox.com and fairly sure that
>is also in turnitin.com) -- this allows students to check their own work in an
>ethically responsible way; if the instructor can establish a pedagogically
>responsible use of the tool (by utilizing this feature and by using it as a
>learning tool rather than a detection service), then both students and teachers
>would be well served by it.
>
>Douglas Eyman
>Sr. Editor
>Kairos: Rhetoric, Technology, Pedagogy
>http://kairos.technorhetoric.net/
>
I have to agree with Doug on this - I tried Turnitin for one semester and was quickly bombarded with refusals to complete the assignment if Turnitin was required - since I was teaching a class in critical geography my own arguments were used against me so in that respect my students did indeed learn something - and it made me rethink not just the legalities of the program but the ethical issues as well - the next semester (and all the ones since then) plagiarism in my classes has come to a complete halt when I worked hard to create assignments that were unique to the class and to the individual doing the writing - this approach has worked quite well for me at the undergraduate level - for graduate students I simply require the paper be submitted to a professional journal - this gives another level of review and since graduate students have in a sense indicated their desire to pursue a professional career in the field by enrolling in a graduate program, any hint of plagiarism !
!
would be ruinous to their academic future
James Craine
Department of Geography
California State University, Northridge
APCG Yearbook Editor
Apologies for unintended double-postings--
CALL FOR PAPERS
E-GOVERNMENT TRACK at the
41st Hawaii International Conference on
System Sciences (HICSS 41)
( http://www.hicss.hawaii.edu/ )
Over the past several years, the emergent study domain of electronic
Government (e-Government, e-Gov) research (EGR), also referred to as digital
government, has produced a rapidly increasing number of academic and
practitioner contributions at HICSS and other leading conferences and
journals around the world.
At HICSS, this growing stream of research is represented through eight
minitracks within the e-Government Track
( http://www.ctg.albany.edu/conference/hicss/ )
* E-Democracy
* E-Government Emerging Topics
* E-Government Information and Knowledge Management
* E-Government Information Security
* E-Government Infrastructure and Interoperability
* E-Government Organization and Management
* E-Government Services and Information
* E-Policy, Law, and Governance
HICSS40 also features a Symposium of the Global Electronic Government
Research and Practice Community (January 3, 2007- first day of HICSS40)
( http://tinyurl.com/33ztx3 )
Please find the detail minitrack calls under the specified URLs:
-- E-Government Emerging Topics, co-chairs: Theresa Pardo, Lawrence Brandt,
and Maddalena Sorrentino --> http://tinyurl.com/25c33v
-- E-Democracy, co-chairs: Eric Welch (lead), Suzanne Beaumaster, and David
Wolber --> http://tinyurl.com/2ezo2s
-- E-Government Architecture, Infrastructure, and Integration, co-chairs:
Ralf Klischewski (lead), Haluk Demirkan and Marijn Janssen -->
http://tinyurl.com/2xsfet
-- E-Government Information Security, co-chairs: Gregory White (lead) and
Wm. Arthur Conklin --> http://tinyurl.com/yoqcur
-- E-Government Organization and Management, co-chairs: Helmut Krcmar
(lead), Christine Leitner, and Anthony Cresswell -->
http://tinyurl.com/245t88
-- E-Government Services and Information, co-chairs: Maria Wimmer (lead),
Enrico Ferro, and Sara Eriksén --> http://tinyurl.com/29uhvv
-- E-Policy, Law, and Governance, co-chairs: Keith Schildt (lead), Sharon
Dawes, and Stuart Shulman --> http://tinyurl.com/ywlbg7
-- Mobile Services and Technology in Government, co-chairs: Pirkko Walden
(lead), Christer Carlsson and Michael Goul --> http://tinyurl.com/yqf3bx
-- Information Technology for Development; note: This Minitrack is hosted
within the Organizational Systems and Technology Track -->
http://tinyurl.com/2xw3qp
IMPORTANT DEADLINES AND INFORMATION
Abstracts
Authors may contact Minitrack Chairs for guidance and indication of
appropriate content at anytime.
June 15, 2007
Authors submit full papers to the Peer Review System, following Author
Instructions found on the HICSS web site (www.hicss.hawaii.edu) All papers
will be submitted in double column publication format and limited to 10
pages including diagrams and references. Papers undergo a double-blind
review (June 15- August 15).
August 15, 2007
Acceptance/rejection notices are sent to Authors via the Peer Review System.
At this time, at least one author of an accepted paper should begin fiscal
and travel arrangements to attend the conference to present the paper.
September 15, 2007
$545 Early Registration. Authors submit Final Version of papers following
submission instructions posted on the HICSS web site. At least one author of
each paper should register by this date with specific plans to attend the
conference.
October 2, 2007
$595 Regular Registration until Dec 15. Papers without at least one
registered author will be pulled from the publication process; authors will
be notified.
October 15, 2007
Cancellation: $150 administrative fee is deducted after this date. All
cancellation requests must be in writing.
December 1, 2007
Hotel rates are not guaranteed after this date.
December 15, 2007
$700 Late Registration There will be no refund for cancellation of
registration after this date.
THE PAPER SUBMISSION PROCESS
Consult the conference website for the listing and description of
Minitracks for HICSS-41.
Please do not submit the manuscript to more than one Minitrack Chair.
If you are not certain which Minitrack is appropriate, submit your abstract
to the Track Chair(s) for guidance.
An Individual may be listed as author or co-author on a maximum of 6
submitted papers.
Authors may not be added after submission, unless approved by the
appropriate Track Chair.
HICSS will conduct double-blind reviews of each submitted paper.
Therefore, author name(s) must not be included directly on the manuscript
during the June 15 submission process.
Submit according to detailed Author Instructions posted on the HICSS web
site ( http://www.hicss.hawaii.edu/hicss_41/apahome41.html ). Submit your
full manuscript by June 15, and if accepted, submit the Final Version by
Sept 15.
Hans J (Jochen) Scholl
Chair, HICSS40 Electronic Government Track
The Information School
University of Washington
Mary Gates Hall, Suite 370C
Box 352840
Seattle, WA 98195-2840, USA
Tel: 1-206-616-2543
Fax: 1-206-616-3152
jscholl(a)u.washington.edu
There is no assumption of guilt
Students are required to submit to Turnitin to check that their referencing is accurate. In the same way that they are expected to use spelling and grammar checks.
Turnitin reports are not accessed by staff unless there is reasonable cause to suspect that the work is plagiarised, and Turnitin reports cannot be used as the sole evidence of plagiarism
Marj
Dr Marjorie Kibby,
Senior Lecturer in Communication & Culture
Faculty of Education and Arts
The University of Newcastle, Callaghan NSW 2308 Australia
Marj.Kibby(a)newcastle.edu.au
+61 2 49216604
>>> Rosanna Tarsiero <rosanna(a)gionnethics.com> 03/09/07 10:57 AM >>>
As a student myself (and online instructor), I never plagiarized a paper,
and I do know that there are persons that do.
However, the assumption that students need to prove innocent (rather than
innocence unless otherwise proven) bothers me a great deal.
I would refuse both submitting a paper to turnitin AND doing supplemental
work. In all honesty, I do hope that some student sooner or later ends up
suing colleges. Assuming people to be guilty unless otherwise proven
violates quite a number of human rights.
Rosanna Tarsiero
"Circumstances do not make a man, they reveal him."
--James Allen
-----Original Message-----
From: air-l-bounces(a)listserv.aoir.org
[mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Mark Warschauer
Sent: venerdì 9 marzo 2007 0.50
To: air-l(a)listserv.aoir.org
Subject: Re: [Air-l] turnitin issue
I know of no precedent or case law, but this is an issue that is
taken seriously here at UC Irvine. Students are usually given the
permission to opt out of submitting their papers through
Turnitin.com, but professors then require any students who opt out to
complete one or more alternate assignments to demonstrate their
papers were not plagiarized (and those alternatives can be quite
onerous). See examples at
http://eee.uci.edu/faculty/ccopenha/39b-student/turnitin.students.htm
Mark Warschauer
>Dear AOIRers,
>
>A colleague teaching another course has come across an issue with an
>undergrad who refuses to hand in her term paper because the faculty
>member's course requires that all papers also be submitted to
>Turnitin.com.
>
>The student claims that this violates her own intellectual property
>because Turnitin reportedly keeps copies for future plagiarism searches.
>
>As a supposed ICT & society "expert," my colleague came to me for advice.
>My first thought was horsefeathers.
>
>However, I am wondering if there is any precedent or case law on this in
>Canada or the US. (EU would be too different, I think.)
>
>I am not interested in the ethics or the morality of Turnitin, but in how
>other situations have been resolved.
>
>Thanks,
> Barry Wellman
> _____________________________________________________________________
>
> Barry Wellman S.D. Clark Professor of Sociology NetLab Director
> Centre for Urban & Community Studies University of Toronto
> 455 Spadina Avenue Toronto Canada M5S 2G8 fax:+1-416-978-7162
> wellman at chass.utoronto.ca http://www.chass.utoronto.ca/~wellman
> for fun: http://chass.utoronto.ca/oldnew/cybertimes.php
> _____________________________________________________________________
>
>
>_______________________________________________
>The air-l(a)listserv.aoir.org mailing list
>is provided by the Association of Internet Researchers http://aoir.org
>Subscribe, change options or unsubscribe at:
>http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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Well if we leave the ethical questions aside (which is a hard thing to do!)
the legal advice given by the university lawyer and my institution (in
Australia) was that we should change the faculty regulations so that
submission via Turnitin was a course requirement and thus consent is given
to use Turnitin at the moment of enrolement.
That said, the legal issues that may arise (but haven't yet in Australia)
have stopped the majority of faculties here using Turnitin.
--
Dr Tama Leaver
Associate Lecturer (Higher Education Development)
Centre for the Advancement of Teaching and Learning (M400)
University of Western Australia
35 Stirling Highway
Crawley WA 6009 Australia
Ph: (+61 8) 6488 1502
Fax: (+61 8) 6488 1156
www: http://www.catl.uwa.edu.au
www: http://www.tamaleaver.net
blog: http://ponderance.blogspot.com
edublog: http://tama.edublogs.org
On 3/9/07, Mark Warschauer <markw(a)uci.edu> wrote:
>
> I know of no precedent or case law, but this is an issue that is
> taken seriously here at UC Irvine. Students are usually given the
> permission to opt out of submitting their papers through
> Turnitin.com, but professors then require any students who opt out to
> complete one or more alternate assignments to demonstrate their
> papers were not plagiarized (and those alternatives can be quite
> onerous). See examples at
> http://eee.uci.edu/faculty/ccopenha/39b-student/turnitin.students.htm
>
> Mark Warschauer
>
> >Dear AOIRers,
> >
> >A colleague teaching another course has come across an issue with an
> >undergrad who refuses to hand in her term paper because the faculty
> >member's course requires that all papers also be submitted to
> >Turnitin.com.
> >
> >The student claims that this violates her own intellectual property
> >because Turnitin reportedly keeps copies for future plagiarism searches.
> >
> >As a supposed ICT & society "expert," my colleague came to me for advice.
> >My first thought was horsefeathers.
> >
> >However, I am wondering if there is any precedent or case law on this in
> >Canada or the US. (EU would be too different, I think.)
> >
> >I am not interested in the ethics or the morality of Turnitin, but in how
> >other situations have been resolved.
> >
> >Thanks,
> > Barry Wellman
> > _____________________________________________________________________
> >
> > Barry Wellman S.D. Clark Professor of Sociology NetLab Director
> > Centre for Urban & Community Studies University of Toronto
> > 455 Spadina Avenue Toronto Canada M5S 2G8 fax:+1-416-978-7162
> > wellman at chass.utoronto.ca http://www.chass.utoronto.ca/~wellman
> > for fun: http://chass.utoronto.ca/oldnew/cybertimes.php
> > _____________________________________________________________________
> >
> >
> >_______________________________________________
> >The air-l(a)listserv.aoir.org mailing list
> >is provided by the Association of Internet Researchers http://aoir.org
> >Subscribe, change options or unsubscribe at:
> >http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
> >
> >Join the Association of Internet Researchers:
> >http://www.aoir.org/
>
> _______________________________________________
> The air-l(a)listserv.aoir.org mailing list
> is provided by the Association of Internet Researchers http://aoir.org
> Subscribe, change options or unsubscribe at:
> http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
>
> Join the Association of Internet Researchers:
> http://www.aoir.org/
>
Once again Wikipedia raises controversy by the weakness of its very
structure. Although I guess that it is the same structure that makes it an
attractive global encyclopedia.
HGZ
BBC:
Fake professor in Wikipedia storm
Internet site Wikipedia has been hit by controversy after the disclosure
that a prominent editor had assumed a false identity complete with fake PhD.
Complete article:
http://news.bbc.co.uk/2/hi/americas/6423659.stm
I am looking for help locating research about why people were drawn to
the internet in various periods, starting in the early 1990s. There
seems to be a decent amount of work focused on why firms large and small
embraced the internet, but not nearly as many studies about individual
users and their motives for going online in the first place. I am
particularly interested in the role that life circumstances played (e.g.
Did users embrace the internet first at their workplaces or schools and
then in their private lives? Were they coaxed online by friends who
already had access?). And I'm interested in research about the online
applications that were particularly appealing to newbies (e.g. email,
news, health information, e-commerce, adult content, etc.).
Finally, I'd appreciate knowing if new users' motives for adoption
changed over time. Were those who first hopped online in 1997 drawn
online by different factors from those that drew earlier adopters in,
say, 1993-1994?
Thanks very much,
Lee Rainie
**********
Director
Pew Internet & American Life Project
1615 L Street NW - Suite 700
Washington, D.C. 20036
202-419-4510
http://www.pewinternet.org
Once again Wikipedia raises controversy by the weakness of its very
structure. Although I guess that it is the same structure that makes it an
attractive global encyclopedia.
HGZ
BBC:
Fake professor in Wikipedia storm
Internet site Wikipedia has been hit by controversy after the disclosure
that a prominent editor had assumed a false identity complete with fake PhD.
Complete article:
http://news.bbc.co.uk/2/hi/americas/6423659.stm
