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In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.

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Here's a quick recap for those just tuning in… 70:20:10 has shone a spotlight on the limits of formal learning. In contrast, social and experiential learning continue to be veritable goldmines of productivity, placing learners at the centre of their story and demanding a major shift from Learning & Development professionals.

Here's a quick recap for those just tuning in… 70:20:10 has shone a spotlight on the limits of formal learning. In contrast, social and experiential learning continue to be veritable goldmines of productivity, placing learners at the centre of their story and demanding a major shift from Learning & Development professionals.

In 70:20:10 for trainers I advocated the use of the 70:20:10 model by L&D professionals as a lens through which to view their instructional design. The excellent comments on my post, and insightful blog posts by others - notably Mark Britz, Clark Quinn and Arun Pradhan - have prompted me to think deeper about my premise.

In 70:20:10 for trainers I advocated the use of the 70:20:10 model by L&D professionals as a lens through which to view their instructional design. The excellent comments on my post, and insightful blog posts by others - notably Mark Britz, Clark Quinn and Arun Pradhan - have prompted me to think deeper about my premise.

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Spymek has developed iPhone applications for iOS & android OS through its excellent skills. We are expertise in iPhone application development, android application development, mobile application development, mobile games development.

Spymek has developed iPhone applications for iOS & android OS through its excellent skills. We are expertise in iPhone application development, android application development, mobile application development, mobile games development.

Spymek has developed iPhone applications for iOS & android OS through its excellent skills. We are expertise in iPhone application development, android application development, mobile application development, mobile games development.

Need an idea for a Twitter chat for educators to get professional development?  Check out this list.

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