Learning outcomes

Learning outcomes

  • Reflect on the academic integrity expectations of major assessments.
  • Recognise appropriate sources of support.
  • Identify the differences between self-plagiarism and ethical re-use of own work.
  • Use and reference digital media (e.g. images and video) with academic integrity.
  • Gain confidence in the use of software and online tools that support academic integrity.

How to use the module

Welcome to Academic Integrity. This programme is designed to help you recognise academic integrity challenges and to reflect on your own ways of working. It will also help you to identify the changes you can make to improve your approach to academic integrity.

If this is the first time you have accessed the programme, or if you need a brief reminder, here is some information on how the screens are organised, and some of the tools and features that are used throughout:

Content

  • The centre of each screen contains the core content for each module, presented either as text, interactive activities, graphics, videos or animations.

  • Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow.

  • Terms highlighted like this are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms
  • Note that your responses to the note-making and text entry activities (where you type responses in the space provided) can be printed and used as part of your ongoing work.
  • At the top of each screen you will see an indication of the approximate time it will take to complete the core content. These estimates include time to watch videos and complete activities in the central section, but not to complete the 'Optional activities'.

Poll questions

The poll questions are designed to help you think about your own situation and attitudes, and to compare your responses to those of others taking the programme. Consider talking to an academic advisor about your responses.

Pods

Throughout the programme, you will see additional learning opportunities in 'pods'. Exploring the information provided in the pods will enrich the learning experience.

  • Useful advice: Contains extra content to expand or emphasise key points from the main screen and houses links to useful external resources.
  • Think about it: Encourages reflection on how the learning applies to your role in an academic integrity culture.
  • Students say: Incorporates the views of students with the aim of keeping the content relatable, engaging and realistic to your experiences.

Quiz

At the very end of each module, you have the opportunity to test your learning further with a multiple-choice quiz. This consists of ten questions and can be taken more than once (a new set of questions will appear).

Expert panel

Authors

Dr Julia Miller

Dr Julia Miller lectures in academic skills and research communication at the School of Education at the University of Adelaide. She has an honours degree in Modern and Medieval Languages (University of Cambridge); a research MA on anglicisms in Portuguese (Flinders University, South Australia); and a PhD on idioms in English learners' dictionaries (Flinders University, South Australia). She is the founder of the English for Uni website. This free website has creative, innovative materials, together with video stories based on popular culture, all of which offer a research-based, humorous approach to transcultural language learning and teaching. Her interest in academic integrity stems from her work with international students and their differing understanding of the need for citation.


Michelle Picard

Michelle Picard is Deputy Director, English Language and Foundation Studies Centre at Newcastle University, Australia. At Adelaide University, she worked for 10 years as Director, Researcher Education, in the School of Education and as Associate Dean Teaching and Learning. Michelle researches in academic literacies and EAP and has taught these areas for 25 years in Australia, Singapore, Oman, the UAE and South Africa. She has written on postgraduate academic integrity.

In 2016, Michelle received the Turnitin Australasian Academic Integrity Award (Global Innovation). She also serves on the International Journal for Educational Integrity editorial board. Her interest in academic integrity lies in its close association with academic literacy at all study levels.

Lead advisor

Associate Professor Tracey Bretag

Associate Professor Tracey Bretag: Lead advisor

Associate Professor Tracey Bretag is based in the School of Management at the University of South Australia. Tracey's research for over 15 years has focused on all aspects of academic integrity. Since 2011 she has led four large Australian Office for Learning and Teaching (OLT) funded research projects, and is currently co-leading (with Dr Rowena Harper) the OLT project Contract Cheating and Assessment Design: Exploring the Connection. Tracey is the founding Editor of the International Journal for Educational Integrity (SpringerOpen), Editor-in-Chief of the Handbook of Academic Integrity (Springer 2016), former Chair of the Asia-Pacific Forum on Educational Integrity, and a Past President of the Executive Board to the International Center for Academic Integrity.

Reviewers

  • Dr Yvonne Davila, Lecturer, University of Technology Sydney
  • Dr Mary Davis, Senior Lecturer, Oxford Brookes University
  • Neela Griffiths, Senior Lecturer, Institute for Interactive Media and Learning, University of Technology Sydney
  • Dr Zeenath Khan, Assistant Professor, University of Wollongong – Dubai
  • Dr Erica J. Morris, Principal Fellow of the HEA, Independent Higher Education Consultant
  • Dr Amanda Tinker, Academic Skills Coordinator and Senior Lecturer, University of Huddersfield
  • Karen van Haeringen, Deputy Academic Registrar, Griffith University

Accessibility advisor

Wilma Alexander

Wilma Alexander

Wilma Alexander is a Fellow of the Higher Education Academy with Masters in Human-Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Masters in Digital Education, and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the University at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.

Developed in conjunction with:

  • Australian National University
  • CQ University
  • Charles Sturt University
  • Curtin University
  • Deakin University
  • Institute of Technology, Sligo
  • Massey University
  • Navitas
  • Queensland University of Technology
  • Technological University Dublin
  • University of Canberra
  • University of East Anglia (UEA)
  • University of New England (UNE)
  • University of New South Wales (UNSW Sydney)
  • University of Otago
  • University of Queensland
  • University of Reading
  • University of South Australia
  • University of the Sunshine Coast
  • Victoria University
  • Vrije Universiteit Amsterdam (VU)