But something seems to have been lost in the mix. According to IHE, Professor Ipeirotis intended to generate a discussion about how to best deal with cheating. His experience called into question what he calls the "arms race," response in which we devise cheating detection mechanisms and students (or those who sell to students) devise cheating mechanisms. His suggested alternative? Using pedagogical techniques that are relatively immune to cheating (e.g., alternative assessment techniques, group work, public work, etc.).
So let's talk about that. Do any of you design your assignments, grading schemes, etc. with an eye towards a classroom in which cheating is either difficult or impossible? Should we do so? Are there pedagogical goods independent of avoiding cheating that these alternative techniques and assignments offer? Can designing a cheating-immune assignment work against good pedagogy? Can doing so be yet another instance of the "arms race" approach to combatting plagiarism?