{"id":9960,"date":"2019-02-20T02:28:16","date_gmt":"2019-02-19T15:28:16","guid":{"rendered":"http:\/\/sydney.edu.au\/education-portfolio\/ei\/teaching@sydney\/?p=9960"},"modified":"2019-02-20T02:28:16","modified_gmt":"2019-02-19T15:28:16","slug":"building-student-capacity-through-educational-technologies-reports-from-ascilite-2018","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/building-student-capacity-through-educational-technologies-reports-from-ascilite-2018\/","title":{"rendered":"Building student capacity through educational technologies – reports from ASCILITE 2018"},"content":{"rendered":"

ASCILITE 2018<\/a> was held at Deakin University from 25-28 November 2018. The annual ASCILITE conference brings together academics, developers, researchers, and technologists from around Australasia to discuss pedagogy and educational technologies. Some of the Educational Innovation team went, and we summarise here some key presentations around building students’ study skills, promoting evaluative judgement, and designing authentic assessments that discourage online student academic dishonesty.<\/p>\n

This article was contributed by Ruth Weeks, Samantha Haley, and Adam Bridgeman.<\/em><\/p>\n

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Shifting our focus: Moving from discouraging online student dishonesty to encouraging authentic assessment of student work<\/h2>\n

This panel was presented by <\/span>Carol Miles<\/span><\/a> and <\/span>Keith Foggett<\/span><\/a>, University of Newcastle.<\/span><\/p>\n

Carol and Keith presented a very inspiring session on the use of authentic assessment to discourage academic dishonesty. They talked about the fact that the number of students committing academic dishonesty is a relatively small percentage (<\/span>between 1 and 8%<\/span><\/a>), but that universities are increasingly focussing on attempts to conquer dishonesty that actually prevent the use of authentic assessment – quite ironic really!<\/span><\/p>\n

They mentioned the fact that academic essays are, in fact, one of the more likely types of assessment for students to plagiarise, as it is fairly simple to buy an academic essay. In addition, high stakes assessments that carry a high percentage of an overall grade and that haven\u2019t been adequately scaffolded may induce normally honest students to consider plagiarising. Instead, they provided a number of examples of assessments that were more authentic and less likely to involve academic integrity issues:<\/span>
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