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Papers by peter Gossman
Journal of Further and Higher Education, 2015
In this paper, I take an overview of the convergence between psychology and game design, particul... more In this paper, I take an overview of the convergence between psychology and game design, particularly the use of intrinsic and extrinsic rewards in game design.
Active Learning in Higher Education, 2007
A B S T R AC T This article reports on a small-scale research project (nϭ56) that investigated st... more A B S T R AC T This article reports on a small-scale research project (nϭ56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology. K E Y WO R D S : case-based lear ning, diagnostic training, plant protection, problem-based lear ning, scenario-based lear ning 139
The detection of plagiarism has received a great deal of press recently and remains a contentious... more The detection of plagiarism has received a great deal of press recently and remains a contentious topic within the tertiary sector. The advent of the Internet is often blamed for the proliferation of dishonest academic practice incidents and for creating a culture where referencing and citation are not recognised as being important. So-called antiplagiarism software can be used to detect inappropriate copying and research into the application of such software has considered the comparative effectiveness of different products as well as academics' views of them. This article reports on the student experience of using proprietary software. The results from data collected from students using a questionnaire and a focus group are reported and analysed to draw out four general statements about the use of the Turnitin antiplagiarism software. The results highlight the deterrent effect, but also identify implementation and use-issues of concern to students. Two main arguments are formulated. Firstly, that the use of antiplagiarism software ought not to focus on the percentage of work copied because this negates a positive dimension of its implementation. Secondly, that student educational development in academic integrity can be promoted by thoughtful and explained use regimes. Recommendations for staff training in the implementation of antiplagiarism software are made.
Proceedings of the ICE - Management, Procurement and Law, 2014
International Journal for Academic Development, 2012
Higher Education Research & Development, 2011
open education publications by peter Gossman
Nerantzi, C. & Gossman, P. (2015) Academic Development, a developers society, in: Educational Dev... more Nerantzi, C. & Gossman, P. (2015) Academic Development, a developers society, in: Educational Development Magazine, London: SEDA, 16.4, Dec 2015, pp. 21-22
Conference Presentations by peter Gossman
This showcase will build on work that is underway amongst a group of (new) academic developers in... more This showcase will build on work that is underway amongst a group of (new) academic developers in New Zealand, who picked up Debowski’s question (Debowski, 2007) “are we there yet?”, to reflect how they had got to where they were, and how, and why, and where next?
Debowski’s paper explored how academic developers have a potentially crucial role to play especially now that teaching and learning is joining research in being a fundamental facet of an academic’s role in the tertiary context. There has been much discussion about the “fragmentation” of the academic’s role (Rowland, 2002), and about the attributes and skills academic developers will need going forward (Blackmore & Blackwell, 2006). This, and other literature led this group to consider what training or resources they need now as academic developers to do a better job, and what would potential and new academic developers need, and where would they come from. And how would they know if a better job was being done?
Using data from their own narratives the academic developers noted the prolific use of metaphors in describing their work and their journeys within and to academic development. When sharing this initial data with peers at the recent TERNZ conference in Auckland, they again noted a significant number of metaphors in the narratives that emerged from the group.
This (seemingly) unconscious use of metaphor by academic developers in different settings suggests that we exist as a community and therefore have certain shared experiences, “such metaphors are used pervasively over relatively long periods, and typically their users do not seem to regard them as ‘mere’ metaphors, but as expressing some kind of literal truth” (Danziger, 2000, p. 331, in (Schmitt, 2005).
This showcase will offer insight into the similarities and differences in the journeys that the individual academic developers have made in becoming developers expressed through a number of metaphors clustered into ‘movement’, space’, ‘struggle’ for example. Having done this, and shared this with peers here at HERDSA, the group plans to move on to consider what ARE those skills and attributes that are needed, and against what kind of tertiary scene, should the role be credentialised/professionalised, and to reflect on the common daily issues that face academic developers with the hope that others may feel less isolated in their experiences.
This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) fr... more This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) from a group of new academic developers in Auckland responding to Shelda Debowski's keynote address from the 2007 conference: are we there yet? Instead of indulging in more naval-gazing (Rowland, 2007) on how we became developers, we set out to explore how directors of academic/education developments units in the Auckland region recruit, induct and then develop their new recruits. Now we were academic developers we wanted to explore the ways in which our careers were being directed.
Journal of Further and Higher Education, 2015
In this paper, I take an overview of the convergence between psychology and game design, particul... more In this paper, I take an overview of the convergence between psychology and game design, particularly the use of intrinsic and extrinsic rewards in game design.
Active Learning in Higher Education, 2007
A B S T R AC T This article reports on a small-scale research project (nϭ56) that investigated st... more A B S T R AC T This article reports on a small-scale research project (nϭ56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology. K E Y WO R D S : case-based lear ning, diagnostic training, plant protection, problem-based lear ning, scenario-based lear ning 139
The detection of plagiarism has received a great deal of press recently and remains a contentious... more The detection of plagiarism has received a great deal of press recently and remains a contentious topic within the tertiary sector. The advent of the Internet is often blamed for the proliferation of dishonest academic practice incidents and for creating a culture where referencing and citation are not recognised as being important. So-called antiplagiarism software can be used to detect inappropriate copying and research into the application of such software has considered the comparative effectiveness of different products as well as academics' views of them. This article reports on the student experience of using proprietary software. The results from data collected from students using a questionnaire and a focus group are reported and analysed to draw out four general statements about the use of the Turnitin antiplagiarism software. The results highlight the deterrent effect, but also identify implementation and use-issues of concern to students. Two main arguments are formulated. Firstly, that the use of antiplagiarism software ought not to focus on the percentage of work copied because this negates a positive dimension of its implementation. Secondly, that student educational development in academic integrity can be promoted by thoughtful and explained use regimes. Recommendations for staff training in the implementation of antiplagiarism software are made.
Proceedings of the ICE - Management, Procurement and Law, 2014
International Journal for Academic Development, 2012
Higher Education Research & Development, 2011
Nerantzi, C. & Gossman, P. (2015) Academic Development, a developers society, in: Educational Dev... more Nerantzi, C. & Gossman, P. (2015) Academic Development, a developers society, in: Educational Development Magazine, London: SEDA, 16.4, Dec 2015, pp. 21-22
This showcase will build on work that is underway amongst a group of (new) academic developers in... more This showcase will build on work that is underway amongst a group of (new) academic developers in New Zealand, who picked up Debowski’s question (Debowski, 2007) “are we there yet?”, to reflect how they had got to where they were, and how, and why, and where next?
Debowski’s paper explored how academic developers have a potentially crucial role to play especially now that teaching and learning is joining research in being a fundamental facet of an academic’s role in the tertiary context. There has been much discussion about the “fragmentation” of the academic’s role (Rowland, 2002), and about the attributes and skills academic developers will need going forward (Blackmore & Blackwell, 2006). This, and other literature led this group to consider what training or resources they need now as academic developers to do a better job, and what would potential and new academic developers need, and where would they come from. And how would they know if a better job was being done?
Using data from their own narratives the academic developers noted the prolific use of metaphors in describing their work and their journeys within and to academic development. When sharing this initial data with peers at the recent TERNZ conference in Auckland, they again noted a significant number of metaphors in the narratives that emerged from the group.
This (seemingly) unconscious use of metaphor by academic developers in different settings suggests that we exist as a community and therefore have certain shared experiences, “such metaphors are used pervasively over relatively long periods, and typically their users do not seem to regard them as ‘mere’ metaphors, but as expressing some kind of literal truth” (Danziger, 2000, p. 331, in (Schmitt, 2005).
This showcase will offer insight into the similarities and differences in the journeys that the individual academic developers have made in becoming developers expressed through a number of metaphors clustered into ‘movement’, space’, ‘struggle’ for example. Having done this, and shared this with peers here at HERDSA, the group plans to move on to consider what ARE those skills and attributes that are needed, and against what kind of tertiary scene, should the role be credentialised/professionalised, and to reflect on the common daily issues that face academic developers with the hope that others may feel less isolated in their experiences.
This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) fr... more This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) from a group of new academic developers in Auckland responding to Shelda Debowski's keynote address from the 2007 conference: are we there yet? Instead of indulging in more naval-gazing (Rowland, 2007) on how we became developers, we set out to explore how directors of academic/education developments units in the Auckland region recruit, induct and then develop their new recruits. Now we were academic developers we wanted to explore the ways in which our careers were being directed.