You can tell winter is coming, but I did enjoy having an extra hour on Sunday. I watched this video on Sunday morning about how university students in Europe and the US are paying Kenyans to do their academic work for them.
The global market for academic writing is estimated to be worth $1bn (£770m) annually.
Findings from the largest dataset gathered to date on contract cheating indicate that there are three influencing factors: speaking a language other than English (LOTE) at home, the perception that there are ‘lots of opportunities to cheat’, and dissatisfaction with the teaching and learning environment (Bretag & Harper et al., 2018).
These influencing factors could be mitigated, could we assess in the learner’s native language? Culd we improve satisfaction with the overall teaching and learning environment? Often easier said than done.
This contract cheating or collusion is a major headache for universities in the UK, but I wonder if the answer isn’t about creating systems or processes that can identify when cheating or collusion is taking place, but ensuring that assessment is designed in a way that means there is no incentive to chat, collude or pay someone else to undertake the assessment.
If I was doing one thing this week, the one thing I would be doing is attending the Mahara UK Conference. Alas I can’t go, but I have sent a member of my team.
One of the success stories this year at Gloucestershire College has been Mahara. Learners have been using it in a variety of ways for learning and assessment.
Teams really like how it can be used for many different purposes and one of the things I hope we can get from the Mahara conference is how other institutions and organisations are using Mahara with their learners.
The JISC have published their newest publication, Effective Practice with e-Portfolios.
Launched at ALT-C in September 2008, Effective Practice with e-Portfolios draws out key points from established and innovative examples of practice in further and higher education and from a selection of significant JISC-funded projects on e-portfolios.
The publication complements an infoKit on e-portfolios which synthesises the main outcomes from JISC-funded projects in this field and covers the main drivers, purposes, processes, perspectives and issues around e-portfolios. Audiences for both resources will be those whose roles might involve use or implementation of e-portfolios as a tool for learning: learners, practitioners and managers in FE and HE, including IT and network staff; professional bodies; those involved in initial teacher training and in the management and implementation of PDP practice.
This online resource encompasses a broad spectrum of e-portfolio use and development and offers a valuable synthesis of JISC-funded projects on e-portfolios in recent years.
news and views on e-learning, TEL and learning stuff in general…