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Reuse, Recycle, Repurpose: Moving from a plagiarism guide to a sustainable good academic practice toolkit - Lynne Meehan & Clare Trowell
1. Moving from a plagiarism guide to a sustainable good
academic practice toolkit
Lynne Meehan (she/her) & Clare Trowell (she/her)
Recycle
Repurpose
Reuse
12. What Went
Well
We had a good starting point
Expertise from across the
University
Working collaboratively
Iteration and feedback
Led to the creation of other online
resources across Cambridge
13. Case Studies
AFRICAN STUDIES
Embedded quiz into Moodle in
October 2020
Supported the move to online
teaching
Continues to be used and support
face to face sessions
"Thanks very much for developing
this, I certainly was grateful for this
during Michaelmas, and as a tool to
refer back to throughout the rest of
this year."
CHEMICAL ENGINEERING
Embedded quiz into Moodle in
October 2021
Links also given to LibGuide as part
of department support for Good
Academic Practice
Feedback gathered from students
has revealed that we can further
align the Guide and the Quiz, as well
as add some further practical
examples.
15. Want to
undertake
a similar
project?
What are your current
institutional drivers?
Identify what you have
already?
What change is needed and
who can help with this?
How will you promote?
17. Clare Trowell
Marshall Librarian
University of Cambridge
Email: clt61@cam.ac.uk
Lynne Meehan
Engineering and
Technology Librarian
University of Cambridge
Email: lm746@cam.ac.uk
Notas del editor
We used to have Libguide – with advice about how to avoid plagiarism
This was the minimal interactivity available
– a quiz at the end
Active learning
Formative assessment (via questions within the GAP Libguide)
Summative assessment (via a Moodle Quiz)
Working with subject specialists – generic but could be used by any discipline
It needed to teach the information by engaging students through active learning
We needed some formative and summative assessment to encourage self-directed independent learning
Our learning resource needed to be available online to all subject areas
It also needed to work with face-to-face teaching as well as online learning (OER Open? Educational Resource) n.b. add cc by licence
…to encourage re-use, recycling and repurposing!!!
Together these three components comprise the Good Academic Practice Toolkit
Technical knowledge: we needed Html editing skills not just the content editor in Libguides
Peer review from a CUP Learning Technologist and Education Quality and Policy Office (EQPO)
Buy-in, support and sponsorship from our central teaching office: Cambridge Centre for Teaching and Learning e.g. assisting with promotion via the CCTL newsletter
The network of librarians/CILN across Cambridge, creating, testing and using the resource
Outline of the toolkit or Image
Libguide with elements
Moodle quiz
Outline of the toolkit or Image
Libguide with elements
Moodle quiz
We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy.
We did not destroy and begin again
Draft 1
Peer review
Draft 2
More feedback routes
Further iteration: more personalised integration
vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university.
Reflective Practice Toolkit
Critical Reading Moodle Course
Literature Searching Moodle Course (in progress)We will demonstrate that innovation can be iterative and how we will continue with this iterative approach as we continue to grow and develop our own understanding of information literacy and critical pedagogy.
We did not destroy and begin again
Draft 1
Peer review
Draft 2
More feedback routes
Further iteration: more personalised integration
vels of study, using summative, as well as formative assessment. This toolkit was among the first of its kind at Cambridge and has since been followed with other generic resources that can be adapted for different contexts across the university.
Reflective Practice Toolkit
Critical Reading Moodle Course
Literature Searching Moodle Course (in progress)
Revisit promotion of the toolkit to embed into more disciplines
Review the quiz and guide to create more links between the resources
Plans for a workshop over Summer 2022
https://libguides.cam.ac.uk/plagiarism
What helped slide repackages
Align with institutional drivers – identify with potential opportunities across the institution
What do you have already that can be adapted
What needs changing – who can help with this. Also consider peer review and well as undertaking adaption
What Promotion needs to be there and be sustainable
Buy – in
Identify the opportunity
Adapt and use across the organisation
Recycling, reusing and repurposing our own guide.