Katherine Seaton (Mathematics & Statistics) talks about a scenario-based approach to educating students about academic integrity. Click here to view the 8-minute video. Scenarios can form the basis of class discussions, but also transformed into a quiz format. She illustrates this approach using a lockdown contract cheating story, and points to a rich source of scenarios in the form of her OER book, available through the library at https://library.latrobe.edu.au/ebureau/ebook.html.
The scenarios in the book focus particularly on SEMS disciplines (Maths & Stats, Engineering, and Computer Science and IT), but can be adapted for any discipline.
Ross O’Shea (Physiology, Anatomy & Microbiology) provides an overview and some lessons learnt from his experience on the College Academic Misconduct Committee, dealing with first semester cases. Click on the image to view this 11 min presentation. Please note, this video is only available to those with a La Trobe login.
As part of our institutional membership to Advance HE, all La Trobe staff may access a range of resources to enhance their teaching or learning support role. These resources draw on the expertise of the global AHE community and are geared to address the current issues and dynamic landscape the sector operates in.
Several staff have reported success in minimising academic integrity breaches by reminding students of their responsibilities before starting their online exam. This can be easily achieved by simply inserting text at the start of the exam, or even requiring students to declare they have read and understood key instructions before they are able to access their exam.
Debbi Weaver (LTLT) has collected some examplesof text you may wish to use, or adapt. In addition, there are instructionson how insert a declaration into the LMS that students must accept before commencing their exam. You can also watch the short how-to video prepared by Heath McGowan in his postof 19 August.
Alison Brown (Microbiology) describes how she has used photography, video and H5P to create online labs that students have found highly engaging. Click on the slide to hear about how she used a College teaching grant to re-employ casual staff to carry out this work. She presented on this project at the most recent Community of Practice for teaching focused academics.
Haider Al Abadi (Engineering) talks about how he used a College teaching grant to create a series of 360 video resources to bring to life Structural Engineering concepts that students typically find quite dry. Click on the image to view his contribution to the most recent Community of Practice meeting for teaching focused academics.
Congratulations to three of our OUA subject coordinators and their teaching teams who recently received Top Performing Unit Awards for study period 1.
Michael Coldrey and the teaching team for DTN101
Deanna Horvath and the teaching team for HBS101
Melissa Buultjens and the teaching team for PHE101
These subjects, part of La Trobe’s Bachelor of Food and Nutrition which is delivered in partnership with OUA, are considered to be performance leaders in the delivery of online programs across OUA’s portfolio and partner networks.
This is an outstanding accomplishment and a wonderful example of what can be achieved with online learning.
In this video, Jessica Biesiekierski (Dietetics and Human Nutrition) talks through strategies to ensure students are aware of academic integrity, tips to improve integrity of online assessment and, in her slides, provides links to useful resources on the topic. Jessica is a member of the online teaching community of practice, led by Deanna Horvath.
In this video Tim Stewart (Human Nutrition and Dietetics) talks about how he successfully transformed a face-to-face Objective Structured Clinical Examination (OSCE) into an online Tele-OSCE in just three weeks.
With semester 1 exams done and dusted, our online exams community of practice has reconvened to discuss what worked well, what could be improved and what is needed for semester 2 exams.
Debbi Weaver (Acting Deputy Director, Digital Education, LTLT) provided an update on an issue experienced when large cohorts (over 1600 students) tried to log on to the LMS at the same time (i.e. 9am or 2pm).
Debbi has advised that multiple strategies will be used to minimise the risk of this happening again:
The service capacity of the LMS infrastructure has been increased,
Exams of >1200 students will be flagged and scheduled to start at different times to other exams on the same day, and
Where a window of availability is offered for exams (e.g. 12 hours), academics are asked to ensure students understand that the window applies and suggest they don’t necessarily need to log on at the advertised start time (e.g. they can log in early, or later during the window).
If you would like further information or have any comments / feedback in relation to online exams please contact Belinda Thompson (firstname.lastname@example.org).