Plagiarism-free inquiryproject-based learning

AUTHORS:CHU Kai Wah Samuel, Xiao HU, CHIN Yiu-ming,

LEE Wing Yi Celina, LYU Jiayan Vincy,NG Tzi Dong Jeremy, WONG ShukYi Chelsea

Preface

The 21st century is characterized by its profound changes in the way how human-beings live and interact

(Dunning, 2000). The education sectors around the globe have been reacting towards these changes and

modifying their education systems and pedagogies to prepare students for the future society (Black, 2009).

Among the myriad of new interventions, inquiry project-based learning has been under the spotlight in recent

decades as a means to equip students with the essential 21st century skills, such as reading and writing abilities;

IT and digital literacies; interpersonal and problem solving skills. Empirical evidence has corroborated that

inquiry project-based learning is a plausible way to develop students’ core competencies (e.g., Chu, 2009;

David, 2008; Donham et al., 2001; Wilhelm, Sherrod, & Walters, 2008). However, incorporating inquiry

projects into the already fully packed school curriculum has never been an easy task to school administrators

and teachers. Moreover, the readily accessible internet resources have made plagiarism so much easier than

before (Mages & Garson, 2010), hampering the potential benefits of inquiry projects as a fruitful learning

experience.

In the hope of helping teachers maximize the educational benefits students can get from an inquiry project, this

book puts forward a practical teaching framework, supported by a collaborative teaching team, the use of wikis

as a working platform, the employment of Wikiglass as a monitoring tool, and a pedagogy called UPCC, which

stands for the four stages of helping students get rid of plagiarism in their project output: Understanding

plagiarism, Paraphrase, Cite, and Check their work for originality. The teaching methodology has been

implemented in a local secondary school; and it has been received positively by both teachers and students.

Interested education practitioners may regard this book as a teaching manual to help them refine their current

practices.

References:

Black, R. (2009). English-language learners, fan communities, and 21st-century skills. Journal of Adolescent &

Adult Literacy 52(8): 688–697.

Chu, S. (2009). Inquiry project-based learning with a partnership of three types of teachers and the school

librarian. Journal of the American Society for Information Science and Technology, 60(8): 1671-1686

David, J. (2008). What research says about project-based learning. Educational Leadership, 65: 80-82.

Donham, J., Bishop, K., Kuhlthau, C. C., & Oberg, D. (2001). Inquiry-based learning: lessons from library

power. Worthington, Ohio: Linworth Publishing.

Dunning, J.H. (2000). Regions, globalization, and the knowledge economy: Issues stated. In J.H. Dunning (Ed.),

Regions, Globalization, and the Knowledge-based Economy. Oxford: Oxford University Press. Mages WK and Garson DS (2010) Get the cite right: design and evaluation of a high-quality online citation

tutorial. Library and Information Science Research, 32(2): 138–146.

Wilhelm, J., Sherrod, S., & Walters, K. (2008). Project-based learning environments: challenging preservice

teachers to act in the moment. The Journal of Educational Research, 101: 220-233.

1

Plagiarism-free inquiry project-based learning

Chu Kai Wah Samuel

Xiao Hu

Chin Yiu-ming

Lee Wing Yi Celina

Lyu Jiayan Vincy

Ng Tzi Dong Jeremy

Wong Shuk Yi Chelsea

Chapter Page

Chapter 1: Introduction 2 – 6

Chapter 2: Challenges in leading students through an inquiry group project 7 – 10

Chapter 3: Using wikis (PBworks) to facilitate students’ group project work 11 – 30

Chapter 4: Enhancing students’ ability in information literacy 31 – 34

Chapter 5: Enhancing students’ ability in avoiding plagiarism 35 – 46

Chapter 6: Learning analytics with Wikiglass 47 – 55

Chapter 7: Conclusion 56 – 57

Testimonials 58 – 59

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Chapter 1: Introduction

1.1.What students need today: 21st century skills

In the 21st century, the global structure has changed dramatically, leading to the evolving demands for our future

pillars. With the acceleration of digital technology development, typical routine work is less required among the

labor force in the 21st century. Therefore, educators now advocate the teaching goals shall be modified to instil

the children with the skills and literacy currently on demand (Black, 2009). In this section, we will look at two

frameworks offered by P21 and UNESCO Bangkok regarding the components that 21st century skills entail.

1.1.1 Partnership Framework for 21st Century Skills by P21

Partnership for 21st Century Skills (P21, 2009) has proposed the framework that includes three skill sets that are

closely relevant to the modern world: (1) learning and innovation; (2) information, media and technology skills

(referred collectively as ‘digital literacies’); and (3) life and career skills. According to P21 framework, each

skill set is defined with several specific key capabilities. In the other words, the three skill sets are comprised of

12 components (P21, 2009). Learning and innovation skills cover the critical thinking and problem solving,

communicating, collaborating, and being creative and innovative. Digital literacies consist of the information,

media and technology literacies. Information literacy (IL) is defined as “able to recognize when information is

needed and hav(ing) the ability to locate, evaluate, and use effectively the needed information” (American

Library Association, 1989, p. 1). Media literacy (ML) means being able to decode, evaluate, analyze, and

produce print and electronic media (Aufderheide, 1997). Technology literacy refers to the ability to use digital

technology, communication tools, and/or networks to access, manage, integrate, evaluate, and create

information (International ICT Literacy Panel, 2002). Life and career skills emcompasses the ability to be

flexible and adaptable, have a self-direction, engage in social and cross-cultural interactions, be productive and

accountable, and have the potential to manage leadership and responsibilities.

Figure 1.1 Rainbow illustration of the Partnership for 21st Century Skills framework (extracted from

Chu, Reynolds, Tavares, Notari & Lee, in press)

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Learning and innovation

skills

Digital literacies Life and career skills

Critical thinking

Problem solving

Communicating

Collaborating, creative and

innovative

Information literacy

Media literacy

Technology literacy

Flexibility and adaptability

Self-direction

Social and cross-cultural

interactions

Productivity and accountability

Leadership and responsibilities

Table 1.1 Components of 21st century skills by P21 (Based on information provided by

http://www.p21.org/our-work/p21-framework)

Trilling and Fadel (2009) has summarized the 21st century skills by the formula:

3Rs x 7Cs = 21st Century Learning

3Rs represented the established skills of “Reading”, “wRiting” and “aRithmetic”. As for the 7Cs, they mean

Critical thinking and problem solving, Communication, information and media literacy, Collaboration,

teamwork and leadership, Creativity and innovation, Career and learning self-reliance, Cross-cultural

understanding and Computer and ICT literacy.

1.1.2 UNESCO Bangkok framework on transversal competencies

According to the UNESCO Bangkok framework on transversal competencies, there are six general

transversal competencies: Critical and innovative thinking (e.g. creativity, entrepreneurship, resourcefulness),

interpersonal skills (e.g. communication skills, organizational skills, teamwork), intrapersonal skills (e.g.

self-discipline, ability to learn independently, flexibility and adaptability), global citizenship (e.g. awareness,

tolerance, openness, responsibility, respect for diversity), media and information literacy (e.g. the ability to

locate and access information through ICT, media, libraries and archives) while the physical and

psychological health (e.g. healthy lifestyle, healthy feeding) is an optional domain since it is difficult to find a

coherence between health domain and all case studies and some incorporate these key competencies to the

intrapersonal or interpersonal domain instead.

Domains Critical and

innovative

thinking

Interpersonal

skills

Intrapersonal

skills

Global

citizenship

Media and

information

literacy

Examples Creativity

Reflective

thinking

Reasoned

decision-making

Communication

skills

Empathy

Compassion

Self-discipline

Self-awareness

Integrity

Tolerance

Openness

Intercultural

understanding

Ability to locate

and access

information

through ICT,

media, libraries

and archives

Ability to

analyse and

evaluate media

content

Table1.2 UNESCO Bangkok framework on transversal competencies (adapted from Education Research

Institutes Network (ERI-Net), 2013)

After a brief overview on the two frameworks put forward by P21 and UNESCO Bangkok, we start to get a

general sense of how challenging 21st century education has become. Students, on top of the tight curriculum

they have to go through, are expected to embody a great myriad of soft and hard skills in order to cope with the

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highly mobile, knowledge-intensive, and collaborative working environment (Dunning, 2000). How are we,

educators in the 21st century, going to help our students develop such capabilities? The next section of this

chapter is going to provide some answers to that.

1.2. How inquiry project based learning helps develop 21st century skills

1.2.1. Rationales behind inquiry project based learning

In order to help the students in Hong Kong to be equipped with the aforementioned transversal skills and

competencies, one of the most common ways of teaching and learning advocated by the constructivist educators

is inquiry-based learning (Chu, 2009). The EDB of the HKSAR (2002) defines inquiry-based learning as a

student-centred approach that promotes the combination of skills, knowledge, and values in the General studies

(GS) learning process. The approach promotes that during learning, the teachers act as facilitators and students

consolidate and extend their knowledge by asking questions and use information search to dig out the answer. In

case they face problems, they collect and analyze the information collected.

The importance of providing adequate chances for students to explore issues actively is highlighted by Vygotsky

(1987): Under the instructions given by a more skilled person via scaffolding, children can acquire new

cognitive intelligence. According to Moran (2007), it is proposed that teachers can provide scaffolding through

giving out questions, demonstrating and posing hypotheses for explanations in the classroom so as to assist the

discovery among the children. Hmelo-Silver, Duncan, and Chinn (2007) proposed that the aforementioned

scaffolding is a recipe for children to learn in a more complicated domains without cognitive overloading.

Furthermore, this process shall be within the proximal development zone of each student. That means the tasks

assigned to the children shall not able to complete the work alone because of the difficulty, but will be

handleable if guidances are available (Bee & Boyd, 2002; Rogoff, 1990; Vygotsky, 1987). Kuhlthau (2004)

suggested that during the information search process, assistance will only be available if the child is not able to

finish an assignment alone or find it with huge difficulty.

Different from the traditional learning of imposed tasks, the students undergo self-generated or semi-imposed

tasks that negotiate via a theme and content based on a problem (Harada & Yoshina, 2004a). By this method,

Gross (1999) believed that compared to imposed tasks, students gets the feeling of ownership in self-generated

tasks. This echoes with the autonomous learning raised by Piaget (1973), which need students to uncover the

ideas and relationships via the activities they feel interested in. According to Alberta Learning (2004), it is

concluded that inquiry projects can be competed decently if the students are interested in those activities.

Kuhlthau et al. further proves this statement by saying that “the curriculum and the student’s world need to be

closely aligned for deep personal learning to take place” (2007, p. 8). Therefore, it is crucial to enable students

to pick and personalize their work to enhance their school performance.

1.2.2. Benefits of using IPjBL in school

Donham et al. (2001) conducted a study that involved three schools to practice the inquiry-based learning. The

result found out no matter what the students’ innate capabilities are, all students are benefitted from authentic

and meaningful learning induced by inquiry-based learning when compared to the rote learning. Wilhelm,

Sherrod, and Walters (2008) reinforced the finding by introducing the implementation of projects during the

learning process. Project work enables the students who have a wide variety of learning styles, cultural and

ethnic backgrounds, and ability levels to explore their interests in the defined curriculum framework, so they can

develop their individual advantages.

Furthermore, projects can attract interests of students, stimulate thinking and empower students with the skills to

apply problem solving skill (David, 2008). By allowing students to take control over their own parts of the

project which are relevant to them, project work also promotes a sense of responsibility (Alloway et al., 1996).

IBL + project = inquiry PjBL (project-based learning)

1.3. The authors' attempt in a local secondary school In fact, a local secondary school in Hong Kong has been the pioneer of adopting a plagiarism-free inquiry

project learning model into their Liberal Studies curriculum . On 27 October 2015, an In-house Training

Workshop on “Plagiarism: What it is and How to recognize and avoid it using UPCC Model” (standing for

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Understanding plagiarism, Paraphrase, Cite and Check their work for originality) was held (TWGSS, 2015). On

that day, Dr CHU K.W, Samuel, Dr HU, Xiao and Ms Helen CHEUNG from the Division of Information and

Technology Studies, Faculty of Education, HKU were the facilitators. The UPCC Model and how it can be

applied in daily learning and teaching activities to avoid plagiarism were explained by Dr CHU. Furthermore Dr

HU and Ms CHEUNG introduced the newly developed I.T. tools like Wikiglass and Schoology to enhance the

effectiveness of “Self-regulated Learning” in classroom teaching and educational programmes. This book has

detailedly documented the good practices on plagiarism-free IPjBL from teachers and students at the school.

In this book, the challenges in leading students through an inquiry group project will first be introduced. After

that, wikis (PBworks) will be explained in how to facilitate students’ group project work. Furthermore, ways to

enhance students’ ability in information literacy and avoid plagiarism will be discussed. At the end, Wikiglass

will be introduced as a learning analytics tool to facilitate students to learn. It is hoped that by the case study of

plagiarism-free IPjBL practice in the pilot school, more secondary schools in Hong Kong will engage in such

practices in the future.

References: Alberta Learning. (2004). Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning,

Alberta: Alberta Learning, Learning and Teaching Resources Branch.

Alloway, G., Bos, N., Hamel, K., Hammerman, T., Klann, E., Krajcik, J., et al. (1996). Creating an inquiry-

learning environment using the World Wide Web. Proceedings of the 1996 International Conference on

Learning Sciences. Evanston, IL: Northwestern University.

American Library Association. (1989). Presidential committee on information literacy: Final report. Chicago,

IL: ALA

Aufderheide, P. (1997). Media literacy: From a report of the national leadership conference on media literacy. In

R. Kubey (Ed.), Media literacy in the information age: current perspectives. New Brunswick, NJ: Transaction

Publishers.

Bee, H. & Boyd, D. (2002). Lifespan development (3rd Ed.). Boston: Allyn and Bacon.

Black, R. (2009). English-language learners, fan communities, and 21st-century skills. Journal of Adolescent &

Adult Literacy 52(8): 688–697.

Borgman, C., Hirsh, S., Walter, V. & Gallagher, A. (1995). Children’s Searching Behavior on Browsing and

Keyword Online Catalogs: The Science Library Catalog Project. Journal of the American Society for

Information Science, 46: 663-684.

Bowler, L., Large, A., & Rejskind, G. (2001). Primary school students, information literacy and the Web.

Education for Information, 19: 201–223.

Chu, S. (2009). Inquiry project-based learning with a partnership of three types of teachers and the school

librarian. Journal of the American Society for Information Science and Technology, 60(8): 1671-1686.

Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. & Lee., C.W.Y. (in press). Developing 21st Century

Skills with Inquiry Learning, Collaborative Teaching, Social Media, and Games: International Perspectives.

Springer.

David, J. (2008). What research says about project-based learning. Educational Leadership, 65: 80-82.

Donham, J., Bishop, K., Kuhlthau, C. C., & Oberg, D. (2001). Inquiry-based learning: lessons from library

power. Worthington, Ohio: Linworth Publishing.

Dunning, J.H. (2000). Regions, globalization, and the knowledge economy: Issues stated. In J.H. Dunning (Ed.),

Regions, globalization, and the knowledge-based economy. Oxford: Oxford University Press.

Education Bureau, the Government of the Hong Kong Special Administrative Region (EDB). (2002). General

Studies for Primary Schools Curriculum Guide. Retrieved September 5, 2011, from

http://cd.edb.gov.hk/kla_guide//GS_HTML/english/ch4/ch42.html

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Education Research Institutes Network (ERI-Net) (2013). Regional Study on Transversal Competencies in

Education Policy and Practice (Phase I). UNESCO Bangkok.

Gross, M. (1999). Imposed Queries in the School Library Media Center: A Descriptive Study. Library &

Information Science Research, 21(4): 501–521.

Harada, V.H., & Yoshina, J.M. (2004). Moving from rote to inquiry: Creating learning that counts. Library

Media Connection, 23: 22-24.

Hmelo-Silver, C.E., Duncan, R.G., & Chinn, C.A. (2007). Scaffolding and Achievement in Problem-Based and

Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42: 99-107.

International ICT Literacy Panel (2002). Digital transformation: A framework for ICT literacy. Princeton, NJ:

Educational Testing Services.

Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services. Cincinnati:

Libraries Unlimited Inc.

Livingstone, D. & Lynch, K. (2000). Group project work and student-centred active learning: two different

experiences. Studies in Higher Education, 25: 325-345.

Moran, M.J. (2007). Collaborative action research and project work: Promising practices for developing

collaborative inquiry among early childhood preservice teachers. Teaching and Teacher Education, 23: 418-

431.

Partnership for 21 st Century Skills. (2009). P21 Framework Definitions. Retrieved December 20, 2011 from

http://p21.org/storage/documents/P21_Framework_Definitions.pdf

Piaget, J. (1973). To understand is to invent. New York: Grossman.

Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social context. New York: Oxford

University Press.

Salovaara, H. (2005). An exploration of students’ strategy use in inquiry-based computer-supported

collaborative learning. Journal of Computer Assisted Learning, 21: 39-52.

Tsuen Wan Government School (2015). Retrieved from http://www.twgss.edu.hk/index/index25.aspx?nnnid=1

Van Aalst, J., Fung, W.H., Li, S.M., & Wong, P.Y. (2007). Exploring information literacy in secondary schools

in Hong Kong: a case study. Library & Information Science Research, 29: 533-552.

Vygotsky, L.S. (1987). Development of higher mental functions during the transitional age. In R.W. Rieber

(Ed.), The collected works of L.S. Vygotsky (pp. 83-150). New York: Plenum Press.

Wallace, R., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students Online in a Sixth-

Grade Classroom. Journal of the Learning Sciences,

http://www.informaworld.com/smpp/title~content=t775653672~db=all~tab=issueslist~branches=9 - v99, 75-

104.

Wilhelm, J., Sherrod, S., & Walters, K. (2008). Project-based learning environments: challenging preservice

teachers to act in the moment. The Journal of Educational Research, 101: 220-233.

7

Chapter 2: Challenges in leading students through an inquiry group project

The problems encountered in inquiry group project can be ascribed to four main factors: The lack of IT skills;

plagiarism behavior by students; and the insufficient time and proper training of teachers.

2.1 Lack of IT skills Educators using inquiry PBL have raised the point that, learning among students can be enhanced by using

computers and information search through the internet (Owens, Hester, & Teale, 2002). Therefore, IT and

information literacy skills become the main components in productive learning.

Nevertheless, whether the inquiry PBL can be successfully implemented in the local primary school curriculum

is doubtful as many students may have difficulty in gaining access to relevant database and do not possess

information technology (IT) skills (Chu, 2009). These hinder the successful implementation of inquiry PBL. For

example, EDB (2007) stated that only a few among 635 local primary schools have tried WiseNews (May Lee,

personal communication, September 7, 2006), which is a news database that is said to be useful for local GS

projects (Chow et al., 2007). Students from different grades seem to be lacking the skills of information literacy

to identify the relevant information and the ability to evaluate the information the students select critically

(Livingstone & Lynch, 2000; Salovaara, 2005; van Aalst, Fung, Li & Wong, 2007).

Furthermore, the first author conducted a study that found out many P4 students in a local primary school, who

were already deemed as leaders in using IT in education, might also lack the effective IT skills such as word

processing IT skills and information literacy (Chu, 2009). Therefore, during the implementation of PBL which

requires extensive use of computers and IT, students may face some hurdles.

2.2 Plagiarism of students Plagiarism is defined as the unauthorized use of ideas, texts and graphics extracted from a particular source but

not giving credit to the initial authors (Elander et al., 2010; Smith et al., 2007; Yeo and Chien, 2007).

In fact, many students could define what plagiarism is, but seldom could point out the acts of plagiarism (Koul

et al., 2009). Therefore they committed plagiarism for instance how to acknowledge (Risquez et al., 2011;

Rutgers, 2007) or cite (Mages and Garson, 2010) the others’ work correctly to reaffirm their viewpoint.

Moreover, self-plagiarism – presenting himself/herself previously published work as new work (American

Psychological Association, 2010), is another issue that is difficult to be comprehended and so committed by the

negligent students.

The students’ negative perspectives have pointed out the four factors that describe improper mindset regarding

the use of information, which are cryptomnesia, memory and cognitive malfunction where individuals mistake a

previous conceived idea from external sources as their own (American Psychological Association, 2002), time

saving, work avoidance and convenience. Due to the lack of motivation to exert themselves in their work,

students copied information directly from the newspapers, Internet or other channels. Among all types of

information resources, they know more about web-based search tools for instance Google or Yahoo rather than

e-journal or e-book. Hoping to save time, they usually directly get information from Google or Yahoo in order

to complete their work. This leads to the frequent occurrence of cryptomnesia.

The technology advancement aggravated the plagiarism incidents. Mages and Garson (2010) pointed out that

online search platforms (e.g. Google, Bing and Yahoo) are easily accessible to locate information; therefore,

“termed textual plagiarism” happens, which means , students copy one to two sentences each from different

Internet sources (Sisti, 2007; Zimerman, 2012) and form a new piece of work but not properly crediting the

original digital creators.This scenario in fact is common among students who lack language skills and want to

seek for fast-track solutions (Pecorari, 2003; Riasati and Rahimi, 2013).

According to Yeung’s (2012) research which with interview groups from Hong Kong, among all 27 project

teams interviewed, the students in the target groups couldn't meet the citation requirements set by the teachers.

Worse still, 22 of them were discovered to the commitment to plagiarism. Most of the Level 1 (minor)

plagiarism cases derived from a new plagiarism assessment scale were due to the lack of citation knowledge.

Worse still, four project teams remained the references section as blank. Most of the students could understand

citation format for books more but not for the Internet’s documents. Over half of them could even provide a

hyperlink or authors’ names. The behavior of copying progress reports that were submitted for the same project

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before was considered as ‘minor’ level plagiarism. The subject teacher seldom provide the project guidelines to

students about the submissions of halfway done work like progress reports as part of their final report probably

because of the overestimation of students’ capability to comprehend and avoid plagiarism. As a result, student

misunderstood that they were allowed to do so and did not know they in fact were committing self-plagiarism.

Moreover, without adequate understanding of how to cite sources properly, among 29 project teams (60%), 18

of them directly attached the screenshot images of the materials used, or only quoted the hyperlinks of the

websites without explanations. The students ascribe the the improper referencing to the shortage of citation

training at the junior levels like at primary or S1 level. The majority of them think that trainings could increase

their attention to academic integrity. Although guidances by teachers on the correct citation methods did help

them to do citations properly, some deemed that it was difficult to do so. As it was not a compulsory item on the

project guidelines, they decided to ignore the citation and disregard whether proper citation was used.

2.3 Lack of time among teachers In fact, the lack of time among teachers seems to the major hindrance during the implementation of inquiry

projects. Since teachers usually take up more than one subject on top of General Studies and more marking and

paperwork are necessary after the project implementation (Chu, 2009). The teachers may not be able to cope

with the increased workload. Although this problem was being discussed in the formal meetings in schools and

some remedies were rolled out to solve the problem of increasing workloads among teachers, there is still

unresolved issue.

2.4 Teachers' lack of training Teachers play a crucial role in guiding students to work in inquiry group projects. Some students stated that the

teachers’ detailed and clear instructions on how to cite had helped them avoid plagiarism (Yeung, 2012). There

are several findings suggested that students are able to avoid plagiarism effectively after they acquired proper

knowledge of citation (Elander et al., 2010; Smith et al., 2007), or received guidance about plagiarism (Risquez

et al., 2011). In Yeung (2012)’ s study in Hong Kong, the subject teachers interviewed agreed with the aforesaid

statement and echoed that students should have started receiving training in how to use information ethically as

soon as possible like in primary school and they considered that the shortage of EDB curriculum guidelines at

the junior level on teaching referencing was the major reason they did not work well in carrying out the

detecting plagiarism work. Furthermore, teachers may be deterred from correcting citation mistakes by students

due to the packed teaching schedules, and sometimes, teachers themselves might find difficulty in including

technology use in the classroom too (Wallace, Kupperman, Krajcik, & Solloway, 2000).

Solutions to all: UPCC Model Based on the observation that students seemed to lack certain resources, skills, and knowledge they needed to do

well in their inquiry PBL projects, a collaborative teaching approach was initiated by this research. Plagiarism-

free inquiry project-based learning with UPCC (Understanding plagiarism, Paraphrase, Cite and Check their

work for originality) pedagogy is introduced. This strategy involved bringing in different kinds of teaching staff

to equip students with the aforesaid necessary resources and skills.

Furthermore, ICT teachers shall be involved to help parties involved who lack IT skills to use the online

collaborative platform. As for the overall anti-plagiarism pedagogy, the inquiry project teachers should take in

charge. Chow et al. (2007) discovered that a news database (WiseNews) was beneficial to the inquiry learning

projects among the primary school students. The results of the study stated that Primary 4 students could gain

productive information search skills and critical thinking by a database like this. As to the problem of plagiarism

among students, teaching of citations, synthesizing, summarizing and paraphrasing by language teachers is

helpful. Librarians are important in developing information literacy during the regular curricula (Montiel-

Overall, 2008). Regarding the problem of lacking time among teachers, a collaborative teaching team shall be

formed and support from administration is necessary. Moreover, highlighted by the educators using inquiry

PBL, IT and information literacy skills become the main components in productive learning, i.e. learning of

students can be enhanced by using computers and information search through the internet (Owens, Hester, &

Teale, 2002).

In the following chapters, a description on how the UPCC pedagogy was implemented in a local secondary

school will be detailed.

References:

9

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librarian. Journal of the American Society for Information Science and Technology, 60(8): 1671-1686

Elander J, Pittam G, Lusher J, Fox P and Payne N (2010) Evaluation of an intervention to help students avoid

unintentional plagiarism by improving their authorial identity. Assessment and Evaluation in Higher Education,

35(2): 157–171.

Koul R, Clariana RB, Jitgarun K and Songsriwittaya A (2009) The influence of achievement goal orientation on

plagiarism. Learning and Individual Differences, 19(4): 506–512.

Livingstone, D. & Lynch, K. (2000). Group project work and student-centred active learning: two different

experiences. Studies in Higher Education, 25: 325-345.

Mages WK and Garson DS (2010) Get the cite right: design and evaluation of a high-quality online citation

tutorial. Library and Information Science Research, 32(2): 138–146.

Montiel-Overall, P. (2008). Teacher and librarian collaboration: a qualitative study. Library & Information

Science Research, 30, 145-155.

Owens, R.F., Hester, J.L., & Teale, W.H. (2002). Where do you want to go today? Inquiry-based learning and

technology integration. Reading Teacher, 55, 616-625.

Pecorari D (2003) Good and original: Plagiarism and patchwriting in academic second-language writing.

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Risquez A, O'Dwyer M and Ledwith A (2011) Technology enhanced learning and plagiarism in

entrepreneurship education. Education and Training, 53(8/9): 750–761.

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Salovaara, H. (2005). An exploration of students’ strategy use in inquiry-based computer-supported

collaborative learning. Journal of Computer Assisted Learning, 21, 39-52.

Sisti DA (2007) How do high school students justify internet plagiarism? Ethics and Behavior, 17(3): 215–231.

Smith M, Ghazali N and Minhad SFN (2007) Attitudes towards plagiarism among undergraduate accounting

students: Malaysian evidence. Asian Review of Accounting, 15(2): 122–146.

Van Aalst, J., Fung, W.H., Li, S.M., & Wong, P.Y. (2007). Exploring information literacy in secondary schools

in Hong Kong: a case study. Library & Information Science Research, 29: 533-552.

Wallace, R., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students Online in a Sixth-

Grade Classroom. Journal of the Learning Sciences,

http://www.informaworld.com/smpp/title~content=t775653672~db=all~tab=issueslist~branches=9 - v99, 75-

104.

Yeo S and Chien R (2007) Evaluation of a process and proforma for making consistent decisions about the

seriousness of plagiarism incidents. Quality in Higher Education, 13(2): 187–204.

10

Yeung A.H.W., Chu C.B.L. and Chu S.K.W., Explore the behavior of plagiarism at the secondary school level

in Hong Kong, Paper presented at CITE Research Symposium. 2012.

Zimerman M (2012) Plagiarism and international students in academic libraries. New Library World, 113(5):

6–6.

11

Chapter 3: Using wikis (PBworks) to facilitate students’ group project work

Group inquiry projects based on wikis have gained great popularity in modern education. Using wikis to

facilitate students’ group project work has been a trend for supporting teaching and learning. Inquiry projects, as

a student-centered teaching and learning methodology, highly enhances the students’ learning initiative. With

the use of wikis, students can better manage their works and teachers can give timely feedback to their students

anytime and anywhere. In this chapter, you can learn how to use PBworks, a wiki, and to facilitate students’

group project work.

3.1 How to create a workspace?

1.Go to http://www.pbworks.com/. Click “GET STARTED”.

2.Click “EDUHub”.

12

3.Select “Free” version.

4.Enter URL name and tick the box to agree to non-commercial use, then click “Next”.

13

5.As to the security settings of the workspace, choose “only people I invite or approve”. Tick the box to accept

PBworks terms of service, then click “Take me to my workspace”.

6.Once you are in your workspace, click “Invite more people”.

14

7.Enter the e-mail addresses of the students in the same group and choose the permission level as “Editor”, then

click “Add users”.

8.Instruct students to look for the e-invitation in their inbox. They can activate their account by following the

link in the invitation email. The link will direct them to set up their account. They can enter their “Name”

and choose their own password.

15

9.Once logged in, users can set the prefered frequency of e-mail notification.

3.2 How to login?

1.Go to the workspace URL (e.g., http://2013ntnucgp1.pbworks.com).

16

2.Enter your email address and password, then click “log in”.

3.Once logged in, the workspace interface will be shown as follows. The “EDIT” button allows you to make

changes to the content of the page. The “Navigator” section shows you all the pages and files available on

your workspace. The “SideBar” acts as a table of content, including links that direct you to different pages

of your workspace.

17

3.3 How to create a new page?

1.Click “create a page” on the right hand side of the page.

2. Enter the name of page. If necessary, you can choose to put the new page under a specific folder. Then click

“Create page”.

18

3.4 How to edit the content on a specific page?

1.Go to SideBar.

2.Select the which you want to edit. For example, “Background of Study”.

19

3. Click “EDIT” to edit the content.

4. The editing tools in PBworks highly resemble those in MS Word. Texts can be inputted in both Chinese and

English.

20

5. You can format the text using the bold, underline and italics functions.

6. Reminder: Do not copy texts directly from Word to Pbworks as some of the formatting styles are

incompatible. To avoid formatting problems, you may copy the texts from Notepad (which helps erase all

formatting styles) to PBworks.

21

3.5 How to insert a table?

1.Select “Table” and click “Insert table”, then select the required columns and rows.

2.Adjust the table size by pulling the corner of the table.

22

3.6 How to insert a YouTube video?

1.Choose the desired place for video, click “Insert”, then click “Video”, select “YouTube”.

2.Enter the URL in the box, then click “Next”.

23

3.Click “Insert Plugin”.

4.Upload successfully, then click “Save and Continue”.

24

3.7 How to insert images?

1.Click “Images and files”, then click “Insert Image from URL”.

2.Enter the image URL in the box, and then click “Enter”. Click “Save and Continue” to save all changes.

25

3.8 How to cite sources using URL?

1.Enter image source, e.g. “Source”, and select required area, then click “Add Link”.

2.Enter URL, click “Enter”.

26

3.Link added successfully! Please click “Save”.

3.9 How to check recent activity?

1.Go to “Recent Activity”, then click “More activity”.

27

3.10 How to upload files?

1.Select “Images and files”, then click “Upload files”. (Reminder: Turn on the edit mode).

2.Select required file and click “Open”.

28

3.Drag files to the left of this workspace page. Upload successfully then click “Save and Continue”.

3.11 How to review page history?

1.Click “Page history”. (Reminder: A new version is saved each time when there is any change in the page.)

29

2.Page shows editor, edit date and time. Select two versions to compare, then click “Compare”.

3.Remarks: deleted content in red, and newly added content in green.

3.12 Useful resources

If you want to get more information about using wikis (PBworks) to facilitate your group project works, please

go to the following links. You may find the following tutorial videos helpful in providing your students a step-

by-step guide on using PBworks.

How to open a PBworks account?

https://www.youtube.com/watch?v=QM2Ih_5TC4A&feature=youtu.be

30

How to use PBworks? (Part 1)

https://www.youtube.com/watch?v=L56s9wjIOx0&feature=youtu.be

How to use PBworks? (Part 2)

https://www.youtube.com/watch?v=34RhdVFw_Fg&feature=youtu.be

31

Chapter 4 Enhancing students' ability in information literacy

4.1 The importance of developing information literacy among students When students engage in group projects, it is an incredibly fruitful yet challenging process. From the very first

day when they are told to develop a project topic, to the time when they all sit in front of the computers trying to

look for relevant information, to the very last stage when they put together everything and produce the final

product of their project; all these do not come naturally without the appropriate training and guidance from

teachers.

In an information literacy test administered to F.1 to F.3 students (2015 – 2016) in a local secondary school,

students scored 2.15/4 (develop topic), 2.53/3 (identify potential sources), 2.36/4 (search strategies), 2.20/3

(evaluate sources), and 1.42/3 (ethical use of information). Therefore, there is room for improvement in all

aspects, especially in the ethical use of information.

Figure 4.1 Students’ Performance in Five Areas of Information Literacy

To make group projects as much a rewarding process for students as possible, teachers have to incorporate the

concepts of information literacy into their curriculum. Such skill set is essential when it comes to any research

related projects.

4.2 The five key areas of information literacy Information literacy consists of five key areas, each corresponding to a different stage of a research work. The

five key areas include:

➔ Develop a topic

➔ Identify potential sources

➔ Develop, use, and revise search strategies

➔ Evaluate sources

➔ Recognize how to use information ethically & legally (Chu, 2012)

4.2.1 Develop a topic Nothing is more important in an inquiry project than to develop a practicable yet prolific research focus. This

section talks about strategies to help students come up with a project topic that is neither too broad nor too

narrow. An overtly broad project topic results in a vague and desultory study while a topic that is too narrow

makes the entire research restrictive and futile.

32

Broad topics are usually written in one or two words. Usually, if you go to the library and find an endless list of

reference books relevant to your topic, it is a good sign that your topic is too broad. Some examples of broad

topics are:

➔ Poverty

➔ Education

➔ What is the importance of education?

Topics that are too narrow usually go into too much details. This results in a limited availability of resources,

making the research process extremely difficult. Some narrow topics can be answered with just one or two

sentences, leaving little space for research. Some topics ask for simple factual answers. Here are a few examples

of narrow topics:

➔ What education options are available to Hong Kong citizens?

➔ How many people are living in poverty in Hong Kong in 2016?

➔ What is the percentage of children entering university with a family income lower than 10,000HKD in

2001 in Kwun Tong District?

To help students recognize the hierarchical relationships of broader and narrower topics, we can advise students

to identify resourceful and appropriate individuals to help them focus a topic. For example, if a group has

chosen to explore something about library usage, they may find it helpful if they consult a librarian who can

give them insight on specific areas to investigate. Moreover, students should be reminded to align the scope of

their research to the parameters of the assignment. If they are asked to produce only a 200-word essay, it might

not be advisable for them to set a research topic that takes 2,000 words to answer.

4.2.2 Identify potential sources Once students have got a meaningful and manageable topic for their project, the next step is to get their hands

dirty and start looking for potential sources of information. To enable students to select the most productive

information sources for their project, we need to equip them with the following knowledge:

Understanding the types of containers in which information is housed

➔ In this era and age, information is not only stored in printed books but also in online databases, catalogs,

and search engines. We need to broaden students’ repertoire by introducing them the variety of

resources available. Some examples of information “containers” are:

Printed materials Non-printed materials/ databases

Books

Dictionaries

Magazines

Newspaper

E-books

Google

Online journals

WiseNews

Wikipedia

YouTube

Table 4.1 Examples of printed and non-printed information sources

Understanding the types of information that can be found within each type of container

➔ What students can find in a traditional library is essentially different from what is available in some of

the online databases. For example, WiseNews, an online news database, is a handy search tool if

students want to get hold of old news articles that are no longer available in physical form in most

libraries.

33

4.2.3. Develop, use, and revise search strategies Now we have told students where to fish, but we have not yet given them the fishing equipment. The third area

of information literacy focuses on search strategies that we use to generate the most valuable list of references

for our study. The following are some crucial techniques that our students need to know:

Understanding how to use a given type of information container in order to retrieve information

Some information containers include a special search tool that facilitates information search. For example,

instead of flipping over every single page of a book, students may find the index and table of contents in a book

much more convenient. For online search engines, students have to learn how to select effective search terms

and use boolean operators. The following two sections will go talk about these in greater details.

Selecting search terms

Novice searchers often perform a search by putting every word of their research topic to the search bar. This

ends up with a highly restrictive search as the search engine matches all search words to their information

repertoire, and only produces results that are completely compatible with the search words. It is hence important

for students to select appropriate search terms. Search terms are usually keywords in their research topic. Here is

an example:

Research topic: 翹腳坐觸發坐骨神經痛

Possible search terms: 翹腳, 坐骨, 神經痛

Bear in mind that search terms do not limit to words within the research topic. Students can also make use of

synonyms or more general/specific terms to broaden/narrow their search results.

Understanding how to use Boolean operators

Most search engines (e.g., Google, Yahoo, WiseNews) support the use of boolean operators, in combination

with search terms, to produce a more focused result. Some commonly used boolean operators include AND,

OR, and the use of double quotation marks “...”

Here is an example that demonstrates the functions of boolean operators AND / OR:

Search 1 (without boolean operators):

翹腳慢性自殺

Search 2 (with AND / OR):

翹腳 and (自殺 or 坐骨 or 肌症 or 骨刺 or 壞處 or 後果)

Result: 14,000 entries Result: 550 entries

Table 4.2 Examples to demonstrate the functions of boolean operators AND / OR

34

The below example shows the function of double quotation marks:

Search 1: 翹腳坐觸發坐骨神經痛 Search 2:“翹腳坐觸發坐骨神經痛”

Result: 3,020 entries Result: 380 entries

Table 4.3 Examples to demonstrate the functions of double quotation marks

The key of using these strategies is to be flexible. Students should bear in mind that there is no one-size-fit-all

strategy for all searches. They should revise search strategies when too few, too many, or irrelevant results are

returned.

4.2.4 Evaluating sources If you are a teacher with the experience of working with students’ inquiry projects, it should not be surprising

for you to see that most students rely solely on one or two information sources. Perhaps the most commonly

referenced information source is Wikipedia. Surely, Wikipedia is a highly powerful and resourceful online

encyclopedia where you can find an entry for almost everything in our galaxy; however, its open editing system

has long been questioned for the credibility of its information.

Some students tend to believe that as long as they can find the information online, it is accurate and true. But

teachers should remind students to evaluate the accuracy, authority, coverage, currency, and relevancy of

information and information sources when they choose to cite them in their study. We also need to educate

students to differentiate facts from opinions.

4.2.5 Recognizing how to use information ethically and legally As we discussed in previous chapters, plagiarism has become an increasingly alarming issue with the easy

accessibility of online information sources. To help students foster a proper attitude and habit of using

information ethically and legally is of paramount importance as an early preparation for their future work and

study. The following are the four key areas we need to address when we prepare students for inquiry projects:

➔ To help students understand the concept of intellectual property (especially copyright, fair use, and

plagiarism).

➔ To help students understand the concept of intellectual freedom.

➔ To help students recognize how to paraphrase information correctly.

➔ To enable students to create bibliographies and parenthetical citations according to an appropriate style

manual.

Helping students get rid of plagiarism in their project work requires more than just the teaching of information

literacy. Read on to Chapter 5 where we detail the implementation of a UPCC pedagogy in a local secondary

school to reduce cases of plagiarism among students.

35

Chapter 5 Enhancing students’ ability in avoiding plagiarism with UPCC

5.1 What is plagiarism? Plagiarism is equivalent to stealing, regardless of it being unconsciously or intentionally done (Mitchell, 2007).

According to Merriam-Webster online dictionary (2016), plagiarism is a serious violation of academic credit, in

which one presents others’ words, work, or ideas as one’s own without acknowledgement of sources. Plagiarism

is a serious infringement to intellectual property, and causes frustrations among academic staff (Angelil-Carter,

2014). Garg and Singh (2014) hold the view that plagiarism is involved with copyright issues. Moreover, self-

plagiarism is also a serious ethical issue, which refers to reusing a part of one’s own previously published work

without acknowledgement (Barczak, 2014).

5.2 Severity of plagiarism The following chart is developed by the authors to assess secondary students’ level of plagiarism in their group

project writing.

Level Label Description

Level 0 None

No plagiarism has been found.

Level 1 Minor Copy a block of text from the student's previous works , or

Copy a block of text of less 40 words without any citation

Level 2 Moderate Copy a block of text of over 40 words without any citation, but

with a reference at the end of the work, or

give reference in form of an attachment (like image, PowerPoint or Word

document)

Level 3 Serious Copy a block of text of over 40 words without any citation or reference in any

form

Remark: APA Publication Manual suggests giving a block quotation for copying a block of text of 40 or more words

(American Psychological Association, 2010).

Table 5.1 Assessment of plagiarism level

Level 0 indicates that students had sufficient anti-plagiarism awareness and were able to produce plagiarism-

free work.

Level 1 shows that students committed self-plagiarism or made incorrect citations. These levels are acceptable

for S1 and S2 students because they have not previously received any formal plagiarism avoidance training.

Level 2 represents a moderate level of plagiarism.

Level 3 indicates the most serious situation, in which students copied several sentences totaling over 40 words

from others’ works (e.g. Wikipedia) without any acknowledgment, or paraphrasing or word changes (Yeung,

Chu, Chu, & Fung, 2014).

36

5.3 Proportion of junior secondary students who admitted to have committed different levels of

plagiarism in an elite local school

Figure 5.1 Proportion of different plagiarism levels at junior secondary school

In a study conducted by the authors and other collaborators, it was found that the majority of the junior

secondary students in an academically strong secondary local school plagiarized in their liberal studies group

project work. Over 85% committed minor to serious plagiarism (Yeung, Chu, & Chu, 2012). Plagiarism is

therefore a prevailing problem in students’ project work.

5.4 Collaborative teaching framework for plagiarism-free inquiry project-based learning with UPCC

pedagogy

Figure 5.2 Framework of UPCC pedagogy

Using this model, students will be taught to understand what plagiarism is and how to avoid plagiarism using

proper citations, and appropriate paraphrasing, synthesizing and summarizing skills (Chu, 2014).

37

5.4.1 “Understanding” in UPCC Students are required to have the ability to identify plagiarism and have a clear understanding on the importance

of avoiding plagiarism.

5.4.2 “Paraphrasing” in UPCC After attaining a good understanding on plagiarism, students need to practise ‘Paraphrasing’ (restate a text or

passage in own words), ‘Synthesizing’ (generalize ideas from a number of different sources) and ‘Summarizing’

(make conclusion from a text or passage) (PSS) to present ideas in their own words to avoid committing

plagiarism.

Why use Summarizing, Paraphrasing, and Synthesizing?

● Provide support for claims or add credibility to your writing

● Refer to work that leads up to the work you are now doing

● Give examples of several points of view on a subject

● Call attention to a position that you wish to agree or disagree with

● Highlight a particularly striking phrase, sentence, or passage by quoting the original

● Distance yourself from the original by quoting it in order to cue readers that the words are not your own

● Expand the breadth or depth of your writing

5.4.2.1 Paraphrasing Key Features of Paraphrasing:

● It is a restatement of the original information

● It is therefore as long as (or longer than) the original.

● It involves “translating” someone’s words so that all ideas are conveyed. The goal is NOT to boil it down

to a shorter version of the ideas.

● Two steps are vital in paraphrasing, changing both the wording of the quote/passage and the structure.

Examples of Paraphrasing

Original Text Paraphrased Text

Example

from

academics

The potentialities of journal citation measures

have been intensively discussed during the past

decades, not only among bibliometric experts,

but also in the broader scientific community

and among research managers, librarians,

journal editors and scholarly publishers. The

following three statements represent a

consensus among most if not all participants:

1. Journal performance is a complex, multi-

dimensional concept that cannot be fully

captured in one single metric.

2. In the construction and interpretation of

journal citation measures it is crucial to take

into account differences in communication and

citation practices between research fields.

3. Although journal quality is an aspect of

research performance in its own right, journal

impact measures should not be used as

surrogates of actual citation impact of an

individual’s or group’s publications.

Moed, H. F., Colledge, L., Reedijk, J., Moya-

Anegon, F., Guerrero-Bote, V., Plume, A., &

Amin, M. (2012). Citation-based metrics are

appropriate tools in journal assessment

provided that they are accurate and used in an

informed way. Scientometrics, 92(2), 367-376.

Resultantly, in a recently published

manuscript, Moed, Colledge, Reedijk, Moya-

Anegon, Guerrero-Bote, Plume and Amin

(2012) assert that there is mounting consensus

among bibliometricians that the concept of

journal evaluation is so multifaceted, and

therefore complex, that it “cannot be captured

in one single metric” (p.368).

Cheang, B., Chu, S.K.W., Li, C. & Lim, A.

(2014). A Multidimensional Approach to

Evaluating Management Journals: Refining

PageRank via the Differentiation of Citation

Types and Identifying the Roles that

Management Journals Play. Journal of the

American Society for Information Science and

Technology, 65(12): 2581-2591.

38

Good

example from

students

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出 全 新 節 目 「 中 醫 新 里 程 」 ， 向 全

港 觀 眾 介 紹 中 醫 中 藥 的 基 本 理 論 及

新 知 ， 加 強 大 眾 對 中 醫 藥 的 認 識 ，

從 而 推 動 中 醫 在 香 港 的 普 及 性 與 發

展 。 港 台 昨 日 ( 七 月 十 五 日 ) 舉 行

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醫 中 藥 管 理 委 員 會 中 醫 組 主 席 張 大

釗 教 授 、 香 港 中 文 大 學 中 醫 學 院 院

長 江 潤 祥 教 授 、 香 港 中 文 大 學 中 醫

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博 士 、 演 藝 紅 星 李 嘉 欣 及 署 理 助 理

廣 播 處 長 ( 電 視 ) 明 偉 儀 。 大 會 昨 日

同 時 邀 請 中 醫 師 為 市 民 免 費 診 症 。

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電 台 電 視 部 特 別 委 託 香 港 大 學 新 聞

及 傳 媒 研 究 中 心 進 行 一 項 名 為 「 港

人 對 中 醫 中 藥 的 認 識 與 看 法 」 的 意

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醫 的 選 擇 、 信 心 及 認 識 程 度 、 以 及

對 中 醫 藥 在 香 港 的 發 展 等 等 。 調 查

發 現 對 中 醫 具 信 心 的 受 訪 者 較 西 醫

少 ， 而 大 部 份 人 表 示 對 中 醫 所 知 不

多 或 缺 乏 認 識 ， 不 過 ， 超 過 半 數 人

士 對 香 港 的 中 醫 藥 發 展 抱 有 信 心 。

就 港 人 對 中 醫 及 西 醫 的 求 診 和 中 西

藥 的 選 擇 ， 調 查 發 現 ， 接 近 八 成 受

訪 者 表 示 ， 於 過 去 半 年 內 並 沒 有 向

中 醫 求 診 ， 而 有 向 西 醫 求 診 的 受 訪

者 則 有 七 成 ； 用 藥 選 擇 方 面 ， 約 六

成 受 訪 者 於 過 去 六 個 月 沒 有 使 用 中

藥 ， 在 同 時 期 沒 有 使 用 西 藥 的 只 佔

二 成 左 右 。

調 查 結 果 顯 示 受 訪 者 對 中 醫 認 識 不

多 ， 有 八 成 被 訪 者 稱 對 中 醫 學 認 識

「 唔 係 幾 多 」 或 「 完 全 唔 認 識 」 ，

表 示 對 中 醫 學 的 認 識 「 好 多 」 或

「 幾 多 」 的 人 士 只 有 百 份 之 四 點

六 。 有 關 受 訪 者 對 本 港 中 西 醫 的 信

心 指 數 方 面 ， 對 中 醫 師 的 信 心 分 數

平 均 為 5.54 ( 0 分 代 表 非 常 無 信 心 ，

10 分 代 表 非 常 有 信 心 ) ， 而 對 西 醫

的 信 心 平 均 分 為 7.12 。 此 外 ， 受 訪

人 士 對 中 藥 的 信 心 也 較 西 藥 低 ， 他

們 對 中 藥 的 信 心 平 均 分 6.03 ， 對 西

藥 信 心 平 均 分 7.19 。

雖 然 普 遍 被 訪 者 在 認 知 及 信 心 方

面 ， 均 給 予 西 醫 藥 較 高 分 數 ， 但 對

香港電台電視部從 2000年 7月 19日推出全

新節目「中醫新里程」，以推動中醫在香港

的普及性與發展。香港大學新聞及傳媒研究

中心進行一項名為「港人對中醫中藥的認識

與看法」的意見調查，當中發現了越八成受

訪者對中醫認識不多，更越半年沒有向到中

醫求診，而大部份受訪者對中醫的信心比西

醫的低，但對中醫在香港的日後發展也頗有

信心，並提出不少建議，例:加強中醫藥人

員的培訓等。

港台調查指過半數人士對中醫中藥發展抱信

心 「中醫新里程」助觀眾掌握基本理論及

未來展望. (n.d.). Retrieved December 20,

2015, from

http://www.rthk.org.hk/press/chi/20000715_66

_6412.html

39

於 中 醫 藥 在 香 港 的 未 來 發 展 ， 逾 六

成 受 訪 者 表 示 「 非 常 有 信 心 」 及

「 幾 有 信 心 」 。 就 中 醫 發 展 方 向 的

重 要 性 ， 有 最 多 受 訪 者 認 為 應 加 強

中 醫 藥 人 員 的 培 訓 ( 百 份 比 二 成

四 ) ， 其 次 是 加 強 設 立 中 醫 門 診 部

( 百 份 比 一 成 六 ) 、 加 強 對 中 醫 的 監

管 ( 百 份 比 一 成 六 ) 及 設 立 公 立 中 醫

院 等 ( 百 份 之 九 點 三 ) 。

一 連 八 集 的 「 中 醫 新 里 程 」 紀 錄

片 ， 主 要 介 紹 中 醫 學 的 基 本 理 論 ，

香 港 常 見 的 中 醫 療 法 與 調 理 ， 中 草

藥 的 療 效 和 最 新 發 展 。 節 目 內 容 深

入 淺 出 ， 幫 助 觀 眾 掌 握 中 醫 中 藥 的

基 本 知 識 ， 同 時 消 除 對 傳 統 中 醫 學

的 迷 信 與 誤 解 。 每 集 節 目 分 兩 部

份 ， 第 一 部 份 針 對 中 醫 理 論 ， 如 陰

陽 五 行 、 五 臟 六 腑 、 氣 血 精 津 、 望

聞 問 切 、 六 淫 七 情 等 等 ； 第 二 部 份

以 中 藥 為 主 ， 介 紹 常 見 或 新 興 的 中

草 藥 。 節 目 亦 會 走 訪 中 醫 學 權 威 人

士 及 國 內 中 醫 院 ， 分 析 中 醫 中 藥 的

發 展 源 流 及 未 來 展 望 。

「 中 醫 新 里 程 」 由 黃 德 如 主 持 ， 節

目 於 七 月 十 九 日 起 ， 逢 星 期 三 晚 上

七 時 正 ， 在 亞 洲 電 視 本 港 台 播 出 。

香 港 電 台 網 上 廣 播 站

( http://www.rthk.org.hk/rthk/tv/cms ) 同 步 直

播 。

港台調查指過半數人士對中醫中藥發展抱信

心 「中醫新里程」助觀眾掌握基本理論及

未來展望. (2016). Rthk.org.hk. Retrieved 15

August 2016, from

http://www.rthk.org.hk/press/chi/20000715_66

_6412.html

Poor example

from students 現時在名校就讀中七的王詩傑，在中五暑假

開始玩《天堂》，不消一個星期已沉迷。

「玩網上遊戲是與人競爭，我不想落後於

人﹗」不用上學的時候，他從中午玩至第二

天早上七時才睡，下午一時起床吃飯後，又

繼續玩。

到了中六，王詩傑寧願不吃午飯，也要到學

校附近的網吧玩網上遊戲。

為了玩網上遊戲，王詩傑與家人的關係惡

劣，大約每兩至三日就與家人吵架一次。他

屢勸不改，有一次，他父親一怒之下關掉了

總電掣，王詩傑便憤然離家出走，他說﹕

「父母日日都在責罵，我忍受不了，便收拾

校服及金錢出走一晚，第二天放學才回

家。」

現時在名校就讀中七的王詩傑，在中五暑假

開始玩《天堂》，不消一個星期已沉迷。不

用上學的時候，他從中午玩至第二天早上七

時才睡，下午一時起床吃飯後，又繼續玩。

到了中六，王詩傑寧願不吃午飯，也要到學

校附近的網吧玩網上遊戲。為了玩網上遊

戲，王詩傑與家人的關係惡劣，大約每兩至

三日就與家人吵架一次。他屢勸不改，有一

次，他父親一怒之下關掉了總電掣，王詩傑

便憤然離家出走，他說﹕「父母日日都在責

罵，我忍受不了，便收拾校服及金錢出走一

晚，第二天放學才回家。」

40

沉迷網上故事 青少年不能自拔. (2016).

Com.cuhk.edu.hk. Retrieved 17 August 2016,

from

http://www.com.cuhk.edu.hk/ubeat_past/03015

4/online.htm

Table 5.2 Examples of paraphrasing

5.4.2.2 Synthesizing Key Features of a Synthesis:

● It accurately reports information from the sources using different phrases and sentences.

● It is organized in such a way that readers can immediately see where the information from the sources

overlap;

● It makes sense of the sources and helps the reader understand them in greater depth.

Examples of Synthesizing

Original Text Summarized Text

Example from

academics

Jenkins, C., Corritore, C.L., & Wiedenbeck, S.

(2003). Patterns of information seeking on the

web: A qualitative study of domain expertise

and

web expertise. IT & Society, 1(3), 64–89.

People with a high level of domain knowledge

are more capable of effectively processing

information and have a better chance of

benefiting from the flood of information

without being overwhelmed. Jenkins et al.

(2003) found that, compared with low-

knowledge individuals, high-knowledge

individuals seek information more extensively

and show more variability in information

sources while searching. Through the help of

the Internet, they have a better chance of

recognizing relevant documents that are

authored by lower status authors published

from an earlier period or in lower status

journals. Therefore, we hypothesize that,

compared with low-knowledge researchers,

high-knowledge research- ers are more likely

to cite those documents in the web- prevalent

period than in the pre-web period.

Wu, L., Huang, M., & Chen, C. (2012).

Citation patterns of the pre-web and web-

prevalent environments: The moderating

effects of domain knowledge. J Am Soc Inf

Sci Tec, 63(11), 2182-2194.

Good example

from students 音乐教育对孩子成长的影响

美国加州大学的科学家证实，接受音乐训

练儿童的智商明显高于其他同龄儿童；日

本幼儿开发协会的母亲们证明，给宝宝听

莫扎特小夜曲能使他们的孩子更加活泼聪

明；美国国会议员及五百强企业的高级主

管中，有近九成的人在少年时受过音乐教

育。

现代科研结果证明，音乐的神奇力量确实

有助于孩子的成长与发育，并对其一生起

到潜移默化的深远影响。

对于音乐与人类智慧的关系，法国文豪雨

題目：音樂教育對孩子成長的影響

讀完這篇文章後，給了我很多新的念頭，

例如音樂能對兒童成長和發育的身體健康

有益、對增加兒童智力有益、道德情感都

是有益的。同時，這篇文章又舉出許多的

例子，有愛因斯坦、雨果，及一些研究證

明，增加文章的可信程度和說服力。

http://m.blog.sina.com.cn/s/blog_5e0b8eb901

01fx8a.html#page=3

41

果指出，开启人类智慧宝库的钥匙有三把

：一是数学，一是语言，一是音符，数学

使人学会思维，语言使人获得知识，音符

使人富于想象；而当代一系列的科学实验

表明，从小对儿童进行音乐教育，不仅可

以使他们受到艺术美的熏陶，还对其身心

健康和成长发育有着不可忽视的重大影响

，儿童音乐教育也越来越多地受到家长、

老师、专家的普遍关注。

那么，音乐对儿童的影响具体体现在哪些

方面？

1.音乐对儿童成长发育及身体健康的影响：

生理学家和医学家们认为，节奏有序、柔

和优美的音乐可以引起循环系统和呼吸的

谐和律动，调节人体内的生物节律，从而

影响孩童的成长发育和身体健康。

2.音乐对儿童智力的影响：

现代科学研究证实，音乐能够刺激大脑皮

层的活动，并对大脑边缘系统和脑干网状

结构产生直接影响，调节大脑功能，促进

大脑和感觉器官的发育，提高儿童的思维

能力和想象能力，增强和恢复记忆力，促

进智力的发展和提高。

此外，音乐还可以帮助大脑左右半球的平

衡发展。音乐活动能使大脑的左右半球互

相沟通、互相联系，协调发展。国外有人

做过调查，发现音乐课成绩优秀的学生，

往往数学课的成绩也非常出色。音乐还能

非常有效地提高儿童的想像力和创造力。

爱因斯坦从小就深受音乐的陶冶，且终身

于音乐结下了不解之缘。他 6岁的时候已

经能演奏乐器，而当他到苏黎学院报道时

，手里还拿着一把小提琴。爱因斯坦曾经

说过：“音乐世界赋予我的直觉，对我的新

发现运动物体的光学原理有着极大的帮助

。”

3.音乐对儿童道德情感的影响：

通过音乐，不仅可以潜移默化地渗透对儿

童的审美教育，还可以锻炼他们的意志，

促进其良好健康的道德品质和精神面貌的

形成，为完善型人格的形成打下基础。

日本幼儿教育协会的追踪调查表明，从婴

儿起开始接受并喜欢音乐的孩子，长大了

在品行上很少有劣迹，他们会变得更加善

良和诚实。美国国会议员及五百强企业的

高级主管中，有将近九成的人曾在幼年时

学过音乐。可见孩提时期的音乐训练，对

日后的性格养成，甚至对领导技巧的提高

都有着非常大的助益。

音乐教育对孩子成长的影响. (2016).

M.blog.sina.com.cn. Retrieved 15 August

2016, from

42

http://m.blog.sina.com.cn/s/blog_5e0b8eb901

01fx8a.html#page=3

Poor example

from students 不过有专家指出，不应把手机当成是头号

敌人，把所有责任都推在手机上。家长应

该要学会和孩子及手机和平相处，遇到问

题时，要花时间和子女沟通，一起解决难

题；若处理手法太极端，反而会造成阻碍

。

手機送子女不幸的開始 - 東方日報. (2016).

Orientaldaily.on.cc. Retrieved 15 August

2016, from

http://orientaldaily.on.cc/cnt/china_world/201

21019/00180_002.html

家長不應把手機當成頭號敵人，把責任全

推在電話上，並應和孩子和電話和平相

處，遇到問題時花時間和子女溝通，一起

解決難題。

事实上，其他調查指出，青少年每日平均

發送的短訊多於八十三封，使用頻率過

高。擁有智能手機的人會用手機聽歌、上

網、發電郵，花在玩電話的時間更多。

手機送子女不幸的開始 - 東方日報. (2016).

Orientaldaily.on.cc. Retrieved 15 August

2016, from

http://orientaldaily.on.cc/cnt/china_world/201

21019/00180_002.html

其他調查指出青少年平均每天發送多於八

十三封短信，使用頻率過高；擁有智能手

機的更會花更多時間在上網、聽歌等。

Table 5.3 Examples of Synthesizing

5.4.2.3 Summarizing Summarizing involves explaining the gist of another person’s writing. It

● is shorter than the text you read

● touches on main ideas only

● represents ideas in terms of importance author intended

Examples of Summarizing

Original Text(s) Synthesized Text

Example from

academics

List of references:

Carroll, J.-A., Diaz, A., Meiklejohn, J.,

Newcomb, M., & Adkins, B. (2013).

Collaboration and competition on a wiki: The

praxis of online social learning to improve

academic writing and research in

undergraduate students. Australasian Journal

of Educational Technology, 29(4), 513-525.

Li, X., Chu, S.K.W., & Ki, W.W. (2014). The

effects of a wiki-based collaborative process

writing pedagogy on writing ability and

writing attitudes among upper primary school

students in Mainland China. Computers and

Education, 77, 151-169.

Morris, M. R., & Horvitz, E. (2007, October).

SearchTogether: an interface for collaborative

web search. In Proceedings of the 20th Annual

ACM Symposium on User Interface Software

and Technology (pp. 3-12). ACM.

Moraveji, N., Morris, M. R., Morris, D.,

The emergence of wiki technology has opened

up new possibilities for implementing

collaborative learning (Carroll, Diaz,

Meiklejohn, Newcomb, & Adkins, 2013; Li,

Chu, & Ki, 2014). Many online platforms

have been developed and implemented to

allow multiple learners to co-create and co-

edit the web content collectively through a

web browser, such as Search-Together (Morris

& Horvitz, 2007), ClassSearch (Moraveji,

Morris, Morris, Czerwinski, & Riche, 2011),

Classroom Wiki (Khandaker & Soh, 2010),

MediaWiki (Hadjerrouit, 2011), and

Wikispaces (Lee, 2013). These wiki-based

CW tools (or wikis in short) provide users

with synchronous access, version control,

change tracking, and comment functionalities,

which are beneficial to the collaborating

writers (Noël & Robert, 2004). Easily

accessible and functional, a wiki is seen as a

43

Czerwinski, M., & Riche, N. (2011, May).

ClassSearch: Facilitating the development of

web search skills through social learning. In

Proceedings of the SIGCHI Conference on

Human Factors in Computing Systems (pp.

1797-1806). ACM.

Khandaker, N. & Soh, L.K. (2010).

ClassroomWiki: A collaborative wiki for

instructional use with multiagent group

formation, IEEE Transactions on Learning

Technologies, 3(3), 190-202.

Hadjerrouit, S. (2011). A Collaborative

Writing approach to wikis: Design,

implementation, and evaluation. Issues in

Informing Science and Information

Technology, 8, 431-449.

Lee, L. (2013). Exploring wiki-mediated

collaborative writing: A case study in an

elementary Spanish course. CALICO Journal,

27(2), 260-276.

Noël, S. & Robert, J.M. (2004). Empirical

study on collaborative writing: What do co-

authors do, use, and like? Computer Supported

Cooperative Work, 13(1), 63-89.

viable tool to extend CW beyond the confines

of the traditional classroom. It provides a

virtual platform for collaborating learners to

have immediate access to the latest version of

their joint written work and serves as a

ubiquitous means of coordinating their writing

efforts. At the same time, educators can make

use of the same platform to access every

version of the students’ developing work and

offer appropriate support and scaffolding

without the constraints of time and space. This

makes the study of the wiki’s educational

potential rather important.

Du, H., Chu, S.K.W. & Chan, R.C.H. (in

press). Collaborative Writing with Wikis: An

Empirical Investigation on Group-based

Learning. Online information Review.

Good

example from

students

消委會調查 半數網購食品運送亂嚟

【on.cc東網專訊】網購食物安全觸發社會

關注監管問題，全因近百名市民去年進食

台灣「名物」洪瑞珍三文治及網購韓式醬

油蟹後食物中毒。消費者委員會網購測試

更發現，一半網購食品運送時儲存不當，

急凍扒類滲出血水。不過，今次食環署推

出新許可證制度，只涵蓋《食物業規例》

附表二的二十一種限制出售食物，網售年

糕及糖果等賀年食品並不包含在內。有食

物業界提醒，市民不宜網購來歷不明的賀

年食物，應到有信譽的實體店購買。

去年八月初，近百名市民進食洪瑞珍三文

治後食物中毒，當局調查證實部分患者是

經兩間網購店訂購三文治，食物安全中心

其後禁止所有洪瑞珍三文治進口和在港出

售，涵蓋所有批次、口味和生產廠房，禁

令至今仍生效。

而早於去年五月，有六名市民於網店訂購

即食韓式醬油蟹後懷疑食物中毒，加強監

管的聲音愈來愈烈。

消委會其後以消費者身份，向本港八間食

品網店訂購冰鮮及急凍食品，包括生蠔、

刺身及急凍肉類等，結果發現有兩間只用

紙盒盛載食品；其中三間網店送來的急凍

牛扒或豬扒更已開始解凍及滲出血水；另

一間網店的水果雪葩亦出現輕微解凍迹

象。

消委會調查半數網購食品運送亂嚟. (2016).

這篇是一篇新聞，內容主要是寫網購食物

的幣處、網購食物質素欠佳的事件。從這

篇文章我們可以得知，網上購入的食物，

並不一定全部百分百安全，即使是一些預

先包裝食物，也不一定百分百安全。

從新聞內容可知，在消委會的測試中，有

很多網購食物的衞生情況都欠佳，例如一

些急凍食物，在送到消費者手上之前都已

經解凍，細菌大量滋生、嚴重威脅消費者

的健康。我建議市民在網上購買食物之

前，要先好好考慮清楚，選擇質素信譽高

的網站或者乾脆到實體店購買、避免買高

風險、細菌容易滋生的食物。

消委會調查半數網購食品運送亂嚟. (2016,

January 25). Retrieved April 04, 2016, from

http://hk.on.cc/hk/bkn/cnt/news/20160125/mo

bile/bkn-20160125033139462-

0125_00822_001.html

44

on.cc 東網. Retrieved 15 August 2016, from

http://hk.on.cc/hk/bkn/cnt/news/20160125/mo

bile/bkn-20160125033139462-

0125_00822_001.html

Poor example

from students 1. 開明權威型

（1）父母比子女擁有更大的權力

（5）鼓勵子女發展個性及獨立性。

（6）親子之間採開放式的溝通。

2. 專制權威型

（1）父母對子女的要求是嚴苛的。

（2）嚴格控制子女提出或表達自己的需

求。

香港賽馬會社區資助計劃: 親子互動輔導服

務. (2016). Pcit.tungwahcsd.org. Retrieved 15

August 2016, from

http://pcit.tungwahcsd.org/source.html

開明權威型是指父母比子女擁有更大的權

力，但鼓勵子女發展個性及獨立性，親子

之間採開放式的溝通；專制權威型是指父

母對子女的要求是嚴苛的，嚴格控制子女

提出或表達自己的需求；寬鬆放任型是指

父母很少規定子女的日常生活作息，很少

用懲罰或控制來突顯自己的權威；忽視冷

漠型是指父母十分忙碌於自己的事，很少

有時間陪伴或注意子女的行為，對子女的

需求，父母會很快給予滿足，以免子女再

去煩他們。

Table 5.4 Examples of Summarizing

45

5.4.3 “Citation” in UPCC The use of citation software (http://www.citationmachine.net) will help students generate citations in proper

format.

Figure 5.3 Usage of Citation Machine

46

5.4.4 “Checking” in UPCC Students can develop a habit of checking their writings before submission using a plagiarism-detection software.

(e.g. http://smallseotools.com/plagiarism-checker/)

Figure 5.4 Usage of Small Seo Tools

Reference:

Angelil-Carter, S. (2014). Stolen Language? Plagiarism in writing. London and New York: Routledge, 1-145.

Barczak, G. (2014). From the Editor. Journal of Product Development and Management Association, 31(2),

194-195.

Chu, S. (2014). Developing 21st century skills with plagiarism-free inquiry learning, collaborative teaching,

social media, and gamification. 1-16.

Merriam-Webster Dictionary. (2016). Plagiarism definition. Available at http://www.merriam-

webster.com/dictionary/plagiarism

Mitchell, S. (2007). Penguins and Plagiarism: Stemming the Tide of Plagiarism in Elementary School. Library

Media Connection, 25(7), 47.

Yeung, A. H. W., Chu, C. B. L., & Chu, S. K. W. (2012). Explore the Behaviour of Plagiarism at the Secondary

School Level in Hong Kong. CITE Research Symposium, 3, 1-8.

Yeung, A.H.W., Chu, C.B.L., Chu, S.K.W., & Fung, C. (2014). Exploring Junior Secondary Students’

Plagiarism Behavior. Library & Information Science Research. 26(11), 1-34.

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Chapter 6: Learning Analytics and “Wikiglass”

6.1 Introduction Wiki, as introduced in earlier chapters, is widely regarded as a useful tool to facilitate project-based learning,

but the amount of learning evidence available on Wikis may be overwhelming for teachers to make the most of

it, due to the perceived increase of workload in continuous student assessment. Learning analytics is for helping

to alleviate the dilemma.

Learning analytics is an emerging field related to utilizing information technology in education in recent years.

It measures, collects, analyzes and reports data collected in a learning environment, with automated means.

These help obtain knowledge about student learning in near real time, and thereby help improve teaching and

learning in classrooms.

Wikiglass is such a learning analytic tool, specifically designed for secondary and primary schools. It visualizes

students contributions on Wiki platforms such as PBworks. Both computer and mobile access are supported.

This tool helps teachers monitor students’ group work and progress as well as promoting the importance of self-

monitoring and peer monitoring among students. Since few existing tools work with student writings in Chinese

or for secondary/primary school teachers, Wikiglass serves as a pioneering learning analytic tool for group

projects in schools of Hong Kong.

6.2 Features and Functions of Wikiglass Wikiglass automatically calculates and visualizes student contributions and progress in Wiki platforms on the

class, group and individual levels. There are two visualization modes on Wikiglass - Statistics Mode and

Timeline Mode.

6.2.1 Statistics Mode The statistics mode allows teachers and student to compare statistics (e.g., revision counts, word counts, number

of pages revised, etc.) of groups in a class, or individual students in one group.

6.2.1.1 Inter-group comparison in a class The first page of the Statistics mode displays bar charts that compare groups in one class side by side. Each bar

chart shows one statistic measure of group contributions. The measures include:

Revision Counts in each group: As shown in Figure 6.1, the bar chart displays how many revisions in total

each group has made to date since the beginning of the project. As the readers have learned in previous chapters,

each Wiki may contain multiple pages and each page can be revised many times. This measure is the total

number of revisions aggregated across all pages in each group’s Wiki. It is an indicator of group efforts and

contributions. From this chart, teachers and students can be informed of each group’s contribution to date and

can make comparison across groups.

Figure 6.1 Revision Counts in each group

Latest Word Counts in each group: As shown in Figure 6.2, the bar chart shows the total number of words

each group has written to date since the beginning of the project. This measure is the total number of words

written aggregated across all pages in each group’s Wiki.

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Figure 6.2 Latest Word Counts in each group

6.2.1.2 Comparison within a group Clicking any of the bars in the aforementioned bar chart leads a user to the group page of the Statistics mode

where pie charts are shown to compare the performance of members within a group. Each pie chart shows one

statistic measure of group member contributions. The measures include:

Number of Pages Revised by each students: As shown in Figure 6.3, the pie chart displays how many pages

each group member has revised to date since the beginning of the project. It is an indicator of individual efforts

and contributions. From this chart, teachers and students can make comparison on members within a group.

Figure 6.3 Number of Pages Revised by each student in a group

Number of Revisions Made by each student: As shown in Figure 6.4, the pie chart displays how many

revisions in total each group member has made to date since the beginning of the project. This measure is

another indicator of individual efforts and contributions. Again, teachers and students can make intra-group

comparison.

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Figure 6.4 Number of Revisions made by each student in a group

Number of Words Added by each student and Number of Words Deleted by each student: As shown in

Figure 6.5, the bar charts respectively display how many words each group member has added and deleted to

date since the beginning of the project. This measure is an indicator of individual word amendment counts

compared to other group members.

Figure 6.5 Number of Words Added and Deleted by each student

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6.2.1.3 Individual student Clicking any sector of the pie in the aforementioned pie charts leads a user to the page of that individual student

which displays two bar charts of individual contributions:

Revision Counts in each page: As shown in Figure 6.6, the bar chart displays how many revisions in total an

individual student has made in each page of the group Wiki since the beginning of the project. This measure is

an indicator of individual efforts and contributions made to each page. From this chart, teachers and students can

be informed of this student’s contribution across pages.

Figure 6.6 Revision Counts in each page for an individual

Word Amendment Counts in each page: As shown in Figure 6.7, the bar chart displays how many words an

individual student has added and deleted in each page of the group Wiki since the beginning of the project.

From this chart, teachers and students can be informed of how much this student has edited across pages.

Figure 6.7 Word Amended in each page for an individual

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6.2.2 Timeline Mode The Timeline Mode displays statistics accumulated across time on a weekly or daily basis. It allows teachers

and students to monitor the progress of groups or individual students throughout the project period in a clear and

easy manner.

6.2.2.1 Inter-group comparison in a class The first page of the Timeline mode displays line charts that compare groups. Currently, two line charts are

shown:

Revision Counts Timeline: As shown in Figure 6.8, the line chart shows how many revisions each group has

made in different time points throughout the project period. This measure is the accumulated number of

revisions aggregated across all pages in each group’s Wiki, at the specific timepoints. It is an indicator of group

efforts and contributions over time. From this chart, teachers and students can be informed of the trend of each

group’s contribution along the time and can compare across groups.

Figure 6.8 Revision Count Timelines in a class

Word Amendment Count Timeline: As shown in Figure 6.9, the line chart shows how many words each group

has added and deleted in different time points throughout the project period. It is an indicator of word

amendment in a group’s Wiki over time. From this chart, teachers and students can make comparison on word

amendment counts across groups.

Figure 6.9 Word Amendment Count Timeline in a class

6.2.2.2 Comparison within a group Clicking any line in the above line chart leads users to the Timeline mode of the group page where line charts

are displayed to compare members in a group. Similar to the Timeline mode of the class page, Revisions Counts

and Word Amendment Counts of each group members are shown here. Figure 6.10 shows the:

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Word Amendment Count Timeline of members in a group: Each line shows how many words the

corresponding group member has added and deleted in different time points throughout the project period. From

this chart, teachers and students can be informed of the trend of each individual’s word amendment count along

the time and can make comparison across group members.

Figure 6.10 Word Amendment Count Timeline

6.2.3 Selection of date range for display In the Statistics Mode, users of Wikiglass can view the statistics in a specific date range they select. This can

help teachers focus on a certain period of time such as the first month of the project or the last week before the

project deadline.

6.2.4 Weekly email summary To facilitate teachers’ use of Wikiglass, every week, teachers will receive an email with a summary of students’

performance in their progress of the group project. It shows the average number of revisions in the class, the top

three groups, and the bottom three groups, in terms of their revision counts during that week. The email also

displays the performance of individual students, showing the top students and those who have not made any

revisions. Teachers may use the information to give feedback to students in need (e.g., those who have not been

engaged) in a timely manner. The email also reminds teachers to log in to the Wikiglass site for more details.

Figure 6.11 shows an example of weekly email summary (with all names being pseudo-names).

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Figure 6.11 Example of Weekly Summary Email

6.3 Implementation in a local secondary school From October 2015 to June 2016, the Faculty of Education of HKU was in collaboration with a local secondary

school in Hong Kong on the research project titled “Learning Analytics for Wiki-based Learning Environments

in Primary and Secondary Schools”. Liberal Studies (L.S.) subjects of eight classes from Form Two and Form

Three were involved in this research.

Before being introduced to Wikiglass, when assessing students’ performance in the L.S. group project, teachers

had to manually count statistics such as word counts and number of revisions by going through pages on

PBworks. Moreover, since teachers were already very busy and class time was limited, teachers were more

likely to know students’ performance and progress towards the end of the project period.

For the first round of development of Wikiglass at the school, L.S. teachers were given access to Wikiglass with

respect to the classes they taught. Students were given access to Wikiglass w.r.t. the classes they are in.

Participating teachers were trained with how to use Wikiglass, and participating students were taught by the

HKU team on what Wikiglass can do for them and how to use it. Surveys and interviews with both teachers and

students were conducted before, during, and after the implementation of Wikiglass. In general, most teachers

had positive reviews of Wikiglass.

6.3.1 Feedback from Teachers

As a supplementary reference on project development Wikiglass allows teachers to know more about students’ learning process during the project period. The

information provided by Wikiglass provides teachers with a quick and comprehensive reference on the

development of the project, apart from the final product. This information can also reflect students’ engagement

in the project along the time.

Offering an overview of class progress and group collaboration Wikiglass enables teachers to see a comprehensive picture of the progress of different groups in a class. In fact,

since teachers can access Wikiglass to view students’ progress, this helps save their time from tracking down

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each Wiki page on PBworks. Statistics shown on Wikiglass also reduce teachers’ efforts in maintaining an

overview of group collaboration.

Providing objective evidence for feedback, intervention and assessment As teachers have access to the statistics of all groups and individual students, Wikiglass helps empower teachers

with the useful information that can act as objective evidence. Teachers can always make good use of such

evidence for ensuring fair work distribution in a group, implementing intervention whenever necessary, and

assessing students’ efforts. Furthermore, the information can serve as additional evidence for diagnosis, for

instance, when exploring why a certain group has a poorer progress.

Improving assessment of students’ contribution and collaboration In addition to evaluating the content of student works on PBworks, teachers might also asseess students’ degree

of devotion and collaboration. With information on Wikiglass, teachers can fine-tune their assessment of the

group projects by taking group collaboration patterns and individual students’ contribution into consideration.

Teachers’ perceived benefits for students From the perspective of teachers, Wikiglass benefits not only teachers but also students in a number of ways.

Since students are able to view their group members’ progress on Wikiglass, they take the responsibility in

monitoring their own progress rather than relying on the teachers only. This enhances their abilities in self-

directed learning. In particular, Wikiglass encourages students to have a self-reflection on their contribution and

collaboration. Also, as students are aware of teachers’ progress checks on Wikiglass, they recognize the need of

being more engaged and productive in working on the project. On the group level, Wikiglass can motivate

students to coordinate with their group-mates to work harder. On the class level, students can view the progress

of other groups in the same class, thus inducing a (healthy) sense of competition and thereby stimulating mutual

monitoring between groups.

6.3.2 Feedback from Students Opinions from students are equally important. In general, Wikiglass also receives positive acclaims from a

majority of students. Most of the feedback from students are consistent with the teachers’ perceptions as shown

in the last section. Below are some additional feedback from students.

Wikiglass being easy to use The ease of use, along with convenient navigation on Wikiglass, are by far the most praised features of

Wikiglass by students. The straightforward presentation of information on Wikiglass saves students’ (and

teachers’) time in exploring details such as how to access specific pages, or the meaning of certain graphic

information.

Attractive and useful visualizations Various colours and labels on graphs and charts make it convenient for students to have a quick look at the

progress of different groups or students. Specifically, students can quickly identify individual students of their

interests (usually self or group mates) from others.

Ensuring fair work distribution Since Wikiglass shows the contributions of the several members of a group, students can adjust their

contributions from time to time in accordance with even work distribution, either through online or personal

discussions after accessing the relevant information from Wikiglass.

Facilitating planning and scheduling of work Throughout the project period, Wikiglass facilitates the planning and scheduling of work among group

members. The timeline visualizations of other group members and other groups, as reflected on Wikiglass,

influence the pace of development of the project. Students in a group, ranging from the group leader to the

members, have the freedom to constantly adjust their progress and contributions.

Help in identifying free-riders As solid evidence, the information on Wikiglass plays a key role when students identify free-riders who make

little contributions or have an unsatisfactory progress. Students can therefore take appropriate follow-up actions,

for example, pushing those students for a higher productivity, or reporting the case to the teachers for

intervention.

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Recognition of efforts paid The project report on PBworks is a final product collaboratively done by students. Nonetheless, how students

have collaborated with each other and progressed along the whole project period are also significant to the

development of the project. Statistics presented on Wikiglass in different forms serve as an unbiased and

effective recognition of efforts paid by the students. They can motivate students to keep up with the progress

and their achievement.

6.4 Wikiglass as an ever-growing learning analytic tool A professional team of developers are constantly improving Wikiglass in terms of its usability, features and

functions, based on suggestions and opinions of the primary users: teachers and students. In discussion with

teachers and students, new feature requirements are identified. Upcoming features include indicators of writing

quality (e.g., levels of cognitive thinking, discourse cohesion etc.) and visualizations of students’ interactions.

6.5 Conclusiosn and Best Practice Wikiglass displays the visualizations of different statistics pertaining to students’ work. With its ease of use and

user-friendly interface, Wikiglass offers an overview of class progress and group collaboration to both teachers

and students. It also helps identify free-riders in a project. For teachers, Wikiglass provides objective evidence

for giving feedback, making interventions, and improving assessment. Information from Wikiglass can also act

as an additional reference for teachers on the development of group projects. For students, Wikiglass facilitates

work distribution and scheduling, and recognizes the efforts made by students. More importantly, Wikiglass can

induce healthy competition and self and peer monitoring in a class, motivating students to strive for excellence

in their work.

Being a pioneering learning analytic tool, Wikiglass is most helpful for group projects with Chinese writings

done by students from secondary and primary schools. To fully maximize the potential of Wikiglass, teachers’

commitment is very important as students are highly aware of teachers’ usage of such a tool, no matter when

teachers demonstrate using it in class or when teachers mention referring to its information for assessment.

Aside from teachers’ influence, students’ devotion to the project itself is also vital to fully utilizing Wikiglass to

facilitate the entire learning process.

References:

Hu, X., Ip, J., Sadaful, K., Lui, G., & Chu, S. (2016). Wikiglass: A Learning Analytic Tool for Visualizing

Collaborative Wikis of Secondary School Students Submission, In Proceedings of the 6th International

Conference on Learning Analytics and Knowledge, LAK '16, April 25 - 29, 2016, Edinburgh, United Kingdom.

WIkiglass - Tutorial Guide for Teachers: https://www.youtube.com/watch?v=vVj4g4JlgjQ&feature=youtu.be

Question Anwering on Wikiglass: https://www.youtube.com/watch?v=cowKoT4HYYA&feature=youtu.be

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Chapter 7: Conclusion

With the ever changing world of this technology era, educators are facing an unprecedented challenge in

reshaping education to suit the needs of the modern globalized society. Students are expected to be equipped

with new sets of skills that enable them to adapt to the highly mobile, knowledge-intensive and collaborative

business style (Dunning, 2000). Different frameworks have been developed to articulate the competencies

emphasized by today’s world. The pedagogy put forward in this book revolves around the framework proposed

by P21, which entails three major skills sets: Learning and Innovation; Digital Literacies; and Life and Career

Skills.

To enable students to hone such skills in a practical and authentic setting, the authors have implemented the

UPCC pedagogy in a local secondary school. UPCC is a comprehensive teaching model that addresses the

existing problems of inquiry project-based learning: the prevalence of plagiarism cases, the lack of research

skills among students, the extra burden on teachers and the lack of relevant training among teaching staff.

Empirical evidence and positive feedback from teachers and students have supported that UPCC is an effective

pedagogy in helping students get rid of plagiarism in their group projects.

One of the staples of UPCC is the concept of collaborative teaching. The pedagogy calls upon experts of various

fields to help students develop a holistic understanding and skills to carry out plagiarism-free inquiry projects.

UPCC tackles academic dishonesty in four levels: (1) to help students understand plagiarism through the

teaching of information literacy; (2) to help students develop skills in paraphrasing, synthesizing and

summarizing ideas; (3) to teach students how to cite sources and provide user-friendly tools to help them cite

properly; and (4) to provide user-friendly tools for students to check their final work for originality.

Another staple of UPCC is the use of wikis (e.g., PBworks) as a collaborative platform for inquiry projects.

Wikis allow students to work on their group projects collaboratively anywhere and anytime, provided that

internet access is available. The track history function of wikis also enables teachers and students to trace back

to how information has been paraphrased, synthesized and summarized. It also makes referencing and

originality check very convenient as students can easily switch from the wiki site to the online citation and

originality check tools.

Coupled with UPCC, Wikiglass visualizes student contributions on Wiki platforms, assisting teachers in

monitoring student progress in both group and individual levels and promoting the importance of self and peer

monitoring among students. Wikiglass is also a pioneering learning analytic tool due to its ability in analyzing

Chinese writings, especially useful for group projects in Hong Kong primary and secondary schools.

Wikiglass utilizes automated means to calculate and visualize student contributions and progress on Wiki

platforms on the class, group and individual levels. Two visualization modes are available on Wikiglass, namely

the Statistics and Timeline Modes. The Statistics Mode allows teachers and students to compare various

statistics of groups in a class, and individuals in a group, including revision counts, word counts and number of

pages revised. Meanwhile, the Timeline Mode displays accumulated statistics across time that allow teachers

and students to monitor the progress of groups or individual students throughout the project period. Other

features of Wikiglass include the selection of date range for display that enables users to focus on the statistics

of a specific time period, and a weekly email with the summary of student progress, giving teachers an overview

of the group and individual progress in class.

Statistics displayed on Wikiglass act as a supplementary reference for teachers on knowing about the

development of student projects over time, apart from the performance from their final products. It offers

teachers a comprehensive picture of the class progress and group collaboration, providing unbiased evidence for

giving feedback, implementing interventions, and improving assessments of student contributions and

collaboration.

Wikiglass also benefits students to a large extent. It encourages students to take the responsibility to monitor

their own progress instead of only relying on teachers. It also promotes self-reflection and improves intra-group

coordination. Planning and scheduling of project group work can also be facilitated. Wikiglass ensures fair work

distribution while helping identify free-riders. Healthy competition among groups can arise through peer

monitoring across and within groups of students. Last but not least, the information shown on Wikiglass also

serves as a recognition of efforts paid by students throughout the project period.

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Currently, Wikiglass has launched several new features including the analysis of students’ writing quality and

visualizations of student interactions. Besides the Liberal Studies subject as illustrated in the case of

implementation in Chapter 6, Wikiglass can be used in other subjects with group projects such as Chinese,

Science, English and Mathematics. It is hoped that teachers and students can maximize the potential of

Wikiglass, learning analytics, and more importantly, the implementation of information technology in the

classroom.

If you are interested in knowing more about UPCC, Wikiglass, and how they can be incorporated into your

teaching, you may go to the project website: http://kefetwgss.pbworks.com/

References:

Dunning, J.H. (2000). Regions, globalization, and the knowledge economy: Issues stated. In J.H. Dunning (Ed.),

Regions, Globalization, and the Knowledge-based Economy. Oxford: Oxford University Press.

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Testimonials

As a school administrator and a frontline teacher, it is a nightmare to receive students’ assignment full of

plagiarism. How can we lift up teachers’ awareness in detecting students’ plagiarized homework? How can we

help students to provide plagiarism-free assignment? It is easily said than done and is a challenging task for

every educator!

There are many reasons for students to submit plagiarized work. Some may due to their ignorant on plagiarism

but some may think that there are no ways for teachers to discover their mischief. We need to work strategically

to improve the situation by addressing the root problems leading to plagiarism.

This year, all Junior form Liberal Studies teachers from TWGSS work closely with Dr CHU K.W, Samuel and

Dr HU, Xiao from the Division of Information and Technology Studies, Faculty of Education, HKU to tackle

the problems. A series of tailor-made workshops on “Plagiarism: What it is and How to recognize and avoid it

using UPCC Model” were held throughout the year for both teachers and students and the UPCC Model and

how it can be applied in daily learning and teaching activities to avoid plagiarism were clearly explained to all

participants. Besides, newly developed I.T. tools like Wikiglass and Schoology were introduced so as to further

enhance the effectiveness of “Self-regulated Learning” in classroom teaching and educational programmes

which served as means to monitor the progress of students’ work. All these measures were proved to be

effective in enhancing students’ skills to avoid plagiarism by paraphrasing, summarizing and synthesizing or

proper citation. Besides, a positive impact on changing their attitude towards “plagiarism avoidance” was

evidenced through interviewing with both students and teachers.

Moreover, through the In-house teachers’ training workshop and frequent sharing / interflow with the university

scholars, teachers now are equipped with both knowledge and skills in identifying plagiarized works and are

more confident in assisting students to provide plagiarism-free assignments.

It is hoped that all such effective measures and strategies in avoiding plagiarism can be continued in the days to

come and any good practices thus developed can be shared to other frontline teachers so as to further combat

plagiarism among school students in the territory.

Mr CHIN Yiu-ming

Assistant Principal

Tsuen Wan Government Secondary School

As a whole, the UPCC project is an excellent project, the use of web-platform such as “Schoology”,

“Webquest” and “PB works” and other UPCC software helped to promote self-directed and interactive learning

among students. The UPCC program also helps to raise the awareness of plagiarism and the seriousness of

copying material from the internet directly. Students were guided to avoid plagiarism in the future when they

come across the same project learning.

In the near future, teachers can further emphasize the importance of checking for originality and the proper

citation format. Further lesson can be put on the students’ writing skills so that they have the ability to rephrase,

synthesize and summarize while doing their literature review."

TONG Tak-shing

Liberal Studies teacher

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Concerning the UPCC, it would be very good to let students know plagiarism is a serious problem in research

based project as early as the age of S1. The video made by HKU about the common problems of TWGSS is

found to be very useful and usable when explaining some of the technical problems to the students and thus the

students find it easier to follow the instruction. The students are also very fond of using the plagiarism softcopy

in checking the uniqueness of their work. The difficulty I encountered in teaching was that it would be quite

hard to explain to students the format of proper quotation at the S1 level, as they are just at the beginning of

project learning , they have quite a lot to learn like setting proper title, focus questions of project, research

methodology, etc, so it is quite uneasy for S1 students to digest so many things at the same time.

Tom Cheng

Liberal Studies teacher