Timeline for When does excessive collaboration become plagiarism?
Current License: CC BY-SA 3.0
11 events
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| Feb 8, 2018 at 4:41 | history | edited | Ben I.♦ | CC BY-SA 3.0 |
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| Jan 31, 2018 at 17:30 | comment | added | Ben I.♦ | @G_V There is no difference from my perspective. And I don't worry myself too much over that form of "cheating". | |
| Jan 31, 2018 at 15:41 | comment | added | G_V | @BenI. So what is the effective difference between someone who initially writes the code and understands how it works and someone who understands how it works? Seems like a waste of time trying to differentiate between these types of students, since in the workplace they need to write code anyway. I'm someone who learns better by looking at solutions to complex problems and then applying the concepts extracted to new situations. The end result is someone who can translate an understanding of abstract concepts to working code. | |
| Jan 31, 2018 at 13:50 | comment | added | Ben I.♦ | @G_V Everyone explains their code to me, even the kids for whom there is no doubt. | |
| Jan 31, 2018 at 12:49 | comment | added | G_V | You should be able to weed out the people who copy without understanding by asking them explain their code and the concepts behind it. Since you're only doing this for cases where there is doubt, it shouldn't take that much extra effort. | |
| Jan 30, 2018 at 16:42 | comment | added | mattumotu | @BenI. ok thanks, could just be the difference between classroom and work. (for one I assume you teach them something(!) often I just get a new problem, sometimes no context!) | |
| Jan 30, 2018 at 16:38 | comment | added | Ben I.♦ | @mattumotu I have no answer for you, other than I never have received more than about 15 sources on anything. I suppose that my students naturally prioritize a little bit, and omit items below a certain threshold of helpfulness. They haven't asked me for clarification about this, either, I'm afraid. I wish I could give you a more precise answer, I can only say that it hasn't been a problem in practice for me. | |
| Jan 30, 2018 at 16:27 | comment | added | mattumotu | For rule 2, how does that work without being too onerous? When I try to solve a new problem (at work, not school) I can end up opening dozens (hundreds?) of tabs searching for hints or answers. The majority are not useful (disregarded in seconds) but some are (or more often bits combined from several sources will enable me to develop my own solution). How do you not end up with pages and pages of links, and how are they of any use to you? What goal does this actually accomplish? | |
| Jan 30, 2018 at 14:21 | history | edited | Ben I.♦ | CC BY-SA 3.0 |
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| Jan 30, 2018 at 13:53 | comment | added | Buffy | I don't know if it is still true, but at a time in the past, Dartmouth College had an Honor Code that sounds, if I remember correctly, quite a bit like what you say above, especially your fourth point. | |
| Jan 30, 2018 at 13:45 | history | answered | Ben I.♦ | CC BY-SA 3.0 |