over to you. Thanks very much Emma Jane. Hi everybody, I'll turn on my camera quickly and give you a little wave. My name is Rob, I'm a learning technologist from the DCU Teaching Enhancement Unit in Dublin and my colleague Fiona is here with me as well. Hello, how are you all? Lovely to be here. And today we're going to talk about using technology to support assessment design that supports academic integrity. And we're going to kick off, first of all with a little VVox activity to get to know all of you guys. So let me just share my screen with you for a moment and hopefully you should all see that now. You should be looking at a little VVox welcome window and I'd like you to join the VVox session now by going to the website vvox.app and entering in the session code which is one, three, two, four, zero, two, three, six, nine. The instructions you can see there are on the screen. So if you have a phone beside you, that might be the easiest way to do it. With your phone you could either scan your code as you see it on screen or you can manually click to or you go to the VVox website, vvox.app and enter in the ID code. So I'll just give you a moment to get connected to VVox. When you get connected, all you should see is a big, big BCU logo because we're just waiting to get started. Okay, I'll open the first question then on VVox the first question is just very simply what best describes your role? So you can just tap the one that is most relevant to you or indeed if none of your roles are listed there, you can tap other. Most of us have responded there now, which is wonderful. So I will close off this poll now and we'll take a look at the results. I think most of us got the chance to respond there. Okay, excellent. So nearly half of us are in learning technology followed closely by academic development and some of us are teachers, tutors, lecturers, or academics and some of us are other as well. So if you're an other, you might let us know in the blackboard chat box what sort of role you have. But it seems that most of us here today are learning technologists, academic developers or involved in teaching. So that's wonderful, thanks very much for that. If you can keep the VVox session open on your device, we will return later on throughout this presentation to some more VVox polls. So if you just leave VVox on, that would be great. But for the moment, I'm going to start sharing our slides and Fiona is going to kick off our presentation. Thanks for all I saw in there, Minjaga. Oh yeah, I'm just trying to share. Ooh, sorry, there we go, you should be able to. That's great, thanks very much Rob, thank you. I'm just looking at Emma posted the two items. I know educational developers and technologists, we no longer have two separate bits. Yeah, I think that's something that we could probably have a little chat about later on if we have time because I agree with you. Although I guess some of us, for example, my role as academic developer and I work closely with Rob who's a learning technologist and I think I will be embarrassed to call myself a learning technologist beside Rob with his skill set. So for me, the distinction is something that I appreciate at the moment. But yeah, we are all becoming more increasingly technologically competent, particularly in this pivoted time or pandemic time. Anyway, you're all very welcome. Thank you for the invitation to have a chat with you all today. I always start any of these sort of assessment sessions with a quote from, about this quote from there because I really like it. Just take a second to read it. And for me, that reminds me all the time what assessment is about because I sometimes get lost in the sort of technical aspect or the QA aspect of assessment and forget the absolute central role it has and the importance of it. And when I think about this quote, I think about the obligation we have as lecturers, as academics to ensure our students can do what we say they will be able to do when they leave us. And one way of ensuring that is to reduce any chance that they have of cheating their way through it because they were not doing them any service at all. So our job is to try and design assessments that will promote academic integrity and help them to perform to a very high standard. And this is a very tall ask and there's no one magic bullet that addresses it for us. We've done quite a bit of work at DCU as have many other institutions over the last number of years. We've been involved in an Erasmus Plus project that ended in October last year but we've continued a lot of our work in different projects. But as part of the work on the Erasmus Project we developed a suite of principles. And there are 12 principles that help academics design assessment that promotes academic integrity, recognising that there's no one kind of silver bullet that sorts the problem out for us. So we broadly categorise them in terms of standards, then the assessment design and then student partnership or ownership. So I'm not going to go through each principle, just each category and you can access those principles on our DCU website at any point. And also on the slides, Rob has popped the bitly link into the chat box if you want to download the slides you can get the hyperlinks then on them. So if we start with the standards, really what we're saying in this kind of group of principles, we're trying to remind everybody in the university that we all have to aspire to these high standards, these high standards of academic integrity and to think about it in the broader sense in terms of maybe ethical and moral values and beliefs and to perhaps take out the values from our institution and dust them down again and remind ourselves that in the teaching learning and in this case assessment, we need to be espousing those values. And I think it's important that we commit as lecturers, we commit to upholding these high standards with our students and let them know that it's something we take very seriously for them because they want to be part of an institution that's recognized for being an institution with high values, with high standards. And so as part of this kind of category of principles, we're asking academics to, first of all, set those standards and commit to them and talk about the fact that they belong to an institution that has these high standards because they want to be proud of their institution also. And if we don't have these types of standards, we have anarchy and we saw an example of that in America recently with Capitol Hill and to just tell them that we're all committed to this in the university. And then in terms of standards, link and resource, any supports you can give to your students to try and help them reduce the risk of plagiarism and reduce the risk of cheating. So any, for example, in DCU we have, and I'm sure all the institutions have similar supports, tutorials for students around citing and referencing, around writing, we have maths tutorials. So as many different resources as you can to reference and support your students, don't expect them to know how to do this and don't expect them to know how to find information on how to do it. So that's the kind of standards. The second suite of, I suppose, category of principles relate to the way we design our assessment. And we need to give a lot of consideration when we're designing our assessment to ways that we can again reduce the risk of the students going off and cheating. And some of those ways include rewarding them through the rubric, so calling it out in the rubric, that 20% or 10% of the marks go for good housekeeping, which includes things like referencing, et cetera. The literature tells us that if we don't design assessments that motivate and challenge students, they get bored and they put it off, they procrastinate and they tend then to resort to cheating. And so if we can motivate and challenge the students, primarily through authentic assessment, and we'll talk about that now in a moment, that's one way of engaging them and ensuring they're committed and they have agency in the assessment process. And of course, all the way through to scaffold the assessment, when we're designing the assessment, to scaffold it with formative feedback opportunities so that they don't get to the high risks, somewhat of peace, without getting loads of feedback from us. And loads of opportunities for them to self-reflect or self-assess using rubric or peer-assess. And we come to that when we look at the final category because that's student ownership and involvement. So just staying with the way we design assessment and having a look at a few examples. Authentic assessment is really, it's found, the literature tells us it's a really good way to engage our learners. They want to be doing something real. They want to have a tangible output from a piece of work that they can relate it to the real world, even if it's something they just converse at the dinner table with family. But they want to be able to show its relationship to the bigger picture and not just the module they're taking with us. Oh, I'm going to stop here for a moment, Rob, and pass back to you to do a V-box poll. So we're just going to ask you in this next, is that okay, Rob?  Thank you. Just want to get a sense of maybe some examples you might have of authentic ways of assessing your students. So what examples have you come across? In your own experience or with colleagues that are very authentic ways of assessing our students? I might just jump back for a moment, Fiona, and reshare my screen, if that's okay. Yeah, thank you. But for those of you who are still connected to the V-box session, you should see a new question on your screen. And it's just asking you to give us a brief sentence of what you think authentic assessment looks like. So you can take a moment to complete that. I can see two of you have responded so far. So we'll just give another moment for you to think. This one might take a little bit of thinking. You don't need to go into a lot of detail, obviously. One or two keywords is fine, or just a brief little line of what you think authentic assessment might look like in your context. And for those of you, obviously, most of us here are learning technologists or academic developers, or may have mixed identities, like Anna very pertently raised. So even if you're not within a particular discipline, context yourself, maybe there's a discipline that you work very closely with or maybe you yourself are involved in teaching and learning or professional development. So from whatever, your context can be whatever you choose, I suppose, but just tell us an example or two of what authentic assessment might look like. I think if you want to... Sorry, Rob, go on. No, go ahead, Fiona. I was going to say it may well be your experience as a learner. You might have had a very authentic experience as a learner that you'd like to share with us. I was just going to say, Fiona, obviously as an academic developer, you lead our module around principles, practices of teaching and learning for new tutors in DCU. And I think your assessment is quite authentic on that particular module. All right, thanks, yeah. Well, then as an example, I will wait for a few more to maybe contribute to the VVUX poll. One part of the assessment is literally asking them to critically evaluate an assessment strategy for a module they're working on. And so they have to sort of deconstruct every aspect of the assessment strategy and make recommendations, or if it is a good example to kind of explain why it's good. So they have to look at things from constructive alignment to the rubric and its ability to assess the learning outcomes, the scaffolded piece, so integration of formative, and also that they have designed with academic integrity principles in mind. So, yeah, they go away with a brand new kind of assessment strategy. So it's very practical. It's not abstract at all. It's quite practical, situated in their own context and so on. And they share with each other during a work in progress session and they get an awful lot of feedback from each other because these are all practicing academics and so they're able to give each other feedback in relation to their own experience. Excellent. Well, I think just over half of us have responded to the Vvox poll, so am I close at all there? Yes, yes, thank you. Let's just take a look at what you've said. I'm inviting students to approach questions from a range of different, yeah, that's a really good way and we'll talk a little bit more about that in a minute. Thank you. Playing a simulation game, I think they're brilliant. Yeah, anything role play, and again, we'll be talking about that in a minute. Presentation pitches and marketing, they're really good examples. Post marketing plan for companies. Developing a poster, yeah, that you could submit to a conference fabulous or even writing an abstract or a paper. That's always, I think, a really good way of getting students into that space. We used to have an all day group assessed. Oh, that's very good prioritise. I like that one, the all day group assessed work sessions. I'd love to hear more about that. Will we open up mics now or wait till the end? What do you think, Rob? I don't mind. I mean, if anyone wants to speak to any of these examples, please feel free to come in on the mic. Evidence related clear examples. I like that, creating a podcast. Yeah, brilliant briefing papers. Yeah, some really good examples there, video assessment. Thanks, Rob. That's great, and thank you all for contributing. Some very good examples there. And I'm going to talk through one or two other sort of things or projects we're doing in DCU that speak to this sort of authentic piece. Thank you. We've been working over the last, I suppose six months with Griffith University in Australia, and they have extensive experience using interactive orals. And they're based on that role play example that one of you talked about in the V-Vox poll. So an interactive orals different than a Viva in that it's a conversation. So you do have a role play element and it will be exactly that where you might be invited. So for example, one colleague at the minute is teaching early literacy. And she has given the students the example of going into the staff room on their teaching placement experience and the teachers that are already working in the school are really curious to know about early literacy interventions. And they're asking, what's going on at the minute? What are you reading? What's the new, what are the new approaches to teaching literacy to children? And so the students have to explain this to some experienced teachers. The core elements of the interactive oral are rubric and an exemplar. And so we have an example where we create it with the academic and usually myself or somebody else in our community of practice, we create the kind of 15 minute video, an example of the lecturer acting as a student and role playing. And then we give that example to the students with the rubric and we ask them to grade the lecturer. So they're grateful I'm doing that. They're very hard on their lecturers, I have to say. But it does give them a really good hands-on experience of it. And we have some examples in a handbook that we've developed for the link. I'll put it in the chat box after I finished talking to you. But we have some examples of the exemplars and the corresponding rubric. So you can see that for yourselves and use it if you wish. So just feedback from the students. They really seem to enjoy it. Like the positive feedback or what they enjoyed about it. They liked the opportunity. You gave them to work on kind of real life examples. And I suppose the negative was the time that it takes, I think all assessments take that time and work. This is an example from a project in Monarch and Deakin University. It was a project that finished last year as well. It ran over a number of years. You might be familiar with it. The link to the website is there. And they have some really good examples of scaffolded assessments. And this is just one. They've got six case studies there. And each case study has this kind of diagram showing where the formative assessment and some of the assessment is scaffolded across the assessment strategy. And each of the six case studies have a short interview with the lecturer who designed them and then kind of a very brief description of the assessment strategy. But I just wanted you to see this looped scaffolded assessment. And you can see that it's not all the lecturers that's given feedback. So a lot of times it's their peers that are giving them feedback. They're self-assessing in some places. Here's the self-assessment. And then finally the summative piece and the tutor gets involved in the assessment. Some other work we're doing in DC at the minute is around the student ownership, a partnership piece, which is the final set of principles in these 12 principles. And again, the literature, these principles were informed by a comprehensive literature scoping review that was conducted as part of the Erasmus Plus project. And the literature tells us that if students are partners in the assessment strategy, they're far less likely to cheat or to engage in misbehavior or any bad behavior because they're invested in it. They're part owners of it. And as such, they have that sense of agency. So we received some small internal funding recently and we conducted a scoping review again. And then we spoke with students and we spoke with the academic staff and we developed this diagram. I know it's a little bit difficult to see so you can access it yourself. The link is there. As a kind of a guide or a checklist, if you'd like to remind lecturers how they might partner students. And a lot of lecturers are doing it already but perhaps they're not just calling it out. So we wanted to let lecturers know, you can do sort of low-level partnership if you're afraid to go into a high-risk situation perhaps with first-year students or maybe you're not experienced yourselves and partnering students. So you don't want to go in to say letting them do peer assessment at this early stage. So this is sort of low-level formative assessment and summative assessment opportunities. And here you can see, for example, they're just things like negotiating submission dates or giving them choice and assessment briefs. And then it becomes a little bit more high-level in that you're asking them to peer evaluate each other's work or maybe co-design a rubric or peer evaluate each other's work or you might give the students a kind of a generic feedback based on the rubric or the marking criteria. But the students can request feedback on a particular area, detailed feedback on a particular area but they'd need to know where their strengths and weaknesses are so they could take advantage of that opportunity. And Rob is going to go into that in a little bit more detail when he talks about technology in a few minutes. Yeah, so one of you put peer feedback as useful. That's something that we've been doing a lot of in DCU and that's an example of some work that I did with a colleague in the business school in DCU around using lots of version. He was teaching economics and this was a summative peer assessment piece. And we used some of the functions and Moodle very effectively for this. We used the rubric and Moodle and the workshop function. So you can read a bit more about that if you're interested. And this is just a piece of work. I think many of you will be familiar with it at this stage. It's kind of, it's Tracy Brettoch and colleagues, they conducted this in Australia. And it's just to remind us when and how students are less likely to cheat. So if there's a short turnaround time, they're more likely to cheat if it's a heavily weighted task. So you can see if we get them involved in reflection or if we give them personalized or unique assessments or if they're part of a nested, scaffolded approach to assessment. These are the ways that kind of promote academic integrity. So it's sort of just, I suppose, reinforcing what I've been sharing with you already. And this is just to say, of course, we can leverage technology, but Rob is going to go into that now in a bit more detail. And finally, before I pass over to Rob, we have developed an academic in the hub on Moodle. It's a self-paced professional development course for our academic staff to help them engage with some of these ideas and principles and give them examples of how they can use technology. And Rob can talk a little bit more about that in a few minutes. And just to remind you, it's all based on this kind of extensive literature review and we have our resources available there under Creative Commons license, so feel free to use them. You can see with glossaries, case studies, scenarios, et cetera, you can engage with that in your own time. So the references, and I'm going to pass over to you, Rob. Thank you very much. Thank you very much, Fiona. And thanks to everybody for participating in the Vvox polls and for, oh, I think my internet might be acting up on me. Can everyone hear me? Hi. Yes, yes, Rob, we can. Sorry, actually, you might give me a shout, Fiona, if my connection starts to go on. Just got a little warning here. The joys of working from home. So yeah, thanks very much, Fiona, for taking us through that. We've set to see nicely talking about authentic assessment, talking about academic integrity, talking about assessment design. And now what I'd like to do in this half of the presentation is really to explore a few simple suggestions as to how technology can support assessment design. And I'll look at these suggestions in terms of each of the 12 principles that Fiona has mentioned. And then towards the end, we'd like to hear from you about your own experience and we'd like to encourage you to add your suggestions or your examples to an open educational resource that we own. Most of you here are involved in the field of learning technology, academic development, teaching or somewhere in between or some amalgamation of all of those different pieces of work. So we very much see this presentation as a toolkiss for you when you're working with academics who are needing guidance and needing support that you can bring these tools to them to offer them some suggestions and to offer them some inspiration. So that's why we've shared the direct link to the Google Slides with you because there are a lot of links built into the Google Slides. So really we'd love for you to take these slides afterwards, make them your own, use them with your own people in your own institutions. There can often be a somewhat misguided misconception that technology is a great enabler of academic dishonesty and that technology is a great evil that makes it so much easier for students to plagiarise and to cheat and to collude and so on. And unfortunately I suppose there are some elements of that that are true but I and we in DCU very much take the view that technology can really be a force for good and can really help you to support and embed academic integrity. And in particular, I like to think around how technology can offer efficiencies for the assessment process or for managing the assessment process, can make things very efficient for staff and can make things very transparent for students. You know, if deadlines are all set up on your environment in advance, if feedback is made readily available using appropriate VLE tools, if students can kind of see the stage of marking that their assessments are in, all gives students and staff a window into the assessment process that I think is quite useful. Fiona's already mentioned how it can provide opportunities for authentic assessments like the interactive oral she spoke about, things like e-portfolios or the example Fiona used from her own module as well. A great thing about technology that very often a lot of academics don't leverage is the opportunity for media enhanced feedback, audio feedback, video feedback can be so much more powerful for students than simply reading text off a document or text on screen. Media enhanced feedback can allow students to sense the tone and the emotion of the feedback which can be quite important. Technology can allow us to scaffold the development of academically honest behaviors and we're going to go through a couple of those suggestions now in a moment. Technology can really help involve students in the process as partners. Fiona alluded to some of the work that we've been doing in that space and I'm going to touch upon that shortly as well. Just obviously to acknowledge our current context, like most institutions, DCU is in a period of extended remote teaching due to the pandemic, certainly from now until the end of our academic year in June, we'll be mostly doing online learning with our students remains to be seen what happens in September. Quite likely that there'll be some elements of online teaching still remaining in September. Unfortunately, we in Ireland are not as good at vaccinating our population as our friends in the UK are. So that is no doubt going to have some impact on our teaching context in the next academic year. But what we've seen in the current academic year is a really big shift to continuous assessment which is good. We know continuous assessment is a preferable method of addressing students then say terminal examinations. We also know students prefer continuous assessment over terminal examinations in most cases. And I do hope that that shift continues after the current academic year, after the COVID context. I really hope we keep some of this good practice. We still, of course, we still have some terminal examinations in the current context, most of which are kind of open booked exams, maybe open for a 24 hour period. And we do have some timed quizzes as well. But very interestingly, traditionally, we in DC would have had a two week examination period in the winter and in the summer. And this winter, we've actually gone from a two week period to one week period. So it shows you the big, big shift to continuous assessment. And our staff have really, really engaged very well with assessment planning during this current context. The continuous assessment is largely continuous. It's not just sort of an end of semester essay, but they are building in regular assessment activities for students throughout the semester, sort of getting into that assessment for learning space and assessment as a means of student engagement. We don't currently use proctoring tools in DCU. That is a highly controversial area. And I don't want to get too much into it because I think this is all from the problem with conversations around academic integrity and technology that it seems to always just drift towards talking about proctoring and text matching. And really, you know, our philosophy in DCU is around using to support the assessment design that will in itself promote good academic integrity. So we don't use proctoring tools personally speaking. I'm not a fan and I've been quite worried about a lot of the coverage of proctoring tools. I've liked about them in recent times. But it remains to be seen obviously what happens in that space. We do have Urkent as our text matching tool. We use that on our Roodle VLE, but we largely try to promote the use of Urkent as a formative feedback exercise for students. You know, we try not to create the impression that the Urkent text matching tool is a sort of a policing tool or a catch-all tool. It can be used in that way, but in the first instance, we really try and promote it as a formative feedback tool for students. I'd be interested in knowing from your own institutions, due to some of you have a similar context as us. And if you do, you might let us in the chat please and we can pick that up towards the end. The student perspective is hugely important in everything we do and Fiona alluded to this as well. And we're very, very lucky in the teaching enhancement unit in DCU that we get the opportunity to work with students very regularly. We have a new portfolio initiative that involves students. I'm involved in a sectoral project called Enhancing Digital Teaching and Learning. And we have a whole team of student interns on that and they're just absolutely fantastic. Then our student as partners project saw us working with students as well. And we have an agency in Ireland called the National Forum for the Enhancement of Teaching and Learning. And they have a student associate intern then believe well at the moment. So we interface quite a lot with those. And working with these interns, working with focus groups over time, we really do try and tease out the student perspective on assessment. And students, what we keep hearing time and time again is they don't intend to cheat or plagiarise. They really want to be engaged by meaningful assessment. They want to be supported in engaging in assessment as well. So I think the question we should be asking ourselves all the time is how can technology help this? Not how can technology help identify plagiarism? How can technology catch students out? No. How can technology help engage the students in meaningful assessment? I think that's really the question. We should be at the forefront of our minds. You can have, explore those links in your own time. We conducted a literature review as part of our students' partners project. And what was really interesting about the literature review, it looked at articles, I think, spanning the last 20 years. And what came out was actually a lot of great practical examples of how technology supports student partnership. We were looking for a technology angle. That wasn't something we were expecting to find. But in the literature, we actually found lots of great examples of how technology was being used to support student partnership in assessment. So do take a look at the literature review in your own time, because it will give you those important examples. What I'm going to do now is I'm going to kind of move on and just do a sort of a whistle-stop tour of the 12 principles, as you can see on screen, and how technology can support the implementation of them. And there are really simple suggestions. Again, people seem to think that academic integrity requires this gargantuan effort or this large initiative to tackle. But it's not that black and white. I don't think you probably agree with me, Fiona, but really the best way to embed academic integrity is just simple, scaffolded approaches working with your students. And that's really what I suppose we want you to walk away with from this webinar, is having those simple suggestions in your toolbox. So when you're working with students, if you're involved in a teaching role, or when you're working with academics and helping academics, that you can draw on this toolbox. So the first tip that we are going to give you is, oh, actually, before I move on, I will just say that we're a Moodle user in DCU and I'm not sure how many Moodle institutions we have here. You can let me know in the chat what your value of choice is. But if any of you are Moodle users, we do have a playlist on our YouTube channel for each one of these tips that I'm going to go through now. So you can see them in more detail and how to do them. And again, that playlist of videos might be a useful thing to put in your toolbox for when you're working with academics. So our first tip is around displaying standards of policy on your VLE page. Fiona alluded to this earlier. This might be something we do already. We might have built into our VLE templates that there's a link to the institution's plagiarism policy and so on. But if we're not doing that, we might consider doing it. And if we are doing it, I think it's important to make sure that we template each year to make sure they're still updated. For example, a few years ago, we might have added the plagiarism policy that was current at that point in time to your template, but perhaps there's been an update since and therefore you need to update your VLE template. So that's worth bearing in mind. And then very related to that is, we need to be able to, I don't think it's good enough to just simply put a link to the policy on your page or tell students that there are these important standards and important policies they have to adhere to. We have to help students adhere to those standards. We have to help them adhere to the policy. So in addition to your policies on your page, also consider linking to resources and to supports that can help students develop academically honest behavior. So your library might have good resources around citing, referencing, searching. You might have a student writing center. We have a great student writing center in DCU and they provide great support for students around how to structure an argument and how to paraphrase and how to draw on literature, et cetera. So consider placing helpful how-to information on your VLE page as well. This is a biggie and unfortunately there's no magic bullet that's going to rewrite your assessments every year and it does take time and obviously that's why a lot of academics tend to recycle assessments year after year but students know when assessments are being recycled and they know that they're not current and they're more likely to cheat or collude as a result.  Fiona alluded to this already as well. The importance of grading forms, the importance of rubrics and so on, having clear rubrics for students when it comes to their assessment but it's important that those are shared with students in advance and most of our VLEs as you can see there on screen, support embedded forms on screen and I think it's really useful to take whatever rubric or marking scheme you have embedded in your VLE so that it's accessible all the time to students. They can go and they can see it in advance when they're about to start an assessment and it just makes it much more transparent for students to access rather than, for example, having different word documents or different PDF files with the marking schemes contained within them. Consider using the built-in tools in your VLE because it just makes it a bit more easy for students to access. It's very important as well that students are motivated to participate in assessment and a way of doing that is, you know, for example, designing assessment tasks or designing parts of an assessment that challenge the students to do the work themselves, you know, perhaps using something like a glossary tool on Moodle or a wiki on one of the other VLEs and inviting students, giving students a deadline, getting them to do it, letting them know that it's visible and accessible to everyone else in their cohort. So therefore they'll be more motivated to get the work done, get the task in on time because it's a collaborative effort and it's visible to all. So they're motivated to get it done quite quickly. And again, you know, we have the tools available and it's a question really of just using them in a way that supports that motivation of students. Another way, again, to keep your assessments up to date and authentic and relevant is perhaps to give different, you could possibly use it the same or a similar assessment approach each year, but each year you update topics or, you know, and let students choose the particular relevant current topic that they want to avail of. So for example, you know, if you're teaching politics at the moment and what you might do is you might have a question that's around analyzing, you know, political discourses, but each year you update your topic so that it draws on a current political issue. And, you know, that can be really engaging for students. They can see that it's relevant. They can see that it's current and it can be more interesting rather than examining some sort of historical political issue if that's, of course, appropriate for your module. I've mentioned this already, text matching, using it as a formative tool. And I can see I think it was Emma that's mentioned it in the chat as well, using Turnitin for checking in the formative sense for students. And I think that's really, really important and we should try and encourage our academics to see our text matching tools as helpful tools, not as merely investigative tools. Open-ended solutions to assessments are another good way of promoting academic integrity because it means there is no one correct answer. So therefore it's very difficult for students to collude with other students from previous cohorts. It's very difficult for them to plagiarize, et cetera. But when working with open-ended assessments, it is important that students are scaffolded to develop their own open-ended solution. And again, we have great tools on our VLEs that enabled students to share their thinking with their lecturers, share the development of their open-ended solution and for the lecturer to help the students to develop that a bit further. So the lecturing the students working together on the VLE to scaffold development of a solution. Recording a student's own individual way of thinking that is another great way to embed academic integrity because it forces the students to explain what were they thinking with their assessment? Why did they do what they did? What was their justification for it? What were they thinking at the time? By its nature, that's going to be very individual. It's going to be very personalized. It's going to be very difficult for students to cheat or plagiarize their way out of that. So think about using e-portfolios, blogs, journals, et cetera that students complete alongside their assessment in which they're evidencing their pathway of thinking. And similarly, again, if students are making choices around assessment topics, consider allowing students to place themselves into their own groups and each group is based around an assessment topic. So if you're a lecturer in literature, for example, you might have chosen a couple of different texts that students need to complete their assessment on. And if they choose a particular text, they go into that group for that text and then perhaps they are on the basis of their group membership. They have some sort of gated access to material or supports related to that particular assessment topic. So it makes things a bit more personalized and a bit more meaningful for the students while still being supportive in terms of them completing their assessment. This principle is quite similar to what Fiona is about about the interactive oral assessment, which is, I suppose, building in a sort of a defense type component to an assessment. So that if a student is submitting an essay or a case study or a post or whatever, that they also upload a short audio clip alongside their work, in which they're defending their work. And this can be really, really powerful. It's relatively simple to do on our VLEs, but can be quite powerful for the students because it's helping them to build the skill to be able to defend their work, to explain their actions, and I suppose to synthesize their assessment into a short audio format in order to defend what they've done. And this is one of the tips I really like the most because it's a good skill that students will develop for future study, as well as they go into more senior years of their degree or they go on to pursue postgraduate studies. And then lastly, and this is where things get kind of really, really powerful in terms of academic integrity, is where you're involving students in the process itself, inviting students in to co-design assessments with academics. And that could be co-designing a rubric, co-designing an assessment brief, co-curating topics or choices for the assessment. It can be a bit daunting, I think, when the lecturers are approached with this idea of student partnership because it seems like a mammoth task. There's one of me, the lecturer, and there could be a hundred or more of the students. But using things like a discussion forum on your VLE can be really, really handy for managing discussion, managing the co-design process, giving every student a voice, but you as the lecturer still being able to kind of control the phases of it so it doesn't sort of burgeon out of control. If you're interested in particular for the last three principles, principles 12, 11 and 10, the SAPI work that we've done in DC will be of particular interest. I saw Fiona popped the link in the chat to that earlier. So thank you very much for that, Fiona. So for one last time, it's gonna be over to you guys, to Vvox, we're just going to ask you one more final question based on these 12 little suggestions that I've gone through. So if you want to return to your Vvox screen wherever you have it open, you will see a new question on your screen. It's a multiple choice question. And it is just simply asking you out of the 12 tips that I went through just now, what do you think you will use or incorporate? So you can select up to 12. So if all 12 of them tickle your fancy, you're very welcome to select all 12 on your Vvox interface. Or if there's just a few that particularly interest you, you can just choose those ones as well. If you've disconnected from Vvox, again, the instructions now are on screen. You can go to the web at vvox.app and enter in the night digit code. So I'll give you a moment to respond to that poll. And I could see that the chat box was hopping during the last few minutes. And I apologize, I didn't get to it all, but I'm not sure Fiona, did you see anything of interest in the chat box? Yeah, there's a lot going on. Mainly I think sort of networking and support and help. Emma's been sharing lots of resources and examples with Gustavo, as has Gustavo. So I don't think there's any outstanding questions. More sharing examples is a really nice example that Emma shared around preparing students to use the rubric. So start introducing it at a kind of low level, I guess, because they don't always know how to, it's to develop the assessment literacy, I guess. Emma, if you're free to take the mic, if you want to add to that. No, I mean, it was the actual assessment because when I used to teach, I was down at Portsmouth and that was in an educational technology module. So I was really stressing to them that they were thinking of teaching people, they were really well gonna have to know how to write a rubric. And that kind of helped to sell it. I think although they said, you know, I wish we'd done this in year one, I think it would have been much, much harder to really get them to engage and to really explain why it was important because quite often, I think those sorts of things, it's not until you've done it that you realize the benefit that's needed. So that was a really good way in, but it looked quite a lot like fine, but I guess, I mean, a lot of the other things that we've come up with, I've never been very keen on the formal exam, even though I was a student at school who would far rather do an exam than a bit of Portsmouth, but I realized that for many people, it's actually much more beneficial than just coming for an exam. Yeah, I mean, there's very little authentic about exams, unless maybe you're preparing to go into maybe the professional side where they examine you. Other than that, I can't see one exam. Anyway, we're still in the minority. I'm working on a group, a national group around academic integrity, and there's a subgroup being assembled to evaluate proctored exams. It's just heartbreaking to see resources going into that space. You just want to go stop wasting time looking into that and find other alternative ways of authentically assessing. I fully agree. I mean, I think procturing is, I just can't bear the thought of it. I actually don't like it. But we do have some people. Sorry, go ahead, Emma. I was going to say, I think we do have some people across the university that are getting pressure from professional bodies who, so I think possibly it's work that we really need to be doing with the professional bodies to get them to understand the dangers of procturing, rather than universities making that choice. I've stopped talking now. Sorry, I think I'm getting a bit of a delay on my internet connection over here. We have come to the end and I don't want to disturb the conversation, but you can just see very clearly on screen there, a lot of people finding these tips useful, things like letting students record their individual pathway of thinking, students uploading audio defense and lots of other suggestions resonated with people which is great to see. And this kind of flies in the face of the people who are calling for procturing. There are ways of using technology to support academic integrity. There are ways of making assessment incredibly meaningful and engaging for students. And I think it's much better to invest in, promoting this kind of message and advocating these kinds of approaches rather than investing our time and our resources into proctering. And Emma, you're dead right? Perhaps it's the professional bodies we need to be having these conversations with not just our universities and our lecturers and our managers and so on. So very lastly, I'm just going to, there's been some good examples in the discussion and in the chat and what I would love for you to do is and we will leave you on this point. We have an open educational resource of some exemplars and case studies of technology enhanced assessment. A lot of really, really great examples of ways people have used technology to create engaging, interesting, exciting, authentic assessments. So that OER there is available for you and available for the people you work with as another tool in this toolbox. But if any of you have your own examples of ways you've used technology to support academic integrity, we'd love if you'd add it to the OER as well. And you can see a link on the screen there to add your own examples to the OER. It'd be wonderful if you'd take some time to do that. And of course you can contact us if you have any questions. But I think we will, oh, there's also a checklist you can download again. You can use the slides afterwards and download that. That's a very handy checklist for lecturers to prompt them to think about academic integrity and assessment design. So that's it for most. I'll pop the link in again to the slides so that you have them and please do work through the slides and please do share the slides with others, lots of useful links in them. And this can be part of your toolbox around academic integrity. So I think that brings us to the end. And we'd love to continue the conversation if anyone has any questions or comments. Feel free to jump in on the mics at the best rate to do it, Fiona. I think so, yeah, they use the chat boxes as well. So, Jennifer, if anyone would like to add anything, any ideas, observations or questions, please do so now by taking the mic. I think we're coming between them all and their lunch, Rob. Yes, I think so, yes, absolutely. And we do not want to get between people and their lunch. Well, I would just like to get everybody then, if we can, to put our hands together and say a huge thank you to Fiona and Rob. That was an absolutely brilliant session. Thank you so much, Jennifer. I normally use a nice little clap emoji. I do like the clap emoji. I think it's brilliant. But thank you ever so much. I'm going to stop the recording now.