The Vision & Philosophy Behind the Design of the Academic Cheating MOOC — from by Bernard Bull


With these two concepts in mind, I sought to design a MOOC environment that blended the elements of xMOOCs and cMOOCs.  The vision was for me to serve as a sort of tour guide, occasionally directing people as needed, establishing suggested “sites” and activities.  And yet, I wanted to leave ample room for user-generated, group-constructed knowledge.  Here are some of the MOOC features that emerged from this vision.


5 ways online education can keep its students honest — from by Ki Mae Heussner
As online learning platforms like Coursera, Udacity and edX raise the stakes for students with increased partnerships with traditional universities and credit-bearing classes, here are five technologies that can help them thwart cheating.


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From DSC:
The website below is very disturbing in terms of the questions it raises — though such questions and activities are certainly not limited to what occurs in the online classroom, as evidenced by The Shadow Scholar (from The Chronicle by Ed Dante) where a man confessed to writing ~5,000 scholarly papers for students, including grad students.


  • Should the owners of this site go to jail? Or is this just capitalism gone awry? 
  • Does this business make a profit?  If so, why and what does that say?
  • Is this type of thing happening for just a handful of people out there? How would we know?  Can the’s of the world detect/stop this?
  • If their services are in demand, should that inform or influence any differences in the strategies or pedagogies we utilize within higher education?  Do we need to re-evaluate what’s really being achieved and not achieved? That is, if employers didn’t look to a college degree, would students come to learn anyway or would they be gone by morning?
  • What, if anything, does it say about students’ ethics?  Matters of the heart?


WE take your class dot com -- should these people go to jail?


Look at some of the “services,” “benefits,” and messages being offered therein:

  • We take your online classes for you and you get an A
    Underlying message: We’ll help you get that piece of paper so you can move on to what really counts.  (Don’t worry about not knowing anything…you won’t have to prove yourself later on…and never mind about your work ethic, this is a one-time-cutting-the-corners type of decision, right? Isn’t it? Isn’t it?!)
  • Life is too short to spend on classes you have no interest in
  • Give us a deadline and we will meet it!
    Underlying message: Corporations outsource many things, why shouldn’t you?  (Never mind that learning should be your core business and should not be outsourced.)

How about you all, what are some questions that this type of thing raises in your minds?


Are they learning or cheating? Online teaching’s dilemma — from by George Anders; my thanks to Mr. Yohan Na for the resource

From DSC:
I think the key is that folks are going to need to show what they can do, not just what they know (in order to get a job for example). That type of thing will expose (at least to a degree) who has been doing the work and who hasn’t.  Also, I’m hopeful that faculty members can integrate assignments that personalize the learning — that make it relevant; so people will have a greater incentive to do the work and hopefully get more engaged with it.

The topic of cheating/plagiarism gets at a far deeper issue — why don’t people want to do the work in the first place? Where’s the enjoyment of learning? Why isn’t learning more enjoyable? How can we make it more enjoyable/relevant/personalized?

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Is your Moodle “cheatable”? — from Moodle News


The Rubric is available at and you can check out Jared Stein’s Cheatability Factor Presentation at Mr Stein works for UVU as Director of Instructional Design Services.

What the tool is getting at is the randomness of questions posed to students and what type of opportunities, if any, students have to cheat or collaborate on independent work. While most questions are straightforward there was the occasional curveball like this, “Could students find a paper on the topic just through Google? Or does the paper require individualized selection of topic, interpretation, analysis, and reflection?”  Not quite a yes/no question (but those are exactly the answer choices you have).

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Plagiarism and the web -- from - August 2011

Top 10 Faculty Focus Articles for 2010, part 1 — from Faculty Focus by Mary Bart 

Top 10 Faculty Focus Articles for 2010, part 2 — from Faculty Focus by Mary Bart

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