Thanks to those of you who were able to attend our live presentation today. For those of you were not able to make it, you may acess the 30 minute, live recorded session here, where you can view the video we created along with the class discussion that followed.
Here is link to our 10 minute video (included in presentation above), if you’re running short on time. References for the information presented in our video are listed below.
References
Afeltowicz, Ł., & Pietrowicz, K. (2018, September). Solutionist interventions and their unforeseen consequences: a preliminary catalogue of often committed errors. In 2018 II National Interdisciplinary Scientific Conference TechSpo’18: Power of Algorithms (pp. 1-4). IEEE.
Bates, T. (2020). Crashing into online learning: A report from five continents – and some conclusions. Online Learning and Distance Education Resources. Retrieved from https://www.tonybates.ca/2020/04/26/crashing-into-online-learning-a-report-from-five-continents-and-some-conclusions/
Bates, T. (2020). First Data on the Shift to Emergency Online Learning. Retrieved fromhttps://www.tonybates.ca/2020/04/22/first-data-on-the-shift-to-emergency-online-learning/
Benson, R., & Brack, C. (2010). Online assessment. Online learning assessment in higher education: A planning guide (pp. 107-151). Whitney, UK: Chandos Publishing Oxford. Retrieved from https://ebookcentral-proquest-com.ezproxy.royalroads.ca/lib/royalroads-ebooks/reader.action?docID=1582338&ppg=128
Harwell, D. (2020, May 9). Mass school closures in the wake of coronavirus are driving a new wave of student surveillance. The Washington Post. Retrieved from https://www.washingtonpost.com/technology/2020/04/01/online-proctoring-college-exams-coronavirus/
Lee, C. (2020). How to Uphold Academic Integrity in Remote Learning. Retrieved fromhttps://www.turnitin.com/blog/how-to-uphold-academic-integrity-in-remote-learning
Murdock, T. B., Hale, N. M., & Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary educational psychology, 26(1), 96-115.
Respondus. (2020. May 9). Retrieved from https://www.respondus.com/products/monitor/
Tec4Tric. (2017). Cheat online exams like a boss! Part-1 [Video File]. Retrieved from https://www.youtube.com/watch?v=4yay-gjyZ10
Teclehaimanot et al. (n.d.). Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments. Retrieved from https://members.aect.org/pdf/Proceedings/proceedings17/2017/17_12.pdf
Watson, G. & Sottile, J. (2010). Cheating in the Digital Age: Do Students Cheat More in Online Courses? Retrieved from https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&con
May 13, 2020 at 8:36 pm
I found your presentation very informative and useful. Interestingly, I have to learn respondus next month and this really helped (so thank you). Your Presentation was lovely to look at and captivating throughout. Do any of your team members have experience with Respondus? Do you feel the program is cost effective? Scalable? Convenient?
After watching your presentation, I went and checked out “cheat online like a boss”. Needless to say, I was left horrified but now feel it would be best to authenticate the learner or proctor the online exam.
I like seeing the alternate approaches that teachers can implore to avoid students from cheating. Do you think any of those approaches would work? I personally like the approach of testing on assessments/skills, as it demonstrates what the students have learned, not what they have memorized. That being said, it is so hard to do this for online classes/exams.
Thank you all team 4, I thought your presentation was fantastic.
– Kerry
May 27, 2020 at 8:34 pm
Thanks for the kind words Kerry.
Cost effective? yes – for the instrucotrs. The studetns who are required to own a laptop with webcam might not think so though. This can bring up issues of accessibility, and democratization (or lack therof) in remotely delivered courses. Scalable? At face value – yes. It integrates seamlessly within an LMS, so as long as your courses already exist within an LMS, then rolling out this software is simple. Convenient? If checking a box that courses are being adequately proctored, then sure.
One concern we’ve already heard back from students, is that they aren’t permitted scrap paper during an exam procored this way. One purpose of the Lockdown borwser is to prevent the exam for being compromised (copy/pasted, or having pictures taken). This feature becomes void if you then allow a student to use a pen and paper to potentially write out the exam questions to distribute later on. This creates the need to create new exams semester ater semester – which is decidedly inconvenient.
The above is just an example of the hiccups, or shortcomings of proctoring software. And yes, I am definitely from the school of thought that the assesments should be designed so as to not require proctoring in the first place. I too, believe this would enable more accurate assessments of learning.
May 14, 2020 at 6:48 pm
Hi Kerry,
Interesting that you’ll be using this software soon! No one on our team had previous experience with either of the Respondus products (Mark may have previous experience with internal proctoring software in his work), and wanted to better understand it as our work spaces are transitioning quickly with COVID-19 restricturing.
There is some great literature out there that points to non-quiz type assessments as being really relevant and useful. One of the articles I’m reading today is this one:
https://link.springer.com/article/10.1007/s10648-012-9199-6
It’s mainly about transformational pedagogy, and includes some really great insights into what connects students to the coursework and class, and what factors promote positive outcomes. The article pulls in interesting bits of change theory along with transformational leadership theory. It’s one of the more optimistic pieces of writing I’ve come across in the last while, and has some really practical strategies for instructors in it.