A Computational Academic Integrity Framework

L'abast creixent i la naturalesa canviant dels programes acadèmics constitueixen un repte per a la integritat dels protocols tradicionals de proves i exàmens. L'objectiu d'aquesta tesi és introduir una alternativa als enfocaments tradicionals d'integritat acadèmica, per a cobrir la bretxa del buit de l'anonimat i donar la possibilitat als instructors i administradors acadèmics de fer servir nous mitjans que permetin mantenir la integritat acadèmica i promoguin la responsabilitat, accessibilitat i eficiència, a més de preservar la privadesa i minimitzin la interrupció en el procés d'aprenentatge. Aquest treball té com a objectiu començar un canvi de paradigma en les pràctiques d'integritat acadèmica. La recerca en l'àrea de la identitat de l'estudiant i la garantia de l'autoria són importants perquè la concessió de crèdits d'estudi a entitats no verificades és perjudicial per a la credibilitat institucional i la seguretat pública. Aquesta tesi es basa en la noció que la identitat de l'alumne es compon de dues capes diferents, física i de comportament, en les quals tant els criteris d'identitat com els d'autoria han de ser confirmats per a mantenir un nivell raonable d'integritat acadèmica. Per a això, aquesta tesi s'organitza en tres seccions, cadascuna de les quals aborda el problema des d'una de les perspectives següents: (a) teòrica, (b) empírica i (c) pragmàtica.El creciente alcance y la naturaleza cambiante de los programas académicos constituyen un reto para la integridad de los protocolos tradicionales de pruebas y exámenes. El objetivo de esta tesis es introducir una alternativa a los enfoques tradicionales de integridad académica, para cubrir la brecha del vacío anonimato y dar la posibilidad a los instructores y administradores académicos de usar nuevos medios que permitan mantener la integridad académica y promuevan la responsabilidad, accesibilidad y eficiencia, además de preservar la privacidad y minimizar la interrupción en el proceso de aprendizaje. Este trabajo tiene como objetivo iniciar un cambio de paradigma en las prácticas de integridad académica. La investigación en el área de la identidad del estudiante y la garantía de la autoría son importantes porque la concesión de créditos de estudio a entidades no verificadas es perjudicial para la credibilidad institucional y la seguridad pública. Esta tesis se basa en la noción de que la identidad del alumno se compone de dos capas distintas, física y de comportamiento, en las que tanto los criterios de identidad como los de autoría deben ser confirmados para mantener un nivel razonable de integridad académica. Para ello, esta tesis se organiza en tres secciones, cada una de las cuales aborda el problema desde una de las siguientes perspectivas: (a) teórica, (b) empírica y (c) pragmática.The growing scope and changing nature of academic programmes provide a challenge to the integrity of traditional testing and examination protocols. The aim of this thesis is to introduce an alternative to the traditional approaches to academic integrity, bridging the anonymity gap and empowering instructors and academic administrators with new ways of maintaining academic integrity that preserve privacy, minimize disruption to the learning process, and promote accountability, accessibility and efficiency. This work aims to initiate a paradigm shift in academic integrity practices. Research in the area of learner identity and authorship assurance is important because the award of course credits to unverified entities is detrimental to institutional credibility and public safety. This thesis builds upon the notion of learner identity consisting of two distinct layers (a physical layer and a behavioural layer), where the criteria of identity and authorship must both be confirmed to maintain a reasonable level of academic integrity. To pursue this goal in organized fashion, this thesis has the following three sections: (a) theoretical, (b) empirical, and (c) pragmatic

A computational academic integrity framework

L'abast creixent i la naturalesa canviant dels programes acadèmics constitueixen un repte per a la integritat dels protocols tradicionals de proves i exàmens. L'objectiu d¿aquesta tesi és introduir una alternativa als enfocaments tradicionals d'integritat acadèmica, per a cobrir la bretxa del buit de l'anonimat i donar la possibilitat als instructors i administradors acadèmics de fer servir nous mitjans que permetin mantenir la integritat acadèmica i promoguin la responsabilitat, accessibilitat i eficiència, a més de preservar la privadesa i minimitzin la interrupció en el procés d'aprenentatge. Aquest treball té com a objectiu començar un canvi de paradigma en les pràctiques d'integritat acadèmica. La recerca en l'àrea de la identitat de l'estudiant i la garantia de l'autoria són importants perquè la concessió de crèdits d'estudi a entitats no verificades és perjudicial per a la credibilitat institucional i la seguretat pública. Aquesta tesi es basa en la noció que la identitat de l'alumne es compon de dues capes diferents, física i de comportament, en les quals tant els criteris d'identitat com els d'autoria han de ser confirmats per a mantenir un nivell raonable d'integritat acadèmica. Per a això, aquesta tesi s'organitza en tres seccions, cadascuna de les quals aborda el problema des d'una de les perspectives següents: (a) teòrica, (b) empírica i (c) pragmàtica.El creciente alcance y la naturaleza cambiante de los programas académicos constituyen un reto para la integridad de los protocolos tradicionales de pruebas y exámenes. El objetivo de esta tesis es introducir una alternativa a los enfoques tradicionales de integridad académica, para cubrir la brecha del vacío anonimato y dar la posibilidad a los instructores y administradores académicos de usar nuevos medios que permitan mantener la integridad académica y promuevan la responsabilidad, accesibilidad y eficiencia, además de preservar la privacidad y minimizar la interrupción en el proceso de aprendizaje. Este trabajo tiene como objetivo iniciar un cambio de paradigma en las prácticas de integridad académica. La investigación en el área de la identidad del estudiante y la garantía de la autoría son importantes porque la concesión de créditos de estudio a entidades no verificadas es perjudicial para la credibilidad institucional y la seguridad pública. Esta tesis se basa en la noción de que la identidad del alumno se compone de dos capas distintas, física y de comportamiento, en las que tanto los criterios de identidad como los de autoría deben ser confirmados para mantener un nivel razonable de integridad académica. Para ello, esta tesis se organiza en tres secciones, cada una de las cuales aborda el problema desde una de las siguientes perspectivas: (a) teórica, (b) empírica y (c) pragmática.The growing scope and changing nature of academic programmes provide a challenge to the integrity of traditional testing and examination protocols. The aim of this thesis is to introduce an alternative to the traditional approaches to academic integrity, bridging the anonymity gap and empowering instructors and academic administrators with new ways of maintaining academic integrity that preserve privacy, minimize disruption to the learning process, and promote accountability, accessibility and efficiency. This work aims to initiate a paradigm shift in academic integrity practices. Research in the area of learner identity and authorship assurance is important because the award of course credits to unverified entities is detrimental to institutional credibility and public safety. This thesis builds upon the notion of learner identity consisting of two distinct layers (a physical layer and a behavioural layer), where the criteria of identity and authorship must both be confirmed to maintain a reasonable level of academic integrity. To pursue this goal in organized fashion, this thesis has the following three sections: (a) theoretical, (b) empirical, and (c) pragmatic

Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified

Wine, Fraud and Expertise

While fraud has existed in various forms throughout the history of wine, the establishment of the fine and rare wine market generated increased opportunities and incentives for producing counterfeit wine. In the contemporary fine and rare wine market, wine fraud is a serious concern. The past several decades witnessed significant events of fine wine forgery, including the infamous Jefferson bottles and the more recent large-scale counterfeit operation orchestrated by Rudy Kurniawan. These events prompted and renewed market interest in wine authentication and fraud detection. Expertise in wine is characterized by the relationship between subjective and objective judgments. The development of the wine fraud expert draws attention to the emergence of expertise as an industry response to wine fraud and the relationship between expert judgment and modern science

DIGITAL PROCTORING IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

To improve the academic integrity of online examination, digital proctoring systems have been implemented in higher education worldwide, particularly during the COVID-19 pandemic. In this paper, we conducted a literature review of the research on digital proctoring in higher education. We found 115 relevant publications in nine databases. We applied topic modeling methods to analyze the corpus which resulted in eight topics. The review shows that the previous studies focus largely on the systems’ development, adoption of the systems, the effects of proctored online exams on students’ performance, and the legal, ethical, security, and privacy issues of digital proctoring. The annual topic trends indicate future research concerns, such as systems’ development, online programs (MOOCs) and proctoring, along with various issues of using digital proctoring. The results of the review provide useful insights as well as implications for future research on digital proctoring, a crucial process for digitalizing higher education

Designing MOOC:a shared view on didactical principles

The innovative impact of the paper can be highlighted by the following statements: 1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles. 2. Defining MOOC didactical principles and their operationalisations in more concrete guidelines. 3. Formulating suggestions for combining xMOOC and cMOOC.Supported by European Commission, DG EAC, under the Erasmus+ Programm

Implementing Machine Learning Techniques for Predicting Student Performance in an E-Learning Environment

The pandemic of COVID-19 has altered the way people learn. Learning has moved from offline to online throughout this pandemic. Predicting student performance based on relevant data has opened up a new field for educational institutions to improve teaching and learning processes, as well as course curriculum adjustments. Machine learning technology can assist universities in forecasting student performance so that necessary changes in lecture delivery and curriculum can be made. The performance of the pupils was predicted using machine learning techniques in this research. Open University (OU) educational data is examined. Demographic, engagement, and performance metrics are used. The results of the experiment. The k-NN strategy outperformed all other algorithms on the OU dataset in some circumstances, but the ANN approach outperformed them all in others

Impact of New Entry Strategic Technology on Frequency Words Analysis in Translation, Literature and Inter-cultural Communication

AbstractThe aim of the experimental work is statistical analysis of the novels by observing the frequency of letters, words, and n-grams of four books: two books by Dino Buzzati a) The Tartar steppe (Il deserto dei Tartari) and b) The Colomber (Il colombre); and two books by Oscar Wilde a) The portrait of Dorian Gray and b) The ballad of Reading Gaol. Books have been received in the original versions written by its authors and their respective English – Italian translations and vice versa. For statistical analysis are used two programs: Firstly, it is a program built by us which analyzes the text in English and Italian and at the end gives the frequency of each of the letters; Secondly, it is used antconc, a concordance and n-grams program. Such analysis can lead us to the identification of any logical fact or not (a-logical) fact between connections that might have the basic material and its translation, in Literature knowledge and inter cultural communication; which is a fundamental key of today's society relationships

Digital Rights and Responsibility in Education: A Scoping Review

Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.European Regional Development Fund’s 2014-2020 Operational Program, the Andalusian Government, and Spain’s Department of Economic Transformation, Industry, Knowledge and Universities (Project A.SEJ.46.UGR 2020)