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Cflcentre for Flexible Learning Teaching and Learning Newsletter Centre for Flexible Learning CFL University of Windsor explorerWinter 2005 Why is local artist, Angela Coppola, explaining the process of creating her “Viva Disco!” maquette to student teachers? See page 8. Preventing Plagiarism By Danielle Istl Perhaps it’s a familiar phrase or choice of words. happens? Wouldn’t it also be better for students if Perhaps it’s vocabulary or grammar that is the temptation or ability to plagiarize was limited? uncharacteristic of that which you’ve typically Designing assignments that reduce students’ received from the student. Or perhaps it’s a Google opportunities to plagiarize is one way of dealing with search that reveals that entire passages from another plagiarism before it rears its ugly head. Several source have been copied and pasted. If the material techniques can make a difference in the amount of isn’t attributed, you’ve discovered plagiarism. How should you deal with it? After the fact, the answer is . continued on page 5 simple: reduce the grade based on the extent and severity of the plagiarism. Then report the offence to In this issue your department head or Associate Dean, who may r Copyright Proposals Alarming, p.3 refer the matter to the Vice-Provost’s Office. r New Student Evaluation, p.7 Wouldn’t you prefer to deal with plagiarism before it TABLE OF CONTENTS Faculty Associate The Centre for Flexible Learning Positions EXPLORER, VOLUME 5, NUMBER 1, Winter 2005 The mandate of the CFL is to promote The CFL has developed a faculty associate program with and support a learning and teaching culture founded upon educational models the goals of helping faculty members address specific characterized by high quality and flexible teaching or curriculum development needs and/or access. encourage and stimulate effective teaching in their own The CFL logo is a CD as seen through a camera viewfinder. The CD symbolizes Faculties. flexible learning—it is portable and can Associates will be provided course release (equivalent to be distributed on any platform; it can contain video, text, hypertext, audio or at most one course per semester), office space and support any combination thereof; it can link the learner to the Web or stand on its own. at the CFL, and professional development funds. The depiction of the CD in the centre of For more information or to apply, see the CFL website a camera’s crosshairs represents the acquisition of materials for distributed (cfl.uwindsor.ca), or contact Marilyn Powley, 519-253-3000, learning through the “Centre” for Flexible Learning. x3090. Centre for Flexible Learning University of Windsor Windsor, Ontario, Canada N9B 3P4 519-253-3000 x3090 Fax: 519-971-3608 E-mail: [email protected] Web: cfl.uwindsor.ca Location: Lambton Tower, Table of Contents FloorsG,1,2 Wyandotte St. & Sunset Ave. Preventing Plagiarism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·1 Editor Natasha Wiebe Copyright Proposals Alarming · · · · · · · · · · · · · · · · · · · · · · · · 3 Graphic Design & Layout Gail Johnson New Student Evaluation· · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 Photography Tory James Roving Reporter · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·7 Contributors to this Issue Randy Bowers, Mechanical, Automotive & Materials Engineering; Jocelyne Fleming, An Educational Spin with CarTunes · · · · · · · · · · · · · · · · · · · · 8 CFL; Anna Galka; Kai Hildebrandt, Associate Dean, Faculty of Arts and Social Sciences; Danielle Istl, Office of President Sets Out Ambitious Agenda · · · · · · · · · · · · · · · · · 12 the Vice-Provost, Students and Registrar; Tory James, CFL; Gail Johnson, CFL; Alison Kenzie, Toronto; Meghan Krajchi, CFL Staff Highlight · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·13 CFL;MyraTawfik,Law;Wayne Tousignant, CFL; Natasha Wiebe, CFL. Windsor Lecturers Advance in TVO Contest· · · · · · · · · · · · · 14 Explorer is published twice a year by the Centre for Flexible Learning, University of Windsor. Upcoming Conferences · · · · · · · · · · · · · · · · · · · · · · · · · · · · 15 The views expressed or implied do not necessarily reflect those of the CFL or the Brown Bag Workshops · · · · · · · · · · · · · · · · · · · · · · · · · · · ·16 University of Windsor. 2 winter 2005 explorer e-LAW e-Law is a recurring feature edited by Professor Myra Tawfik, Faculty of Law, University of Windsor Copyright Proposals Alarming In May 2004, the Standing Committee for The second proposal is for a collective license to Canadian Heritage released its Interim Report on permit educational institutions to disseminate Copyright Reform. It included a number of copyright works through courses that are wholly or proposals of interest to this campus. Although the partly taught on-line. This would cover any use of Report has been sharply criticized by Educational and technology that “extends the reach of the classroom Library Associations (e.g., AUCC, CAUT, CLA, beyond its physical boundaries.” Although the report CARL), the government is in the process of acknowledged the legitimacy of some free uses of preparing draft legislation that will, apparently, adopt copyright works in the physical classroom, it refused its recommendations. to extend these uses to the virtual world. As Among its proposals, the Report recommended educational institutions continue to adopt ‘virtual’ that the use by educational institutions of copyright technologies to enhance the classroom experience, material found on the Internet should be subject to a the ultimate effect of a licensing system will be to collective licensing system (like AccessCopyright) eliminate any “free uses” of copyright works for except where the material clearly indicates educational purposes. that it is “publicly available.” Websites that are silent on this will be deemed not to be THE LAW SHOULD BE DESIGNED TO ACHIEVE AN “publicly available.” This represents a OPTIMAL BALANCE BETWEEN THE PROTECTION OF paradigm shift in our dealings with the Internet. Until now, material posted has RIGHTS-HOLDERS . AND ALLOWING INDIVIDUALS been presumed to be freely available unless TO ACCESS COPYRIGHT WORKS FOR THE otherwise stipulated by subscription, password-protection or other clearly ADVANCEMENT OF LEARNING indicated copyright notices. The third recommendation is that interlibrary As it is, licensing agreements in respect of loans of digital formats of copyright works be copies (e.g., AccessCopyright) cannot effectively take addressed through direct negotiation with the into account uses that are permitted by law without rights-holder or through a collective licensing payment such as private study and research known as scheme. As matters stand now, interlibrary loans are “fair dealing.” And such agreements cannot properly addressed by an exception under the legislation that recognize just what proportion of photocopying allows libraries to send one print copy of a published relates to works that are already in the public domain. work for fair dealing purposes. Since it is likely that, In other words, we are already likely paying for uses increasingly, library materials will be in digital for which we are not legally obliged to pay. If this type format, this proposal risks abrogating “fair dealing” of agreement becomes applicable to the Internet, how and other hard-won exceptions specifically designed can we ever ensure that we will not end up paying for to serve the public interest in the dissemination of uses that would or should otherwise be free? knowledge. continued on page 4 explorer winter 2005 3 e-LAW e-Law, continued from page 3 You can see a pattern emerging. This is not merely it the educational mission of institutions for higher about universities and their budgets. It’s a more learning. fundamental tension between two very different views about copyright policy. IS COPYRIGHT FIRST AND FOREMOST FOR THE Is copyright first and foremost for the protection of rights-holders such that the law PROTECTION OF RIGHTS-HOLDERS SUCH THAT THE should be designed to give them as much LAW SHOULD BE DESIGNED TO GIVE THEM AS MUCH control as possible over their works? The Report and its recommendations epitomize CONTROL AS POSSIBLE OVER THEIR WORKS? this approach. With absolute control over a work comes the ability to to grant access For those of you who are concerned about the to the work. The reality is that copyright is often chilling effect of this privatized model of copyright assigned to third parties whose interests may be and the progressive elimination of the public domain, different from those of the original authors. The here are some suggestions for simple but effective interests of these rights-holders to limit access to the action: work may well clash with those of the authors, 1) Although it is not always feasible in our “publish or particularly academic authors who may wish to perish” environment, we should try to negotiate disseminate their work freely. with publishers who seek an assignment of our The other view of copyright is that the law should copyright that they agree to allow us to reproduce be designed to achieve an optimal balance between the our own work freely for our own educational protection of rights-holders, on the one hand, and purposes including allowing the library to keep allowing individuals to access copyright works for the print and digital copies for purposes of e-reserves advancement of learning, on the other. This approach safeguards the cultural commons and the without charge. public domain through
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