MALET Issues

MOSS is effective in detecting similar structures in nearly every different type of language that we use here at the University at Buffalo, including C, C++, Java, LISP, Perl, Python, Scheme, Matlab and Prolog. As you can guess, it is not fooled by renaming variables, rearranging or functionalizing blocks of code, extracting code to different modules or files, or the placing of NOP or junk code between useful codes. MOSS can also exclude matching base files (code supplied by instructors or TAs) and it can exclude the consideration of code that is matched across many different submissions (code perhaps supplied by a coding book or website, like a sorting algorithm, that is not central to the assignment).

Abstract - Program assignments are traditionally an area of serious concern in maintaining the integrity of the educa- tional process. Systematic inspection of all solutions for pos- sible plagiarism has generally required unrealistic amounts of time and effort. The "Measure Of Software Similarity" tool developed by Alex Aiken at UC Berkeley makes it pos- sible to objectively and automatically check all solutions for evidence of plagiarism. We have used MOSS in several large sections of a C programming course. (MOSS can also handle a variety of other languages.) We feel that MOSS is a major innovation for faculty who teach programming and recom- mend that it be used routinely to screen for plagiarism.

Many computer science teachers are very concerned about students cheating in their courses. Surveys report that almost three-quarters of high school students admit to cheating within the past year. John Barrie, founder of the plagiarism-detecting Web site Turnitin.com, says that about a third of the papers submitted to the site have significant levels of plagiarism.

March 9, 2015 /PRNewswire/ -- Mobile use among students was on the rise from 2013 to 2014, according to new research released today by McGraw-Hill Education.

A university-wide survey on students' mobile learning practices showed that ownership of mobile devices is high among students and that tablets are the most popular devices for academic purposes. The survey also found that mobile learning typically occurs outside the classroom, with only limited guidance from instructors.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.

Online-teaching pioneers such as Coursera and Udacity are beaming top professors' lessons into students' homes worldwide, while slashing costs, getting rid of stuffy lecture halls and improving public access. But they're having a harder time with one of teaching's eternal headaches: stopping students' cheating. The Chronicle of Higher Education this week [...]

Think for a second about how much of your life is on your smartphone or tablet. It probably has emails, texts, call logs, contacts, browsing history, social media apps, finance apps, saved passwords, credit card numbers, personal photos and more.

We Are What We Post? Self‐Presentation in Personal Web Space EDU681102 - FA15 Module 3, Week 2 Ness, Article #5

Mark, This is correct. So many you folks do not understand that every thing they post online all day is a reflection on them.

As Android smartphones and tablets grow in popularity, it's no surprise that the number of malware outbreaks is growing. Mobile antimalware apps can give your phone or tablet an extra layer of protection--but which ones do the job? Independent security testing lab AV-Test evaluated 41 virus scanners for Android, including those by mainstream security companies like Norton and Trend Micro.

The iPad has become a mainstay in the industry , but with its increased use comes the increased risk of breaches. And although preventing them seems basic, Christina Thielst, vice president at Tower Strategies and author of the blog Christina's Considerations , believes there are benefits to be had from discussing simple ways to not only protect, but also optimize your iPad.

"The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students' adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed." [Abstract from ERIC database.] Han, I., & Han, S. (2014). Adoption of the Mobile Campus in a Cyber University. International Review of Research in Open and Distance Learning. 15(6), 237-256.

"Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted." [Abstract from ERIC database.] Wang, M., Chen, Y., & Khan, M. J. (2014). Mobile Cloud Learning for Higher Education: A Case Study of Moodle in the Cloud. International Review of Research in Open and Distance Learning. 15(2), 254-267.

"Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: "What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?" To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was "pick and choose special capabilities to develop" with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken." [Abstract from ERIC database.] Alden, J. (2013). Accommodating mobile learning in college programs. Journal of Asynchronous Learning Networks. 17(1), 109-122.

Mackness, J, Mak, S and Williams, R (2010) The ideals and reality of participating in a MOOC, proceedings of the 7th International Conference on Networked Learning 2010, University of Lancaster, available at: www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/ abstracts/PDFs/Mackness.pdf' This is a peer reviewed scholarly article, frequently cited, based on mixed method research which studied the learners in the first connectivist MOOC. As such it was the first study of its kind. It appears to have correctly analyzed the relatively small quantitative sample of learners, including an instructor or two. Its contribution is to test the connectivist theory (Siemens and Downes) with a case. As noted in the abstract "The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network." P. 266 Analysis was focused on the "characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity" p.266. Generally the research outlines the strengths and weaknesses of cMOOCs using this format. Not a lot of further research is recommended other than using a larger sample in future research and "the aims of experiencing learning within a massive open online network are constrained by a course framework and many design issues and aspects of learner experience remain unresolved." P. 273 Abstract "CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices

Yousef, A. M. F., Chatti, M. A., Wosnitza, M., & Schroeder, U. (2015). A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal, 12(1). pp. 74-90. doi http://dx.doi.org/10.7238/rusc.v12i1.2253 Abstract "Massive Open Online Courses (MOOCs) are providing opportunities for thousands of learners to participate in free higher education courses online. MOOCs have unique features that make them an effective Technology Enhanced Learning (TEL) approach. Institutions are offering a growing variety of MOOCs. Nevertheless, there are several crucial challenges that should be considered in the development of MOOCs, e.g., the drop-out rate of over 95% of course participants. One of the potential reasons for that is the complexity and diversity of MOOC participants. This diversity is not only related to the cultural and demographic profile, but also considers the diverse motives and perspectives when enrolled in MOOCs. This paper aims to cluster and analyze the different objectives of MOOC stakeholders to build a deeper and better understanding of their behaviors. Our main finding was a set of eight clusters, i.e., blended learning, flexibility, high quality content, instructional design and learning methodologies, lifelong learning, network learning, openness, and student-centered learning. This cluster schema creates a meaningful picture for the MOOC community" (p. 71). This is a peer reviewed scholarly article that uses qualitative and quantitative methods to analyze survey data on MOOC instructors and learners. Responses were relatively low: 158. The context is unclear - where did they get the sampling frame from? And why did they combine the learners and instructors? So there is some question as to the sample and it cannot be generalized. That said, they are innovative in their qualitative analysis. The qualitative work analyzed the open ended questions in their survey. They used a research method that allowed them to catego

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