Browsing by Author "McDermott, Brenda"

Now showing 1 - 8 of 8
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    Academic Integrity: Considerations for Accessibility, Equity, and Inclusion
    (2022-04-04) Pagaling, Rachel; Eaton, Sarah Elaine; McDermott, Brenda
    Purpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility. Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 82 References; 2 Tables
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    Artificial intelligence and academic integrity: The ethics of teaching and learning with algorithmic writing technologies
    (2023-01-25) Eaton, Sarah Elaine; Brennan, Robert; Wiens, Jason; McDermott, Brenda
    The higher education landscape is changing rapidly, with artificial intelligence tools being increasingly available to students, as well as the general public. In this session, we present basic information about artificial intelligence and algorithmic writing technologies such as GPT-3 and other tools. We will contemplate the broader impact of artificial intelligence on teaching, learning, assessment, and academic integrity. Debating whether the use of artificial might or might not constitute academic misconduct is an overly reductionist and polarizing approach to the debate. Our value proposition is that artificial intelligence is already here and as educators we have a responsibility to ensure we are taking an ethical approach about how it can be used for teaching, learning, and assessment. We discuss how artificial intelligence tools can be used to support ethical and equitable approaches to student success. Keywords: artificial intelligence, academic integrity, academic misconduct, plagiarism, GPT-3, ChatGPT, large language models (LLM), algorithmic writing, transdisciplinary, transdisciplinarity Cite this presentation as: Eaton, S. E., Brennan, R., Wiens, J., & McDermott, B. (2023, January 25). Artificial intelligence and academic integrity: The ethics of teaching and learning with algorithmic writing technologies Invited talk for the Webinar Series organized by the Faculty Merit Committee (FMC) Learning Development Team, Bournemouth University, UK.
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    Blended learning, blended instruction: a case study in course re-design
    (2015-06) Beatty, Susan; Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; McDermott, Brenda
    Using a course redesign initiative as an opportunity for research, an instructor, three librarians, and a writing specialist collaborated to investigate students' responses to a partially flipped, blended approach to learning in an interdisciplinary first- year science and technology course. The instructor invited librarians and a writing specialist to collaborate with him to develop course content which focused on improving the students' research and writing skills in an inquiry based, learner centric course. The redesign included partially flipped instruction on research skills, writing and citation in advance of classroom instruction. This was an instructional shift for the teachers and students. Students were asked to take more responsibility for their learning outside of the classroom and in advance of instruction, while we teachers took on the responsibility to create a learning experience whereby students could learn and apply new skills during class. It was a challenge to enter into this contract and to negotiate our way through a course redesign that has more than its fair share of new (to us) elements: online delivery, informative short, instructional videos, pre tests, post-tests, new content, and practical learning activities aligning with the content and the learning outcome timetable. As the course ended, students were surveyed on their understanding of their learning experience. The results tell us there is more work to be done in course development and student engagement with learning. Students did not necessarily understand the purpose and benefit of pre- class assignments, nor did they all participate. This presentation is a summary of the steps taken in course redesign and review the results of the student survey relating to the instructional elements.
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    Collaborating to Incorporate Library and Writing Skills in an Interdisciplinary Course: A Case Study
    (2015-11-13) Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; Beatty, Susan; McDermott, Brenda
    Librarians and writing centre staff were invited by the instructor of a first-year interdisciplinary course to collaborate with him on a course redesign emphasizing skill development in research and writing. Ferer (2012) highlights how library and writing support connections help students cross institutional boundaries. This case study is an example of using these connections to benefit students in a course. The team re-designed the library and writing portions of a first-year inquiry based learning course to incorporate many flipped classroom initiatives (Mangan, 2013) including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Hands-on exercises were used to help engage students and promote skill development and critical thinking throughout the research and writing sessions. The instructor showed the importance of research and writing skills by dedicating lectures and assigning 25% of the course grade to pre-tests and a summative assessment. All techniques and assignments focussed on building resources to further the students’ final research project in the course. The instructor embedded the team at every possible step to achieve the course learning goals. Librarians and writing support staff were involved in developing the syllabus and lectures, creating and grading assessment pieces, and assisting student research and writing processes throughout the course. Ethics approval was acquired to conduct a research survey designed to understand student learning experiences. This session will provide an overview of the course with examples of how the instructor embedded librarians and writing centre staff throughout the course through collaboration. We will detail the flipped classroom techniques we incorporated, discuss survey results, and provide personal reflections on the process for student learning objectives as well as our own professional development for incorporating these flipped classroom techniques in future teaching opportunities.
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    Embedding Research and Writing Instruction into Inquiry-Based Learning: A Case Study
    (2015-05-13) Hoffman, Nadine; Feng, Patrick; McDermott, Brenda
    While instructors value the outcomes of research processes, the instruction of these skills is often left on the periphery. When librarians and writing centre staff are able to meaningfully collaborate in course design, the boundaries between assignment, assessment, research, and writing are reduced to create a more accurate model of the iterative process of scholarship. As Ferer (2012) highlights, connecting library and writing support merges divisions created by institutional boundaries. This presentation highlights the potential for creating a cohesive university experience for first-year students, by describing the outcomes of a partially flipped approach to research and writing instruction embedded into an inquiry-based learning course. This collaborative re-design process incorporated many flipped classroom initiatives (Mangan, 2013), including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Research and writing skills were weighted 25% of the course grade with librarians and writing centre staff integrally involved with the assessment process. The purpose of this session is to introduce instructors to the benefits of using a partially flipped approach to research and writing skills instruction by highlighting the value of integrating librarians and writing support staff into course design. Participants will experience an interactive exercise modeling the student experience to foster a deeper understanding of research and writing skills, and through this gain an appreciation for how an embedded model can work in the classroom.
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    Remembering with the Muppets: Considering the Media Franchise as a Site of Memory
    (2015-09-03) McDermott, Brenda; Rusted, Brian
    Despite their increasing dominance of the television and film markets, franchises are often viewed as lacking creativity or as the result of the increasing corporatization of Hollywood. While these explanations partly address the emergence of media franchises, they fail to explore why audiences continue to return to these reruns, reboots, or repeats. This dissertation examines one aspect of the social function of media franchises—their role in collective memory. By examining the press coverage of the Muppet franchise over the course of thirty years, this study outlines how the Muppet franchise is situated as a site of continuity between past and present. Using frame analysis, different mnemonic frames are identified as the press coverage responds to changes in the franchise. Twelve different mnemonic frames emerge from the analysis of press coverage of the Muppet franchise. These frames fit within Nora’s (1989) concept of a site of memory, suggesting that the press coverage of the Muppet franchise promotes its use as a site of memory. In conclusion, this dissertation argues that part of the appeal of franchise productions is their role as a site of memory, helping build social continuity. Thus, the Muppet franchise could function like other traditional sites of memory, memorials and museums. However, the Muppet franchise is privately owned and protected by intellectual property rights, unlike the national and public-ownership of traditional sites of memory. This private ownership could, therefore, have implications on the expression of memory, particularly how remembrance is transformed in a consumptive act.
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    Traditional instruction reformed with flipped classroom techniques
    (2015-06) Lee, Jennifer; Beatty, Susan; Feng, Patrick; Hoffman, Nadine; McDermott, Brenda
    A flipped classroom moves away from a lecture-then-homework model by assigning “content” before the class, and then engaging students with the content or concepts during the class. This poster describes the redesign of a series of information literacy sessions in a first-year inquiry-based learning class, by employing flipped classroom techniques. It also reflects on the collaborative process of session redesign and lessons learned about executing a flipped classroom. The redesign came about as a result of the course instructor providing librarians with additional time, and an assessment component. The instructor, librarians, and a writing support coordinator worked together to revamp what was originally traditional lecture-style sessions. The pre-assigned content also included short quizzes administered through a course management system to ensure students understood content before class. Facilitated classroom activities allowed students to practice concepts with feedback. A final assessment component was also administered through the course management system and will be compared to quiz marks.
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    Understanding the Impact of Artificial Intelligence on Higher Education
    (2023-06-08) Eaton, Sarah Elaine; Dawson, Phillip; McDermott, Brenda; Brennan, Robert; Wiens, Jason; Moya, Beatriz; Dahal, Bibek; Milne, Nick; Miller, Allyson; Mindzak, Michael; Kumar, Rahul; Hamilton, Melanie
    This one-day public conference included transdisciplinary research presentations on various topics related to artificial intelligence in higher education including, but not limited to, pedagogy, assessment, ethics, artificial intelligence, ChatGPT, large language models, bias, equity, diversity, inclusion Sponsors include: Social Sciences and Humanities Research Council (SSHRC) (Grant #: 611-2022-0398) Social Sciences and Humanities Research Council of Canada (SSHRC) University of Calgary International Research Partnership Workshop Grant University of Calgary Teaching and Learning Grant Werklund School of Education, University of Calgary Deakin University Brock University Toronto Metropolitan University University of Saskatchewan