This interactive tutorial helps students understand how to recognize and avoid accidental plagiarism It covers what to cite, how to cite, and provides interactive self-checks to test understanding of the concept. The tutorial complements another at the University of Arizona Libraries site that is a more detailed guide to avoiding plagiarism.
Type of Material:
The tutorial could be used in class or for homework, individual, or team use.
The tutorial works successfully in Firefox, Chrome and Explorer. It requires Flash.
Identify Major Learning Goals:
This concise tutorial is designed to help students recognize when plagiarism occurs. Examples are given, and students have interactive self-checks to demonstrate their ability to recognize plagiarism. The tutorial also introduces the two basic ways to cite source material.
Target Student Population:
The tutorial is designed mainly for lower-level undergraduates but could also be used at the high school level. Anyone wanting to increase his/her knowledge in this area could benefit from the tutorial.
Prerequisite Knowledge or Skills:
Short, clear summary of the complexities involved in preventing plagiarism. Examples of plagiarism are given. Students can self-check their ability to recognize instances of it and get immediate feedback.
Plagiarism can be a difficult concept to grasp. This runs the risk of overly simplifying the material – text-heavy material is easy to skip and students may easily miss key concepts. This tutorial can be used on its own though it is probably best to use it in conjunction with additional material.
Potential Effectiveness as a Teaching Tool
This is a good, concise, stand alone overview of what constitutes plagiarism. Students can self-check to test their ability to recognize examples of it and to test their understanding of the concept. Immediate feedback is provided. It is broad enough to be used in several contexts.
The short tutorial does not include enough material to reinforce concepts. It is difficult to measure or assess student learning outcomes, though formative assessment exercises are included. The learning objective is not directly stated but is understood.
Ease of Use for Both Students and Faculty
Formative assessment activities adds to interactive elements. It has a professional design. Progression through the tutorial is straightforward with obvious previous and next options,and students can skip to material that they prefer to view.
Text heavy material will not be engaging for all learners. Interactive formative assessment activities are somewhat difficult to use and do not always provide feedback for the learner. It is not clear when the tutorial is over. There is no “Back” button once students enter the “Test” section.
Other Issues and Comments:
A succinct and helpful introduction to the concept of plagiarism.
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