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