Post on 17-Jan-2015
description
Teodoro Wigodski
Octubre 2009
1 /18
Índice1. ¿Por qué copio?
� Alumno(a)
� Profesor
� Administración de Docencia
2. Revisión bibliográfica y web� Copiar/hacer trampa (cheating)
� Seguimiento 20 años
� Predictores motivacionales
� Causas en China
� Plagio
� Bibliografía
3. Criterios para evaluar comportamiento ético
4. Reflexión conjunta
5. Plan de Acción
2 /18
Por qué copio?
3
* Estudiantes con puntaje PSU superior y sobrevivientes del Plan Común(no sería limitación de "materia prima")
Sobre el mínimoAprobar
Cerca del máximo
Fuente: Encuestas a alumnos(as) y elaboración propia
Alumno(a)*Exceso de carga académica
Salir rápido: diploma es obstáculo para trabajar
Posibilidad de anular inscripción curso avanzado el semestre
Otras prioridades "más importantes"
Desmotivación, desinterés
Precaria organización del tiempo
Inasistencias a clases
Falta de grupo de estudio y/o apoyo
Vacios cognitivos: aprobar ! aprender y articular
No saber
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Por qué se copia?
4
Profesores
Carga académica superior a las UD asignadas
Descoordinada demanda académica de los cursos del semestre
Mejorable diseño de las actividades docentes
Karaoke power point
Estimulante para homo videns
Fuente: Encuestas a alumnos(as) y elaboración propia/18
Por qué se copia?
5
Administración de Docencia
Seguimiento desempeño docentes
Evaluación docente obligatoria para alumnos
Complacencia versus logros
Modelos y procedimientos docentes definidos
Mejoramiento continuo
Difusión de mejores prácticas: locales e internacionales
Innovaciones docentes con apoyo y seguimiento
Fuente: Encuestas a alumnos(as) y elaboración propia/18
College Cheating: A Twenty-Year Follow-Upand the Addition of an HonorCode Michael A Vandehey; George M Diekhoff; Emily E LaBeff
Journal of College Student Development; Jul/Aug 2007 Psychology Journals
�Cheating evolution
�1984 54%
�1994 61%
�2004 57%
�Honor code: cheaters and noncheaters: similar effect
�“I don´t want to cheat, but it is the only way to compete in anenvironment in which cheating is so widespread”
�Punitive factors continue be perceived as the most effectivedeterrents
�Moral and ethics reasoning may become increasingly importantgoal
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Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs. Sieman, Ashley Mouberry, PhD, 2008
Results showed that:
�goals and expectations are important for understanding howstudents’ perceive the costs associated with cheating, and
�that attitudes toward cheating and past cheating behavior areamong the strongest predictors of intention to cheat andactual cheating behavior
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The proposed modelsuggested…�That students’ decisions to cheat are primarily based on
a cost/benefit analysis and students’ assessments of thecosts and benefits associated with cheating areinfluenced by their academic goals and expectations.
�That homework cheating was more common than testcheating
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With respect to attitudes
�Educators need to help students realize the role thathomework plays in building a foundation of knowledge forfuture learning and assignments.
�Additionally, educators should demonstrate to studentsthat assignments are not simply “busy work” and thatthey serve a specific purpose.
�One way to do this is to create and communicate learningoutcomes and objectives for each assignment.
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With respect to subjectivenorms….
�The biggest hurdle* for educators to overcome isstudents’ perception that “everyone is doing it.”
�When students perceive that a majority of their peers arecheating and are being rewarded for it, they may be moreinclined to cheat in order to avoid an unfair disadvantage.
* Obstáculo10 /18
With respect to perceived behavioralcontrol
�Educators should be aware that students feel much moreconfident in their ability to cheat on homework and getaway with it than they do in their ability to successfullycheat on tests
�Using multiple versions of homework assignments mayreduce the amount of cheating that takes place
�If educators view homework and test cheating as equallyunacceptable, they should clearly communicatepunishments associated with both types of cheating
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Recomendations�Results showed that one of the strongest predictors of
cheating frequency in the respondent’s most challengingcourse was past cheating, particularly cheating during thefirst semester
�Students must be reminded early and often aboutinstitutional and classroom standards for integrity
�Not only must educators help students learn theinstitutional expectations, they must also help studentslearn and practice the skills needed to complete workwith integrity (i.e., planning, time management, use oflibrary resources and services, use of academic supportresources and services, etc.)
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On the cause of university students’ cheatingphenomenon … ZHOU Run-xian, ZHOU Xiao-pin, 2007 (School of Business Administration, Zhongnan University of Economics and Law, Wuhan Hubei430205, China; Wuhan International Trade University, Wuhan Hubei 430205, China)
� When university students establish the target to pass examination and obtain acertificate, they produce a kind of expectation in the meantime, they make asubjective evaluation on their own ability …, when their own ability can’t reachthe target, the “cheating” behavior seems to be in a clear pattern.
� Cheating behavior is the decided by the interaction of three factors, which are:
� personal character of university students,
� social environment, and
� higher education management
� To clear up the cheating behavior phenomenon, we should start from threeaspects:
� norm university students behavior,
� excellent social environment and
� … improves various internal functions for development of students’comprehensive character and education
http://www.ceps.com.tw/ec/ecjnlarticleView.aspx?jnlcattype=0&jnlptype=0&jnltype=0&jnliid=3445&issueiid=56694&atliid=961154 13 /18
Plagio en educación� Se pide a los estudiantes que realicen trabajos de redacción o
investigación.
� Por holgazanería, por voluntad deliberada de engañar o por temor deno hacer un buen trabajo, algunos de ellos utilizan textos ajenos queentregan al profesor sin citar su origen.
� Los profesores suelen considerar este tipo de comportamiento como plagio,y por lo tanto como un comportamiento impropio que conllevasanciones o penalizaciones en la nota otorgada al trabajo.
� Este fenómeno ha alcanzado una dimensión creciente (las universidadeshacen firmar a los estudiantes un "contrato de honradez"), debido alacceso a las nuevas tecnologías que han multiplicado las posibilidades dereproducción y manipulación de textos.
� Se han desarrollado software para detectar el plagio
� Google: Resultados 1 .130.000 "plagiarism detection software".
14Fuente: http://es.wikipedia.org/wiki/Plagio
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Bibliografía� The Cheating Culture: Why More Americans Are Doing Wrong to
Get Ahead by David Callahan (Paperback - Dec 1, 2004)� Is It Still Cheating If I Don't Get Caught? by Bruce Weinstein and
Harriet Russell (Paperback - April 14, 2009)� Lying, Cheating, and Stealing: A Moral Theory of White-Collar
Crime (Oxford Monographs on Criminal Law and Justice) by StuartP. Green (Paperback - May 17, 2007)
� Cheating Lessons by Nan Willard Cappo (Mass Market Paperback- May 1, 2003)
� Guiding Students from Cheating and Plagiarism to Honesty andIntegrity: Strategies for Change by Ann Lathrop and Kathleen Foss(Paperback - Oct 30, 2005)
� How To Succeed in Business Without Lying, Cheating, or Stealingby Jack Nadel (Paperback - Sep 30, 2000)
� Student Cheating and Plagiarism in the Internet Era: A Wake-UpCall by Kathleen Foss and Ann Lathrop (Paperback - Jun 15,2000)
� Psychology of Academic Cheating by Eric M. Anderman andTamera B. Murdock (Hardcover - Nov 21, 2006)
� Detecting and Preventing Classroom Cheating: Promoting Integrityin Assessment (Experts In Assessment Series) by Dr. Gregory J.Cizek (Paperback - April 10, 2003)
� Cheating on Tests: How To Do It, Detect It, and Prevent It byGregory J. Cizek (Paperback - Jul 1, 1999)
� Cheating (Ripped from the Headlines) by Stephen Currie (LibraryBinding - Sep 2007)
� Cheating (Introducing Issues With Opposing Viewpoints) by PattyJo Sawvel (Library Binding - Dec 14, 2007)
� The American Educationsl Dilemma: High-Stakes Cheating and High-StakesTesting by Roland Ashby Rier (Paperback - Feb 1, 2008)
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Criterios para evaluaciónética1. Identificar los stakeholders
2. Utilitarista (Mills): Es bueno para la mayoría?
3. Deontología (Kant): Se respetan los derechos detodos?
4. Teoría de las virtudes (Aristoteles y MacIntyre): Sesatisfacen las virtudes que los stakeholdersesperan de los alumnos?� Templanza: término medio entre el miedo y la audacia
� Justicia
� Prudencia
� Honestidad
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Reflexión conjunta�1
�2
�3
�4
�5
�6
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Plan de Acción�1
�2
�3
�4
�5
�6
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