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In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and challenging for each student, regardless of the number of students enrolled in the particular course. We consider the learning design approach to assessment in the context of high-level vocational education. Educational resources are designed to support work-based knowledge and personal development capabilities. Educators assess to provide for professions, work contexts and individual learning needs. The major focus of this paper is discussion of the design of learning approaches and assessment tasks that disenable plagiarism and cheating, and promote problem-solving skills, academic integrity and creativity. (Contains 1 table.)

Promoting engagement during lectures becomes significantly more challenging as class sizes increase. Therefore, lecturers need to experiment with new teaching methodologies to embolden deep learning outcomes and to develop interpersonal skills amongst students. Process Oriented Guided Inquiry Learning is a teaching approach that uses highly structured group work during lessons so that students construct content. Each group member takes on a role for which the other group members rely on, and then the group reports back to the class. This paper describes how group work was adapted for use in a large first year Information Systems course. Quantitative and qualitative results suggest that students are receptive to group work, as the approach creates a relaxed, friendly and trusting community that is typically not present in classes that use a didactic teaching style. We provide a discussion of lessons learned with regard to using group work in a large lecture theatre and give recommendations for how to improve interactivity amongst the class.

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork into classes can be problematic due to uneven effort of group members, getting everyone to participate and making sure everyone is actually contributing in the team. Despite this, employers still state that a key learning objective of ICT graduates is the ability to work in team environments as this mirrors work force requirements. This paper presents a discussion of preliminary findings from a pilot study to determine best practices for developing interpersonal skills for students while working in virtual groups using synchronous and asynchronous online technologies.