This year I asked my student to choose one topic that interest them. Mindmap and find different way this concept can be applied. On a third level I ask them to move and ask their peers what they think when they hear this word. Another thing is peer-feedback, where they work in a pair and give each other feedback on how they can make the exploration better.

Student choosing the same topic, collecting the same data and sharing them together.

Students making the same reflection and personal engagement.

Students copying other people's IA especially after knowing that there is a lot of samples on the internet.

• Preparation (Before Class):

  • Create a Quizlet set with flashcards and matching exercises based on scenarios illustrating both collaboration and collusion. Here’s a sample of the Quizlet content:

    • Flashcard Set:

      • Terms:

        • Definition: Working together with others to achieve a common goal, where each participant contributes individually. (Collaboration)

        • Definition: Unethical cooperation where individuals work together to deceive or gain an unfair advantage. (Collusion)

      • Scenario 1: Group A works together by discussing ideas and dividing tasks, ensuring each member contributes individually. (Collaboration)

      • Scenario 2: Student B copies the entire solution from Student C and submits it as their own. (Collusion)

      • Scenario 3: Students in a study group share notes and discuss solutions but write their own answers independently for the final exam. (Collaboration)

      • Scenario 4: Two students divide a homework assignment and submit identical answers for each section. (Collusion)

    • Matching Exercise: Match each scenario with the correct definition of collaboration or collusion.

• Quizlet Activity (15 minutes):

  Divide students into small groups (3-4 students per group).

  Assign each group a set of scenarios or have them use the Quizlet flashcards and matching exercises.

  Instruct groups to work through the Quizlet set, identifying each scenario as either collaboration or collusion and explaining their reasoning. They can use the discussion prompts provided in the Quizlet to guide their conversation.

• Group Sharing (10 minutes):

  After completing the Quizlet activity, have each group present their answers and reasoning to the class.

  Encourage discussion by asking other groups to provide feedback or alternative views on the scenarios.

• Class Discussion (10 minutes):

  Facilitate a class-wide discussion to clarify any misunderstandings and reinforce the key differences between collaboration and collusion.

  Use a projector or screen to review the Quizlet terms and scenarios, listing key characteristics on a whiteboard or flip chart based on the class discussion.

• Reflection (5 minutes):

  Emphasize the importance of maintaining academic integrity by understanding and distinguishing between collaboration and collusion.

  Optionally, ask students to write a brief reflection on what they learned about academic integrity and post it on a classroom wall or board for a visual summary.

  
  

We will have to teach the difference between collusion and collaboration and the impossibility to present the same work for two different assessments.

§  Peer review

§  Brainstorming titles

§  Identifying technology tools

§  Using AI for brainstorming/finding mathematics behind a topic of interest

o   Activities for collusion

§  Having AI write paragraphs

§  Copying

§  Sharing exact data sources

• Diane

Activity one -I divide the class into 5 groups for a certain criteria from the IA

and everyone in each group is assigned a peer from other group to discuss and teach them about this criteria

Activity two - after " understanding criteria "

I get IA's from the exemplary IA's on and each group take same IA and they all corrected by themselves and then they discuss the deviation between their grades

This will lead collaboration and give them an idea of how they can develop their own IA

Before the IA's final draft I assign students into peers and each on to correct the other so they can see the differences in deviation