<div dir="ltr"><div class="gmail_default" style="font-family:'comic sans ms',sans-serif;color:rgb(7,55,99)">Sick of the cheating thread:</div><div class="gmail_default" style="font-family:'comic sans ms',sans-serif;color:rgb(7,55,99)"><br></div><div class="gmail_default" style="font-family:'comic sans ms',sans-serif;color:rgb(7,55,99)"><b style="margin:0px;padding:0px;border:0px;font-size:14px;vertical-align:baseline;color:rgb(68,68,68);font-family:'Open Sans',Helvetica,Arial,sans-serif;font-style:italic">“Lesser artists borrow; great artists steal.”</b><span style="color:rgb(68,68,68);font-family:'Open Sans',Helvetica,Arial,sans-serif;font-size:14px;font-style:italic"> </span><b style="margin:0px;padding:0px;border:0px;font-size:14px;vertical-align:baseline;color:rgb(68,68,68);font-family:'Open Sans',Helvetica,Arial,sans-serif;font-style:italic">Igor Stravinsky</b><br></div><div class="gmail_default" style="font-family:'comic sans ms',sans-serif;color:rgb(7,55,99)"><b style="margin:0px;padding:0px;border:0px;font-size:14px;vertical-align:baseline;color:rgb(68,68,68);font-family:'Open Sans',Helvetica,Arial,sans-serif;font-style:italic"><br></b></div><div class="gmail_default" style="font-family:'comic sans ms',sans-serif;color:rgb(7,55,99)"><br></div><div class="gmail_default"><font color="#444444" face="Open Sans, Helvetica, Arial, sans-serif"><span style="font-size:14px"><b><i>Can we get back to what makes students better?</i></b></span></font></div><div class="gmail_default"><font color="#444444" face="Open Sans, Helvetica, Arial, sans-serif"><span style="font-size:14px"><b><i><br></i></b></span></font></div><div class="gmail_default"><font color="#444444" face="Open Sans, Helvetica, Arial, sans-serif"><span style="font-size:14px"><b><i>--Thom</i></b></span></font></div></div><div class="gmail_extra"><br><div class="gmail_quote">On 28 May 2017 at 10:34, <span dir="ltr"><<a href="mailto:bf-education-request@blender.org" target="_blank">bf-education-request@blender.org</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">Send Bf-education mailing list submissions to<br>
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Today's Topics:<br>
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1. Re: how to catch cheaters in a class? (Monique Dewanchand)<br>
<br>
<br>
------------------------------<wbr>------------------------------<wbr>----------<br>
<br>
Message: 1<br>
Date: Sun, 28 May 2017 16:34:18 +0200<br>
From: Monique Dewanchand <<a href="mailto:m.dewanchand@atmind.nl">m.dewanchand@atmind.nl</a>><br>
Subject: Re: [Bf-education] how to catch cheaters in a class?<br>
To: <a href="mailto:bf-education@blender.org">bf-education@blender.org</a><br>
Message-ID: <<a href="mailto:d344732e-6858-ea31-c86e-fe9d7901b767@atmind.nl">d344732e-6858-ea31-c86e-<wbr>fe9d7901b767@atmind.nl</a>><br>
Content-Type: text/plain; charset="utf-8"<br>
<br>
Hi all,<br>
<br>
My experience so far is to have teams or individual students come up<br>
with their own proposal. Teachers evaluate these and proposals shouldn't<br>
be identical. During a project or an assignment students are encouraged<br>
to work together and share knowledge. And if they copy stuff from each<br>
other that's okay as long as they are open and honest about this. During<br>
or after a project the teams or individual students are asked to explain<br>
how they did "things". Also students or teams are asked to make a<br>
screencast or a tutorial.<br>
<br>
So in the school projects that I've been involved so far the teachers<br>
don't chase cheaters, they just check whether the student has understood<br>
the material.<br>
<br>
Monique<br>
-- At Mind --<br>
-- b3d101 --<br>
<br>
<br>
On 27-05-17 06:05, Jamie Le Rossignol wrote:<br>
> The cookie cutter or lock step approach that exists in some teaching<br>
> environments does lead to 'boring' copycat assignments. I've also<br>
> taught practical technology, like woodwork & electronics, and within<br>
> that context the student may have developed these skills and knowledge<br>
> before I ever see them. So the focus has to be different. There are<br>
> that many tutorials online these days that cover various skills.<br>
><br>
> Personally I avoid just evaluation technical proficiency and take the<br>
> view that Blender is a tool for expressing artistic intent. I get them<br>
> to provide a boarder scope of evidence to demonstrate their skills.<br>
> For example; Using Blender's modeling & 3D Printing tools I get the<br>
> students to;<br>
><br>
> * develop a concept on paper,<br>
> * provide feedback on other's work, &<br>
> * create model for 3D printing.<br>
><br>
> To drive their creativity you could provide each student with a<br>
> randomly generated mesh to incorporate into their design, to provide a<br>
> unique key that can be linked to each student.<br>
><br>
> I would suggest that when creating tasks that use Blender make it only<br>
> one part of the assessment.<br>
><br>
> For example; Creating a short 3D Animated sequence could also include<br>
> Script writing, Storyboarding, Design sketches, Modeling, Animation,<br>
> Composition, Sequencing. Of which about half happen in Blender. In the<br>
> classroom I make regular observations of student progress to track<br>
> where they are. For online teaching you could request a regular<br>
> snapshot, and response with feedback.<br>
><br>
> In the end, someone who cheats is only cheating themselves.<br>
><br>
> Regards,<br>
> Jamie<br>
><br>
><br>
><br>
> On 26 May 2017 at 22:27, Piotr Ar?ukowicz <<a href="mailto:piotao@inf.ug.edu.pl">piotao@inf.ug.edu.pl</a><br>
> <mailto:<a href="mailto:piotao@inf.ug.edu.pl">piotao@inf.ug.edu.pl</a>>> wrote:<br>
><br>
> Yes, it seems that the motivations and staying away of cheating is<br>
> a personal, individual manner. In fact, cheating is a significant<br>
> signal sent loudly: classes and assignments are boring and seem to<br>
> be unnecessary. However, this is education, the daily struggle<br>
> with laziness and unmotivated ppl. Indeed, more psychology than<br>
> technical stuff.<br>
><br>
> You all helped me understand better what the real goal should be,<br>
> and if I start to dig and detect cheats it could mean that I<br>
> failed as a teacher. Unfortunately, students choose to study<br>
> computer graphics (and my favorite Blender) because they do not<br>
> want other classes, even harder, like calculus, etc. So, if they<br>
> choose by elimination, not by selection, they at start are not<br>
> motivated enough to take the effort.<br>
><br>
> Thank you! :) I understand something, but more thinking and<br>
> analyzing is necessary to avoid cheating.<br>
><br>
> regards<br>
> pio<br>
><br>
><br>
><br>
> Piotr Ar?ukowicz, PhD, BFCT<br>
> University of Gda?sk, Faculty of Mathematics, Physics and<br>
> Informatics, Dept. of AI,<br>
> Wit Stwosz 57, 80-952 Gda?sk, room 121, tel.: <a href="tel:%2B48585232151" value="+48585232151">+48585232151</a><br>
> <tel:+48%2058%20523%2021%2051><wbr>, <a href="https://inf.ug.edu.pl/~piotao" rel="noreferrer" target="_blank">https://inf.ug.edu.pl/~piotao</a><br>
> <<a href="https://inf.ug.edu.pl/%7Epiotao" rel="noreferrer" target="_blank">https://inf.ug.edu.pl/%<wbr>7Epiotao</a>><br>
> Polish Blender Course: <a href="http://polskikursblendera.pl/" rel="noreferrer" target="_blank">http://polskikursblendera.pl/</a> [PL]<br>
><br>
> 2017-05-26 11:00 GMT+02:00 Ernesto Del Valle <<a href="mailto:cecilff@gmail.com">cecilff@gmail.com</a><br>
> <mailto:<a href="mailto:cecilff@gmail.com">cecilff@gmail.com</a>>>:<br>
><br>
> The first thing I thought about when I read this message is<br>
> the point that Ton refereed to. If Open Source and Creative<br>
> Commons has shown us something is that copying is not bad.<br>
> Saying that you copied something and not acknowledging it and<br>
> the work of someone else, is. Basically it's lying. But using<br>
> someones work and building upon it is not bad, and is<br>
> definitively and important skill set in Blender specifically.<br>
> Is just impossible to tell, how many times I have reused<br>
> others work as well as my own. Just think of libraries.<br>
> Of course it is important to develop the skills of building<br>
> something from scratch, but in order to do that, one must be<br>
> really motivated to do it, so that thing that is going to be<br>
> build from zero, must be something one really relates to on a<br>
> personal level, so it must have one's signature. Even in that<br>
> situation, is way faster to just take some parts or solutions<br>
> already done. Taking a solution made by some else, also makes<br>
> me think on how they solve the problem and I can learn from that.<br>
> The students must be encourage to make their own projects with<br>
> their distinctive signature marked by their own ideas and<br>
> tastes. If the projects they are to deliver are way too<br>
> similar, and it's easier to just copy the file and put my name<br>
> on it, I think the project is not making them learn much<br>
> anyway, but just to repeat a set of instructions that deliver<br>
> an expected result. In art in general and in Blender in<br>
> specific, you have to be able to solve the unforeseen problems<br>
> that arise always.<br>
> So, to grade that kind of work is harder, but the learning is<br>
> completely guarantee to be valuable and enjoyable.<br>
><br>
> I love this subject, but I guess is more suited for a pedagogy<br>
> specific panel.<br>
><br>
> Happy blending!<br>
><br>
> 2017-05-25 15:37 GMT-04:00 Knapp <<a href="mailto:magick.crow@gmail.com">magick.crow@gmail.com</a><br>
> <mailto:<a href="mailto:magick.crow@gmail.com">magick.crow@gmail.com</a>><wbr>>:<br>
><br>
> I was also thinking about giving out team projects. This<br>
> would mean, if there were cheating, it would at least be a<br>
> team effort.<br>
><br>
> On Thu, May 25, 2017 at 7:37 PM, Antonio Carvalho<br>
> <<a href="mailto:antoniorcn@hotmail.com">antoniorcn@hotmail.com</a> <mailto:<a href="mailto:antoniorcn@hotmail.com">antoniorcn@hotmail.com</a><wbr>>><br>
> wrote:<br>
><br>
> Hi Piotr,<br>
><br>
> I'm teacher in Brazil, working in many classes of<br>
> Java Programming, C Programming and cheating is a<br>
> problem faced all days.<br>
><br>
> Actually I'm giving individual works for each<br>
> student (they can choose what they want to do), and<br>
> according to Ton Roosendaal sugestion, I applied a<br>
> competion, each student evaluate the job of other 3<br>
> (or more students), based in some criterias,<br>
> distributing a number of specific points for each<br>
> criteria, for sample 18 points in case of 3 jobs, and<br>
> to avoiding have them distributing 6 points for each,<br>
> without evaluate correctly, I penalize the students<br>
> that evaluate the jobs in certain criteria, in<br>
> diferent way than the other peers.<br>
><br>
> It looks like complicated, but there are some<br>
> tools which allow it, in my case I'm using Moodle<br>
> (<a href="http://www.moodle.org" rel="noreferrer" target="_blank">www.moodle.org</a> <<a href="http://www.moodle.org" rel="noreferrer" target="_blank">http://www.moodle.org</a>>) whoose have a<br>
> kind of exercise type named workshop allowing this<br>
> propose, in this kind of exercise the teacher can<br>
> specify the criterias, the student can submit his own<br>
> work, after that the tool will random who will<br>
> evaluate whom, and at the end you can calculate the<br>
> average of each student.<br>
><br>
> Regards,<br>
><br>
> *Antonio Rodrigues Carvalho Neto*<br>
><br>
> Faculdade de Tecnologia do Estado de S?o Paulo (FATEC)<br>
> campus Zona Leste e Carapicu?ba<br>
> Analise e Desenvolvimento de Sistemas e<br>
> Desenvolvimento de Jogos Digitais<br>
> <a href="mailto:antonio.rcarvalho@fatec.sp.gov.br">antonio.rcarvalho@fatec.sp.<wbr>gov.br</a><br>
> <mailto:<a href="mailto:antonio.rcarvalho@fatec.sp.gov.br">antonio.rcarvalho@<wbr>fatec.sp.gov.br</a>><br>
> <a href="mailto:antoniorcn@hotmail.com">antoniorcn@hotmail.com</a> <mailto:<a href="mailto:antoniorcn@hotmail.com">antoniorcn@hotmail.com</a><wbr>><br>
><br>
> Em 25/05/2017 13:24, Ton Roosendaal escreveu:<br>
>> Hi,<br>
>><br>
>> When a teacher starts putting tricks in place to<br>
>> avoid cheating he's losing it. I wouldn't solve the<br>
>> symptom (cheating) but the cause (students don't like<br>
>> homework or assignments).<br>
>><br>
>> Give them something that relates to them (build your<br>
>> own bedroom) or makes it personal (give each a<br>
>> different letter of alphabet to do something with).<br>
>> Think of a challenge involving competition. Or<br>
>> teamwork. And they should actually learn skills from<br>
>> it. It's the process what counts then, not the result.<br>
>><br>
>> -Ton-<br>
>><br>
>> ------------------------------<wbr>--------------------------<br>
>> Ton Roosendaal - <a href="mailto:ton@blender.org">ton@blender.org</a><br>
>> <mailto:<a href="mailto:ton@blender.org">ton@blender.org</a>> - <a href="http://www.blender.org" rel="noreferrer" target="_blank">www.blender.org</a><br>
>> <<a href="http://www.blender.org" rel="noreferrer" target="_blank">http://www.blender.org</a>><br>
>> Chairman Blender Foundation, Director Blender Institute<br>
>> Entrepotdok 57A, 1018 AD, Amsterdam, the Netherlands<br>
>><br>
>><br>
>><br>
>>> On 25 May 2017, at 07:52, Piotr Ar?ukowicz<br>
>>> <<a href="mailto:piotao@inf.ug.edu.pl">piotao@inf.ug.edu.pl</a> <mailto:<a href="mailto:piotao@inf.ug.edu.pl">piotao@inf.ug.edu.pl</a>>><br>
>>> wrote:<br>
>>><br>
>>> Thanks Mike,<br>
>>> in fact, I already was forced to do such<br>
>>> 'heuristics', because lots of files were 'too' similar.<br>
>>><br>
>>> However, in case of animation this is rather hard to<br>
>>> tell, especially when students are opening the same<br>
>>> file with assignment. I could potentially solve that<br>
>>> telling them to import rather than open, and then<br>
>>> such lovely random string or just something<br>
>>> (creation timestamp?) will be a nice addition to the<br>
>>> normal Blender.<br>
>>> How many teachers are still here? Don't have any of<br>
>>> you cheating problems?<br>
>>><br>
>>> Maybe it's a good idea to create such a plugin,<br>
>>> where student can 'submit' the work right from<br>
>>> Blender...<br>
>>><br>
>>> pio<br>
>>><br>
>>><br>
>>> Piotr Ar?ukowicz, PhD, BFCT<br>
>>> University of Gda?sk, Faculty of Mathematics,<br>
>>> Physics and Informatics, Dept. of AI,<br>
>>> Wit Stwosz 57, 80-952 Gda?sk, room 121, tel.:<br>
>>> <a href="tel:%2B48585232151" value="+48585232151">+48585232151</a> <tel:+48%2058%20523%2021%2051><wbr>,<br>
>>> <a href="https://inf.ug.edu.pl/~piotao" rel="noreferrer" target="_blank">https://inf.ug.edu.pl/~piotao</a><br>
>>> <<a href="https://inf.ug.edu.pl/%7Epiotao" rel="noreferrer" target="_blank">https://inf.ug.edu.pl/%<wbr>7Epiotao</a>><br>
>>> Polish Blender Course: <a href="http://polskikursblendera.pl/" rel="noreferrer" target="_blank">http://polskikursblendera.pl/</a><br>
>>> [PL]<br>
>>><br>
>>> 2017-05-25 0:12 GMT+02:00 Mike Pan<br>
>>> <<a href="mailto:mike.c.pan@gmail.com">mike.c.pan@gmail.com</a> <mailto:<a href="mailto:mike.c.pan@gmail.com">mike.c.pan@gmail.com</a>>><wbr>:<br>
>>><br>
>>> Very interesting question...<br>
>>><br>
>>> You can certainly build an addon that saves a<br>
>>> random string of some sort into the Blend file.<br>
>>> Or even something that tracks the originating<br>
>>> computer name and total time spent editing the<br>
>>> file (to prevent copy+paste from<br>
>>> blendswap/turbosquid) but the students can<br>
>>> always 'forget' to use the correct blend version<br>
>>> or the addon.<br>
>>><br>
>>> I think a more fool-proof approach might be to<br>
>>> analyze the students' files based on a bunch of<br>
>>> heuristics. This way, the blender file doesn't<br>
>>> have to be special, but you can still catch<br>
>>> copycats. Here are some things you can look at:<br>
>>> - Datablock names. Especially mesh, material and<br>
>>> image names, which is something many people<br>
>>> don't bother changing.<br>
>>> - Node positions. Even if the material is<br>
>>> identical, chances are the nodes are arranged<br>
>>> differently. (unless they are using the material<br>
>>> panel to generate all the nodes)<br>
>>> - Look at exact value of properties? (eg. If<br>
>>> both students are using a particle system,<br>
>>> unlikely they are both emitting exactly 2740<br>
>>> particles from frame 77-333)<br>
>>> - if an image texture has been packed and not<br>
>>> "made relative" yet, it might contain the full<br>
>>> path of the image, which is telling if it<br>
>>> originated from another user/computer.<br>
>>><br>
>>> That's all i can think of for now. Hope that helps,<br>
>>><br>
>>> Mike<br>
>>><br>
>>> On Wed, 24 May 2017 at 12:14 Piotr Ar?ukowicz<br>
>>> <<a href="mailto:piotao@gmail.com">piotao@gmail.com</a> <mailto:<a href="mailto:piotao@gmail.com">piotao@gmail.com</a>>> wrote:<br>
>>><br>
>>> Hi all,<br>
>>> is there any way for a teacher to tell<br>
>>> whether or not some files in the class,<br>
>>> which were collected from an assignment, are<br>
>>> copied from the same person or were created<br>
>>> on the same computer?<br>
>>><br>
>>> I have classes and I have collected quite a<br>
>>> few blend files to check. They are similar<br>
>>> in few areas, so I'm unsure if they were<br>
>>> created by different persons.<br>
>>><br>
>>> To solve this problem Julian wrote a small<br>
>>> patch few years ago which stored a random<br>
>>> number inside blend file (so I could at<br>
>>> least tell if somebody copied somebody's<br>
>>> else work and modified it slightly), but<br>
>>> unfortunately I've got a bunch of files made<br>
>>> in just an ordinary, brand blender release 2.78.<br>
>>> Files from students are suspiciously similar<br>
>>> (for example a manipulator is often set to<br>
>>> rotate, not translate).<br>
>>><br>
>>> So, is there ANY way to tell?<br>
>>> If not, it could be a good idea to introduce<br>
>>> just a random number or microsecond stored<br>
>>> when file is created and then never changed.<br>
>>> This small thing could make life easier and<br>
>>> could also detects nasty cheating, which,<br>
>>> unfortunately happens too often in some<br>
>>> countries :(<br>
>>><br>
>>> anybody?<br>
>>><br>
>>> regards<br>
>>> pio<br>
>>><br>
>>> pz<br>
>>> piotr<br>
>>> --<br>
>>> Piotr Arlukowicz<br>
>>> -----BEGIN GEEK CODE BLOCK-----<br>
>>> Version: 3.1<br>
>>> GCS/ED/IT/S d++(-)>--pu s(+):(+)> a<br>
>>> C++(+++)$@>++++$ ULAVISC*()$>+++$<br>
>>> P++(+++)$>++++ L++(+++)$@>++++$<br>
>>> !E---(---)>++ W++(+++)$@>+++ N(+)>++ o--?<br>
>>> !K-(-)>-$ w++(+)>-- !O-(-)>- !M-(-)>--<br>
>>> !V-(-)>- PS(+)>++ !PE()>+ Y PGP>+ t(-) !5?<br>
>>> !X R()>* tv- b++ DI++ D+(++)>+++ G++@<br>
>>> e++++>+++++ h---()>++ r+++ y+++<br>
>>> ------END GEEK CODE BLOCK------<br>
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>>><br>
>>><br>
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>>><br>
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>><br>
>><br>
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End of Bf-education Digest, Vol 129, Issue 9<br>
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</blockquote></div><br><br clear="all"><div><br></div>-- <br><div class="gmail_signature" data-smartmail="gmail_signature">Thom Gillespie | <a href="mailto:thom.gillespie@gmail.com" target="_blank">thom.gillespie@gmail.com</a> | <a href="http://www.mediajazz.com" target="_blank">www.mediajazz.com</a></div>
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