Políticas del Indes OnlineIndes Online Policy
Regarding the uses and purposes, by completing and submitting the registration and enrolment forms, users are explicitly consenting that their personal data can be incorporated into an automated file within our own Platform Management, with the sole purpose of analyzing data and results and providing you information regarding our activities and services related to our Courses.
INDES will not share or transfer any data or personal information related to our users to a third party. The information obtained across the Web Site shall solely be transferred in cases where the user is specifically informed and in agreement.
We would also like to inform you that comments or any other information published by you in your profile, forums, wikis and other site areas designed for public communications use or communications between registered members may be downloaded by other visitors of the course.
Any user may exercise all rights of access, rectification, cancellation and opposition. To exercise these rights, Users can send an e-mail to the following form: INDES HELP.
INDES reserves the right to change this Policy with the objective of adapting it to newly adopted laws and practices according to IDB’s interests. Any modification to this policy will be announced with sufficient lead time so users are clearly notified.
Since we use services delivered bymultiple vendorswe address privacy issues according to each of such software applications and/or systems, as shown below:
In the case of questions relative to this policy, please contact in INDES HELP..
Indes Accessibility best practice
Web accessibility “refersto the inclusive practice of removing barriers that prevent interaction with, or access to websites, by people with disabilities. When sites are correctly designed, developed and edited, all users have equal access to information and functionality.” ( https://en.wikipedia.org/wiki/Web_accessibility )
The purpose of this document is to define good practices in terms of accessibility, which are followed by INDES in the development of its online courses.
INDES aims to sure that al its online courses are accessible to any individual with disabilities. The purpose of the Best Practices in INDES accessibility policy is to create a methodology that guarantees this goal is achieved.
INDES is committed to not exclude or deny access to anyone to our courses due to any physical disabilities.
To successfully achieve the required changes needed to provide full accessibility to our Website and as evidence of our commitment to web accessibility as previously defined, INDES has appointed an Accessibility Coordinator. The coordinator is knowledgeable about website accessibility and digital accessibility standards, is responsible for coordinating INDES' responsibilities with respect to accessibility, and for developing the INDES Best Practices and promoting a culture of inclusion.
An Accessibility Committee has also been created. The purpose of the Accessibility Committee is to collaborate in identifying accessibility issues and solutions in online courses. The Accessibility Committee outlines standards and guidelines for the universal design of digital materials and promotes an institutional culture of inclusion. An institutional commitment is essential.
INDES is working on 3 basic accessibility principles:
- Understability: We work to create easily understandable content for people with disability.
- Browsing: We maximize Web accessibility and functionality using comprehensible mechanisms to browsing and the navigation of the site.
- Robustness: Our goal is that Accessibility will be continuous and last over time, by incrementally implementing accepted Standards and by deploying compatible technologies in the construction of new pages . We will also offer technical aids that allow people with disabilities to access to the helpful information.
Accessibility good practice in our courses
At INDES we aim to achieve the highest level of accessibility, and for this reason we have begun to implement a set of best practices as part of our courses. We are currently working at three levels:
1. Web design
- Achieving conformity of our courses according to WCAG 2.0 criteria. WCAG 2.0 was published in December 2008 by World Wide Web Consortium (W3C. We aim to comply with requirements such aslike:
- o Text Alternative: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, Braille, speech, symbols or simpler language.
- o Structure, design and content are kept separate: One of the most effective measures to ensure the accessibility and usability of the web.
- o Audio and Video: Provide alternatives for audio and video. In such cases, providing subtitles or transcription.
- o Web Archiitecture: Frames and Pop-Up Windows are avoided.
- o Distinguishable: Make it easier for users to see and hear content including separating foreground from background. Visually based content should use color schemes that facilitate the differentiation of foreground and background. Fonts and background should be designed in high contrast colors. Backgrounds should be kept simple. Use clear fonts designed for on-screen viewing.
- o Keyboard Accessible: Make all functionality available from a keyboard. Web pages should be navigable using individual key strokes. This enables people with limited motor control to use the site and ensures that assistive technology can navigate the pages.
- o Enough Time: Provide users enough time to read and use moving content or provide with the ability to pause the action.
- o Do not design content in a way that is known to cause seizures. Flashing and blinking Web page elements may cause seizures in people who have a photosensitive seizure disorder. Although it is acceptable to display an element that flashes less than two times per second, the best practice is to avoid flashing and blinking altogether
- o Navigable: Provide ways to help users navigate, find content, and determine where they are. By using an organization structure of Web links that is logical and not redundant.
- o Readable: creating text that is clear and readable without unnecessary wordiness, abbreviations, idioms, or foreign terms. It suggests limiting the use of italics and centered text and avoiding the overuse of multiple text styles., tables should be designed as simply as possible with no split cells. Column and row headings should be clearly labelled, etc.
- o Predictable: Make Web pages appear and operate in predictable ways. Because a clearly defined structure, and perfectly identifiable, repeated consistently throughout all documents or pages, it will allow user to know at all times where in the monitor or its interface is a component user wants and where in the website user is..
- o Compatible: Maximize compatibility with current and future user agents, including assistive technologies. All content should be usable by both PC and MAC platforms as well as common mobile devices, also multiples browsers, older and new
- o Optimizing programming for a quick loading page. Users with slow connection will appreciate this feature.
- o Input Assistance: we mark each label with its name. Web-based forms should contain clear instructions for use and be designed so as to minimize misinterpretation of fields that require user input.
- Providing annual training to INDES technical support personnel on how to ensure that our course site - http://indesvirtual.iadb.org/ - conforms with WCAG 2.0 AA.
- Maintaining one or more knowledgeable website accessibility consultants responsible for conducting annual website accessibility evaluations of http://indesvirtual.iadb.org/
- We provide the Accessibility Policy link in each Course and as part of the landing page of the site.
- New Courses are subjected by a strict technical process during. The tools used to evaluate accessibility include: WAVE, Color Contrast Checker y Colorblind Web Page Filter
- Documents and Files provided in our Courses in formats such as Adobe PDF files or Microsoft Office files (Word, Excel, PowerPoint) match aforementioned guidelines and are aligned with the Distant Education Accessible Guidelines published by Tech Research Georgia within the initiative of (GRADE)
- Document identification: as a rule the following elements will be specified in each document through corresponding tags:
- Document Title: Document’s name.
- Description: Brief content’s document summary.
- We provide external links helpful to students and we ensure that the guidelines mentioned above are fulfilled.
- Tutors also receive training on accessibility issues, providing them guidelines on how to design courses that are more accessible.
- INDES Manager: oversees accessibility matters, by checking existing content, prioritizing content revision according to accessibility standards and managing a technical team, who will provide direct support to users. Request for technical support can be made by completing the following form INDES HELP.
- We provide below a form through which users can provide feedback on any issues they might encounter within our website.
Since we use services delivered by multiple vendors we address accessibility issues according to each of such software applications and/or systems, as shown below:
The following document covers the following:
About Academic Integrity
Procedures to follow when there is suspicion of violation of academic integrity (academic dishonesty)
Disciplinary actions in case of proven academic dishonesty
Tools for preventing academic dishonesty
The Inter-American Development Bank – IADB, as a leader in training professionals on issues related to development in Latin America and the Caribbean, offers courses with high quality standards that satisfy the learning needs of all participants.
To ensure that standards of academic integrity are kept at its highest levels, we invite you to review this policy in order to understand the fundamentals of academic integrity and to be aware of the actions that will be taken when academic dishonesty and plagiarism have been detected.
The following policy describes integrity from an academic perspective and the procedures that will be followed when finding concrete evidence of academic dishonesty or plagiarism.
I. About Academic Integrity
IDB defines integrity as a set of values ??that portray honest , respectful , responsible and assertive actions. It is a desire in our learning environments that the actions from our participants express:
- Honesty: To show knowledge about each and every decision or action taken during any learning activity, acknowledging ideas and words used by others by referencing the proper sources.
- Respect: To foster an environment that promotes honesty and open communication, acknowledging the work of others.
- Responsibility: To make decisions and take actions during all activities, bearing in mind that academic dishonesty and plagiarism are not actions accepted within any of our courses.
- Assertiveness: To act according to the rules, identifying the acceptable criteria for an appropriate relationship between participants and IADB.
The following information describes the policy related to identifying, communication and dealing with academic dishonesty. It includes processes and procedures, and defines the roles both IDB staff and participants will take in such situations.
II. Academic Dishonesty
Academic dishonesty is defined as the inability of maintaining academic integrity within a learning environment. It includes but is not limited to the following situations:
- Plagiarism: is comprised of but not limited to the following the action, which can intentional or not:
- Copy-and-paste text of any online document without use of quotes and appropriate citation of source;
- Copy text from any source (in print or digital format) without use of quotes and proper citation;
- Present any work done by someone else as your own;
- Missing proper citation of sources of information and ideas;
- Edited slightly text (change of a few words or order of words) that comes from an external source without providing proper citation;
- Translate text without providing proper citation of actual source;
- Dishonesty: comprised but not limited to the following actions
- Offer bribery to have others complete tasks, and present them partially or fully as your own;
- Buy or acquire exam answers and results;
- Solicit certificates and diplomas assuming someone else’s identity
- Cheating: within an academic context, cheating is defined as an intentional behavior, where the subject seeks out personal benefit that goes against the ethical principles of the educational institution
- Falsifying documents: In an academic context, the falsification of documents is defined as an act of manipulation of information to fulfill registration and/or obtain diplomas, certificates from the educational institution without successfully complying with defined requirements.
III. Procedures in cases where there is suspicion of academic dishonesty
In INDES, we understand that learning processes are a necessary part of vocational training and life in general. Rather than wanting to implement punitive processes, we focus on using such situations as learning opportunities towards greater authenticity. With this in mind, we will comply to the following procedures listed below when there are any suspicions of academic dishonesty:
- Reporting the suspicion of academic dishonesty: In case the instructor or tutor in an INDES courses has a suspicion that one or more participants are involved in any action of academic dishonesty, such suspicion must be reported with the appropriate evidence to the Coordinator of the course
- Inform the participant of the suspicion: The Coordinator will notify the participant(s) within 3 working days of the received report about the suspicion of academic dishonesty. The participant will have an opportunity to present his/her justification within 3 working days following the notification of such suspicion. The participant will remain in the class during the next steps and should continue to be involved in the course as s/he waits for the resolution on his/her case.
IV. Assess the case of academic dishonesty
Assess the case of academic dishonesty: The coordinator will have 7 days (after the first notification) to process and decide on a given case. The coordinator will solicit documents as evidence to support the case to the tutor. If, after receiving the justification and looking into the provided documentation, the Coordinator determines that there hasn’t been any act of academic dishonesty, the case is immediately closed. If on the other hand, the Coordinator believes that the provided evidence supports the suspicion of academic dishonesty, and that the participant’s justification does not change this outcome, the coordinator will notify the participant within 7 working days (from the date of notification) with the decision of the outcome and the respective disciplinary action (see below).
V. Disciplinary actions in proved cases of academic dishonesty
In cases in which it has been proven that any academic dishonesty action has taken place, one or more of the following measures should be considered:
- Request submission of complete or partial new assignment/activity with specific short time frame. The new submission will be considered within a 100% of the original grade assigned to the activity, or within a reduced range.
- Immediate reduction of the grade for the assignment in question. The amount of the reduction will be determined on a case-by-case basis by the coordinator in consultation with the tutor.
- Grade of zero for the assignment/activity.
- Advertency only, without any grade change. The assignment will be accepted and graded, and the participant will be adverted about the seriousness of the incident, with a possible drastic measure of full dismissal in case such a situation reoccurs.
- Dismissal in cases where the case is a repeat. In such cases, the participant will not be allowed to take any future courses from INDES within a specific time frame.
Participants who have been dismissed from a course because of academic dishonesty will be ineligible for any INDES course for a full year starting on the date of the notification of the respective case.
V. Appeals process
In cases where the participant does not agree with the decision made by the coordinator, s/he can start an appeals process within three business days after the final decision. This will be done via email directly to the coordinator, through which the participant should state why his/her work should be re-considered.
VI. Tools to prevent academic dishonesty
With the goal of promoting a culture of academic integrity within all INDES courses, we provide below a list of tools and resources with further information on how to avoid academic dishonesty and plagiarism.
1. How to cite and create references in APA format?
2. Examples of citations in different formats
3. Turnitin (http://www.turnitin.com)
Turnitin is software by INDES to prevent and detect possible cases of plagiarism during your academic activities within INDES online courses. This tool, which is embedded within our online platform, will allow students to visualize their work and improve their writing, while giving tutors the opportunity to detect cases of plagiarism.
4. How to avoid plagiarism - http://en.writecheck.com/ways-to-avoid-plagiarism/
Note: To correctly cite different bibliographical resources, there are a variety of formats and standards. The one adopted by INDES is called APA, in its 6th edition. The Internet has various sites with information on how to use the APA style appropriately.
References for this document:
• Medina, M. & Verdejo, A. (2011). Estrategias y recomendaciones para la prevención del plagio en el contexto universitario. Recuperado de http://cea.uprrp.edu/wp-content/uploads/2013/05/estrategias_y_recomendaciones_en_prevencion_del_plagio_finalseg.pdf
• National University (2015). Academic Dishonesty and Plagiarism. Recuperado de http://www.nu.edu/OurPrograms/StudentServices/AcademicPoliciesandP/AcademicDishonestyan.html
• Red de Revistas Científicas de América Latina y el Caribe, España y Portugal. (2015). Cómo citar con diferentes formatos . Recuperado de http://www.redalyc.org/comocitar.oa?id=27012440002
• Tecnológico de Monterrey (s.f.). Plagio, deshonestidad académica y trabajo colaborativo. Recuperado de http://www.cem.itesm.mx/consulta/plagio/
• The University of Sydney (2011). Academic Dishonesty and Plagiarism in Coursework Policy. Recuperado de http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0
• University of Maryland University College (2015). Academic Dishonesty and Plagiarism. Recuperado de https://www.umuc.edu/policies/academicpolicies/aa15025.cfm