Mobile Learning Devices Lab

I enjoyed checking out the unbelievable amount of resources in this lab.  Holy cow!  That's a lot of apps.  I am interesting in iPads in the classroom, not just in my own college classroom, but in my son's fourth grade classroom.  I, of course, am not his teacher, but so many of those apps would really enhance their learning.  Also, I would like to see his classroom use flip cameras.  I find that those nine year olds really have a good eye for how the world should be presented.  My son, like most nine year olds, I'm sure, really has a knack for making movies from the creation process all the way through the editing process.  I'd like to see more work in his classroom revolving around the use of cameras.  I think they could really illustrate learning that way.

Another aspect of the lab I really liked was the Classroom 2.0 site.  I think I could get some really good ideas there and plan to follow the groups and posts on that site.  I posted a comment on the board of the  Classroom 2.0 site.

Additionally, I created a Poll Everywhere poll.  I had never used this tool before, but I think that I will certainly do so when I get back in the classroom.  Right now all my classes are online, so I don't have the opportunity to engage with students face to face.  I think that I can use this tool often in the real classroom.  We have conversations in every class where we touch on sensitive topics and I think this tool will certainly help to get the class warmed up and engaged in discussing the types of topics that society often tells people not to talk about in public.  One of the two biggies, namely religion, is what we talk about in my classes everyday.  Since I don't have a class right now, I created a poll that I could give to my son, who is nine, and some of his "colleagues".  His school does not use much technology in the classroom, much to my chagrin.  If I could just get through to the administration and teachers that our children are falling behind by not using technology in their classrooms, I would be a much happier parent.

In previous years, I have used technology in the classroom, with little support from the Dean of my department, as well as other instructors.  However, I wasn't deterred.  I had students create digital stories as a Final Exam project as an alternative to a traditional research paper.  In this project, students utilized their own flip cameras, or their own cell phone cameras to capture original video and incorporate that into their stories.  Additionally, they had to use some type of movie making software, like "iMovie" to produce the film.  These stories also had to be narrated, so they also used tools, such as Audacity to narrate over their moving and still pictures.  

I have also encouraged the use of cell phones and other devices in class, especially in group work.  On days before a big unit test, I would hold "study sessions" where students would be grouped together to work on writing essay type responses to questions that could appear on the test.  In these groups, they were researching the questions and then relating the information to the rest of the class.  The groups were encouraged to use their mobile devices as a source for research.  Then they had to record their findings in the LMS via those mobile devices so that all the groups could use all the research to help in studying for the test.  The class really loved this activity. 

Additionally, at any given point during class, I would ask students to google something, like a picture or a particular type of website that could then be shared with the rest of the class.  I would either plug their device into the big screen projector, or just have the student relate what was found for the class.  I found that the students liked engaging in research right then and there to answer a question or provide an image that would help the class understand a concept.  Sometimes they would ask if they could do this for the benefit of the group.  I would come prepared with such things for class, but hope that they asked questions beyond the material I provided.  Students tend to ask really crazy questions about religion...they want to know the really weird stuff.

Even though I am not in a real classroom now, I want to start a Twitter feed in my online classes that will serve as a reactionary platform to add a different dimension to our class.  I feel that there are many more learning opportunities out in the world that teachers aren't tapping into.  How often I have heard students say that they wished I was with them at some point outside of class because this really interesting "thing" happened at some point relating to our course material.  This really bugs me because they are experiencing something that causes them to think of the class and the class material.  Why can't we tap into those moments?  I think those are the real learning/teaching moments.  Those are the moments when students are teaching themselves at that point because they are applying the knowledge learned in class.  I want to have a Twitter feed going in which my students and I can tweet about "things" that happen related to class.  It might be a thought, a conversation had with a friend, a picture they take of a religious symbol, a website they stumble across, a place they visit.  These are moments in which one can react to something relating to world religions.  I hoping that this will provide a way for all of us to be enriched by someone else's learning moments.  

The challenges I see are really related to getting this Twitter feed up and running.  It isn't hard to start a Twitter feed, bit being that my classes are online, I will need to incorporate all this information into the LMS, which I really don't care for, but that is perhaps a whole other blog post...LOL!  And, I will have to send out email messages giving information on the project as well.  Another challenge is the grading of such an activity, which may be a logistical issue since the Twitter feed lies outside the LMS.  And, being that the Twitter feed won't be linked within the LMS itself, I feel like this makes the class a bit disjointed.  The Twitter assignment doesn't have to be perfect the first time around and I have to be willing to experiment to see how it goes.  I will work around these challenges because the idea of capturing learning as it is taking place out there in the world is really exciting, and inspirational, to me.

Part D - Findings and Implications of WPP

Unfortunately, my WPP did not get implemented as planned.  I wanted to have the entire PlagiarismBeGone website complete this semester for students to use immediately.  I finished a good deal of it, but still have many pages, tabs and ideas to integrate.  As the deadline for this assignment was nearing closer, I decided to get the most basic information out there for students to use.  Even though this wasn't my plan and I only did it to meet the requirement for my CEP 812 course, it really ended up being the absolute best plan for my project overall.  Firstly, I got some good information out there about two weeks prior to a Mid-Term research paper deadline for a section of students.  This particular section needs the information more than any other section I have ever had in history.  So, I'm glad I got some information to them in time for them to use for their papers.  And, I don't think I can tolerate that much more plagiarism, so this is really good for my sanity, as much as it is for their grades and general understanding.  Additionally, getting part of the project implemented means I won't just keep waiting and waiting until it is "complete" because when is that?  I plan to keep adding material over time, so there really is no end date.  This keeps me on task.  Also, I have already received some really good feedback from students regarding the functionality, appearance and usefulness of the site, which I wouldn't have received had I waited to go public with the site.  That feedback will guide me as I go forward in developing the website.  Sometimes, unplanned circumstances end up being better than the planned ones...this is the case here.

I do already feel that the PlagiarismBeGone website has been successful on some levels.  I have seen noticeable improvements on assignments as it relates to plagiarism and proper citation since encouraging my students to visit the site.  Not all work has been perfect, but I can see that they are attempting to work in more quotation marks, proper citation and...yes...I can hardly believe I am writing this...Bibliographies.  Yes!  Seriously, I have seen improvement in just a couple of weeks.  I'm very, very happy with this.  The real test will be the Mid-Term papers...fingers crossed!  Also, I sent out a survey to my students asking questions about the usefulness, functionality and additional materials they would like to see on the site.  Most students indicated that the information was useful, that it is was easy to access and easy to understand.  Almost all of them indicated that the site had improved their understanding of plagiarism in general as well as methods of citation.  Even if I only reach half of them, I'll feel successful.  Most students indicated they will use the information contained in the website this semester and also in future semesters and would recommend the site to a friend. :)  They have also given specific feedback as to what other information could be utilized by them.  {***********One comment in particular stated that the site "needs more resources", which I do plan on adding, while another mentioned that more "Examples of plagiarism" would be beneficial.********}  Again, I hardly believe I am typing this, but I actually think they are glad they have the source and hope that it can serve them beyond just this class.  Wow!  If that isn't success for a teacher, I don't know what is. {********** One student said, "I think she pretty much nailed everything there was to get about plagiarism. Everything from quoting to paraphrasing was mentioned including potential consequences of plagiarism that were initially considered harmless."  This is a really good quote!  My students are so eloquent...LOL!  There is more.  Another student said, "I think that it pretty much covered plagiarism. Job well done Tracy!"  How do I get such great students?  ***************}

I'm not sure I would change anything about the manner in which I implemented the PlagiarismBeGone website, at this point, anyway.  I have learned so much from the bumps in the road that I am glad I encountered them.  What I will change, however, is that I will require this content to be covered beginning next semester.  Although this is not my subject area, I am now finding that this is such an important topic, that I will integrate this into the curriculum of each and every class that I run from now on.  For my online classes, next semester, I am going to develop a packet that will cover plagiarism, copyright law and citation methods the first week of class.  Students will be responsible for the material in some form of an assessment at the end of the week and, I will expect very good citation methods to be employed on each and every assignment in the course.  Even though plagiarism has little to do with my curriculum of World Religions, I don't feel that I am doing my job as an instructor, if I don't at least expose students to that which can be their ultimate downfall, which of course, is plagiarism.  At this point, I think it is important enough to re-work my courses to allow for some good lessons on proper citation methods and how to avoid plagiarism.

The lesson that another person may benefit from knowing about my experience with this Wicked Problem is that maybe we should make all our Wicked Problems into Projects.  I have been bothered by plagiarism for so long, frustrated with the lack of knowledge of students on the topic, and concerned that I am not doing enough to help the situation.  So, when this WPP was presented to me, I took the most wicked of my problems and began to tackle it.  The final product has not come to fruition yet, but I have already witnessed some benefits.  Students are getting the message, attempting to apply the information they are learning and telling me what else they would like to know about this topic.  Taking on my Wicked Problem has really made it less wicked.  I feel better about the where my students are getting good information and know that I can send them to a place that will provide a solution to this problem for them and for me.  My advice would be to think of every Wicked Problem as a project and work toward a solution...even if it isn't perfect at first.  The amount of work put in to developing a good WPP, will certainly outweigh the amount of work put out previous to the WPP being implemented.

I will definitely endeavor to repeat this process again.  Firstly, as stated above, the PlagiarismBeGone Weebly is going to be a part of each and every class I hold from here on out.  I will continue to develop this site and require that students are responsible for this information in my courses.  In another way, I plan to take on more of my Wicked Problems in a similar fashion.  I may not create websites, but I will strive to use the technology tools that are at my disposal to provide students with knowledge that is presented in a clear, practical platform that will serve as a positive learning experience that they will benefit from in my class, future classes, and in their professional environments.  How I carry out such a project may change, depending on the need, but what won't change, is my determination to not let Wicked Problems get the best of me and my students.

I Wordled my Blog!

WPP Part C - Implementation

I have a Wicked Problem.  My Wicked Problem is plagiarism.  To combat it, I created a Weebly website.  I did this so that I could send my students to one website that contained all the information needed to understand what constitutes plagiarism, why we practice certain citation methods, how to avoid plagiarism, as well as other information relevant to this topic.

As you will discover in more detail in my podcast, the surprise I encountered while implementing my Wicked Problem Project was the urgency of a solution to my wicked plagiarism problem.  Once I started this project, I knew I could not stop because I currently find myself in the single worst semester for plagiarism I have ever experienced as an instructor.  I'm finding plagiarized assignments about three times per week.  Plagiarism is rampant and I am very exhausted from dealing with it.  Two days after I implemented the plagiarism website and asked students to check it out, a student plagiarized.  I'm not sure why this surprised me...I guess it is because I am trying to get students to grow academically.  It was, however, very nice to be able to send that student that plagiarized to the website knowing that he would have all the tools he needed to carry on without indulging in plagiarism on another assignment.  

As is the case with any project of wicked proportions, this one involved getting over some unexpected bumps.  One of said bumps was the limitations of Weebly itself.  Prior to beginning the project, I had envisioned a website incorporating a good deal of bells and whistles.  Unfortunately, the free version doesn't grant the user the ability to use all the bells and whistles.  For instance, the free version of Weebly doesn't offer audio uploads.  So, I bought a Weebly subscription.  It cost $40.00 for a year.  Now I can add audio, if I'd like, but there are still some creative limitations in Weebly, such as the stacking of information.  Widgets and the like can only be stacked on top of each other, not side by side, or in other places on the screen.  If I find that the Weebly site is very helpful to students, I may considering taking the content from the Weebly to begin a website from scratch that is hosted on "Go Daddy!" or something.  This way I can customize it to be exactly how it will best serve students.  I haven't had any student comments regarding the functionality of the site itself, but I would like to make some improvements in this area.

What delighted me most was that the ideas just kept coming, even after I implemented the site.  As I worked, I thought of more useful pages and information to incorporate into the plagiarism website.  Also, students asked me some questions after I had given them access to the site, which indicated some additional areas that needed to be incorporated into the site.  So many new ideas were flooding my brain, I didn't have enough time to build them all into the site...yet.  But now, I have many elements that I can work to include in the site over time.

My Weebly site is called PlagiarismBeGone and you can check it out, if you would like.  At this point in time, it includes pages on the definition of plagiarism, terminology, how to avoid plagiarism, interactive tutorials, citation methods, the consequences of plagiarism, a blog, and my contact information.  I have tried to use very straight forward and easy to understand language that will enable students to come to a full understanding of the topic of plagiarism, why we practice proper citation methods, and how to avoid plagiarism.  I'm hoping the students find the curated material less confusing than conducting their own wayward search and that students of many levels can utilize the information contained within.

Maybe if I just keep hoping and working with students, one day plagiarism will be gone...yes, that's a bit unrealistic, but an instructor can always dream, can't she?

GLP Part B - Storyboard and Script

My group is Group 4.  The members include Ariel, Charlene, Suzanne and myself.  I am happy to say that we have created a Script and a Storyboard in preparation of our final Group Leadership Project presentation.  I could sing the praises of the members of my group as each and every one has been present for group meetings, has contributed to our numerous Google Docs, commented throughout the process, indicated when ideas were "too much", or when we needed "more", and brought their wonderful sense of humor.  This assignment doesn't require such discourse, so I will just say that our group meshed very well.

As a group, we tried to organize ourselves by our strengths, experience as well as our desire to learn.  We each expressed the areas that we felt strong in and areas in we would like to grow.  This complex mixture of expertise and desire to work with the unknown, landed us in various roles to offer advice to each other, learn from each other, and just plain 'ole experiment with elements of our project that some have never worked with at all.  We broke our project into two phases:  the prep phase and the execution phase.  Ariel and I were tasked with the prep phase.  Ariel's concentration was to be on the Script and my concentration was to be on the Storyboarding.  Having said that, it is almost impossible to work on these elements in isolation, so it wound up that we both worked on both elements together as it became evident that the Script and Storyboard are really interdependent.  Keep in mind, that nothing was finalized without the input from Charlene and Suzanne, who were certainly contributing to the framework and details of both elements.  Alas, both the Script and Storyboard are complete and ready to view.

As we go forward, Charlene and Suzanne will be at the helm as they are going to drive the execution boat.  Charlene will record our tutorial, which is really three mini tutorials, in Jing, of course based on the Script and Storyboard.  She will record an introductory tutorial of about three minutes in length; another tutorial of about three minutes in length showing how to create a Google account; as well as a final tutorial, of about five minutes in length, illustrating how to commence and record a Google Hangout.  Once that is complete, Suzanne will edit the tutorial into a refined work of art, adding transitions, sounds, and the like where appropriate.  Again, all members of the group will be available to contribute ideas, commentary and the sometimes needed humor, while the second phase of our project is being created.  We have even toyed with the idea of all of being present in the tutorial video as "invitees" of a Google Hangout.  I'm looking forward to seeing the project come alive...moving from words on a page to a narrated video.

Part A - Brainstorming Session (GLP)

Our Group is number 4.  The members other than myself include Suzanne, Charlene and Ariel.  We were all present when we met on Sunday, October 7, to brainstorm about our Group Leadership Project.  We were pretty organized because we had started a Google Doc earlier in the week and were brainstorming about our brainstorming before we actually engaged in the brainstorming.  This proved quite beneficial as we had an organized and straight forward meeting together in which we stormed our brains and planned our project.

Google Hangout was our meeting venue of choice.  {**************In our Google Doc we decided on Google Hangout, mainly because it was free, available to all of us, and we could learn how to record our session in it, which is something none of us had done, but wanted to learn to do.  We were interested in learning a new web conferencing tool to build our repertoire.  I have used Adobe Connect myself, as an administrator, which is why I didn't feel the need to utilize that web conferencing tool.  I was finding the threat of way too many adds on Vyew daunting, just thinking about it.  And the other web conferencing tools featured in the lab either cost money or were ones that I didn't think I would use often.  As a group, we wanted to learn something that would be of value to us, not just for this assignment, but in our teaching careers.  All of my students can have access to Google Hangout and will understand how to use it.  The entire group felt this way as well and we thought we would like to become fluent in Google Hangout.  We learned a good deal from our experience and I am eager to learn more.******************}   The advantages of the Google Hangout technology were that we had no problems using it, and it was free.  We could all hear and see each other well, while we each contributed, typed, planned and checked out internet resources as needed.  We could all accomplish all these tasks independently on our own single computers, while sitting in our respective homes, resulting in a very productive meeting.  Additionally, we recorded our session, not worrying about the length of it, knowing that it would be accessible later on You Tube.  Our brainstorming session can now be viewed online and is accessible to anyone with the link and an internet connection.  This is another advantage because it means that there would be no problems with downloading or accessing the video of our brainstorming session at a later date.  This is a really nice feature of Google Hangout that I am sure I will use often in the future.  Also, on Google Hangout, we could share our screen, watch You Tube videos together, play games, and the like.

One of the disadvantages of using this technology was really a matter mechanical issues with my computer.  Unfortunately, my computer, a brand new Mac, was spinning it's Beach Ball of Death and wouldn't allow me to share my screen much, but the capability is there.  Next time, I will close out some other applications prior to beginning a Hangout and maybe this won't be an issue.  Nonetheless, we were able to plan out our project and agreed to meet the following Sunday on Google Hangout to follow-up on our progress.

During the brainstorming session, we chose to make a tutorial of LiveBinders, a technology that replicates a three ring binder.  This digital binder can organize material, including videos, graphs, polls, websites, etc., much like a tangible three ring binder would.  Later, we chose to switch out the technology, but I will get to that below.

Being that most of us have used Camtasia, but not Jing, we decided to go with that technology to capture our tutorial.  I am happy to use this technology because it is a free technology that I have not used, so getting familiar with it will benefit me as a student and teacher.{************We plan on making three separate tutorials using Jing.  The first will be an introduction to Google Hangout, including a discussion of how it can be useful to teachers to connect with their students, students to connect with students and maybe even teachers to connect with teachers, if need be.  The second tutorial will illustrate how to create a Google account and use some other Google tools.  The third tutorial will feature Google Hangout and how to set up a Hangout, how to broadcast "On Air", screen share with various tools and how the "On Air" session is uploaded onto You Tube.  We don't mind that Jing has some time limitations because we thought that breaking our tutorial into sections would allow teachers to view whatever section is needed by them.  For instance, some teachers may already have a Google account set up and not need to view that bit of information.  Or, a teacher may need to watch the tutorial more than once.  Having the tutorial in sections would be more convenient in that instance so the teacher wouldn't have to watch a long tutorial just to get to specific elements of the tutorial. **************}

We divided our work into two main sections.  One subgroup will be the structural creators, and the other  will produce and edit the tutorial itself.  We all agreed, however, that we will keep Google Docs up and running for each section so that we can all be involved in the entire production of our project.  We decided that we will be better informed about the final product and learn more this way.  Therefore, Ariel and I will be responsible for deciding which elements of the technology will be taught in our tutorial and will create the storyboard and script that will be approved by the other members of the group.  We will work together through a Google Doc.  Charlene and Suzanne will then be responsible for bringing the storyboard and script to life in Jing, and then editing it to perfection.  And, this will also be approved by Ariel and I.  At the time of writing this post,  we are working on the storyboarding phase of the assignment.  We plan to have a full group meeting again on Sunday, October 14, in order discuss the storyboarding and script writing status.  I would expect all work in this area to be completed Wednesday, October 17 in order to prep the Part B Group Leadership Project for submittal.  Once we are satisfied with the storyboarding element, Charlene and Suzanne will begin producing and editing our Jing tutorials featuring Google Hangout.

It is good that we developed such a solid plan at our brainstorming meeting, because the day after our group met, we decided to change the technology that would be featured in our tutorial from LiveBinders to Google Hangout.  At the class Adobe Connect session, on Monday, October 8, with our wonderful instructor, Carolyn, Charlene and I were asking questions about some elements of our projects, when we suddenly felt an urge to feature Google Hangout in our tutorial.  We emailed all the members of our group and they agreed, being that none of us had invested that much time in learning LiveBinders yet.  We had invested some time developing the plan for our project, which we kept in tact.  We merely switched out one technology for another and have since carried on without skipping a beat.  We had such a good experience using Google Hangout at our brainstorming meeting, that this technology really seemed to be a more natural fit for us.

Part B - Application of TPACK

1.  TP(Technology/Pedagogy)
My WPP uses a website technology, Weebly, in order to serve as a resource that can be accessed by students as needed throughout the semester.  I've chosen a website as the platform for this resource because it will always be accessible at any time, day or night, and believe me, many students work well into the night when I am sleeping soundly.  This technology is familiar to them as the Weebly sites provide intuitive functions because they are constructed like many websites on the internet.  Students will understand how to navigate through the website without any lessons on how to use the technology.  My pedagogy for this particular project is to approach the topic of plagiarism as an academic unit by providing a formal setting for the information and also to give students a person to consult with on the topic, leaving it open for discussion throughout the semester.  This information is not part of my core curriculum as I am a teacher of world religions, so I cannot justify taking a portion of our semester to cover this topic as a unit in our class.  It must be something that the students work on outside of our class.  My intent is to empower students to develop their knowledge and understanding of plagiarism and to use this knowledge, not only in their current class with me, but in their future courses in college, as well as in the workplace and anytime that this knowledge is needed in life.   It will absolutely impact each and every assignment submitted by a student in my class as writing is required in two assignments each week in my online courses.  This information can make or break a student.  If plagiarism is committed, they will receive a zero for the first assignment and be removed from the course, with an "E"as a final grade, on the second offense.  I therefore, need a technological tool that is easily used by students and accessible, without intervention from me, that will guide them on how to avoid plagiarism, reducing the number of students faced with the undesirable consequences of engaging in plagiarism.  I will, of course, stress to students that I am available to discuss plagiarism and and answer questions, however, I need this tool to inform, provide specific instructions, give practice and then provide students the ability to assess their own knowledge.  The Weebly blends technology and pedagogy seamlessly.

2.  TC(Technology/Content)
The Weebly is a way that students can access the material related to plagiarism on whatever level is needed at the time of encountering the Weebly.  Some students don't know the definition of plagiarism, at all.  Some have a vague idea about plagiarism, but don't know how and when to apply the rules of proper citation.  Some students know about plagiarism, but don't understand how proper citation plays into the picture.  What most students seem to be lacking, is the knowledge of copyright and ownership of "words", which is the whole reason plagiarism is illegal and why proper citation methods exist in the first place.  Therefore, the Weebly meets the student at the point in which the student needs to be met.  A student can access the materials that she needs without having to work through the subject matter that is already known by that student.  If a student only needs to confirm the mechanics of a style of citation, such as APA, then he can just access that information.  If a students needs to understand the definition of plagiarism, then she can read through that portion of the material on the Weebly.  The Weebly will provide comprehensive coverage of the topic of plagiarism and the student can use the portions of the topic that serves her, specifically.  And, because the Weebly never sleeps, unlike the instructor, the student can find the information needed at the time that it is going to be used, which fosters learning and retention.  The student can access the material and apply it immediately as the student is working because the Weeby will be up and running as long as the student has an internet connection.  On the Weebly, one will be able to become educated, interact with the tutorials, assess and test one's knowledge of the topic, and have access to my contact information if questions linger or clarification is needed.  The Weebly technology will comprehensively present the content in a way that just one instructor can't.  Email, the LMS, a Google Hangout, or telephone call cannot provide students a thorough encounter with plagiarism like the Weebly plagiarism site can.

3.  PC(Pedagogy/Content)
I would like to erase the confusion associated with plagiarism, as the confusion seams to cause a fear of plagiarism, which ironically seems to generate more instances of plagiarism.  My pedagogical approach for this project is to present the topic of plagiarism as an academic unit, explain why plagiarism needs to be avoided, and also give the student the opportunity to consult with me regarding plagiarism.  Through the use of the Weebly site, plagiarism will become a topic that causes less confusion and fear in students.  The content will be presented to students in a way that educates them on copyright and authorship and distinctly illustrates proper citation methods.  Receiving the material in a compartmentalized platform that covers the content from the very roots all the way to the applied practice, will serve to enmesh the pedagogy and the content.  The student will find that the content is reliable in every sense of the word.  The content is directly pertinent to the success of the student, not just in the student's current class, but in all classes, and all throughout life.  Also, the student will find that the content is available when the student needs it, even potentially after the course with me has come to a close.  Also, the content is already curated, meaning the student is not going to have to conduct an independent internet search, which may result in mixed messages, scattered information, information that is not detailed enough, and information from sources that are less than sound.  Most importantly, the student can rely on the fact that the newly obtained understanding of plagiarism is correct.  The student will learn the definition of plagiarism, the foundation of it, or copyright, how to avoid the consequences of engaging in plagiarism, as well as assess one's own understanding of the topic.  The pedagogical goal is to give the students a well rounded study of plagiarism, similar to the experience one would gain in an English class.  When students can learn the material needed in order to avoid plagiarism and then assess their own understanding of this topic, then the goal has been met.  As long as real learning is occurring, students are becoming empowered to observe the rules of copyright, avoiding plagiarism and feeling they can consult with me to develop their skills in this area, then the pedagogical and content goals of this teacher, will be satisfied...alas.

WPP Part A- Description of Need or Opportunity

I need a tool to help students fully understand plagiarism.  My students are in college.  It is surprising to learn how many of them know little about plagiarism or how to avoid it when writing assignments.  From the survey results I've received from students thus far, I've discovered that about half of them have never formally learned about plagiarism in an educational setting before attending Henry Ford Community College.  Some have learned about it from other sources, and some have not learned about it at all.  This is quite shocking to me on one hand, but on the other, I see evidence of this more often than I am comfortable with.  This semester about 1/4 of my students engaged in plagiarism on some level within the first two weeks of class.  Being that I teach world religion courses, and not English courses, I need a comprehensive and reliable resource for students regarding plagiarism, that is not part of the regular curriculum.  I also need this tool to deliver information on multiple levels because some students understand some aspects of plagiarism, but have misconceptions about other areas of it.

I will create a Weebly.  This Weebly site will discuss the definition and scope of plagiarism and also methods for proper citation in order to avoid plagiarism.  It will serve as a repository of different types of information and interactive elements that will be useful to students who hold various levels of misconceptions on the topic.  The Weebly site will be used on an "as needed" basis throughout the semester, and I'm sure it will be used often.  When plagiarism occurs, I will certainly send students to the Weebly site to get the information they need to help them be successful in my course, as well as future courses and in the workplace.  I will also have a link to the Weebly site in the online courses that I run, so that students have access to it at any point that they choose to check it out.  This will provide an extra resource at the click of a button that can educate them at the time that they need it.  They will no longer have to research a topic they understand superficially, which in and of itself is worth the effort, as this type of research generally yields poor results in this area.

I plan on continuing to research more resources, but I have found a good deal of resources thus far to help implement my Weebly plagiarism project and my Diigo account is filling up fast.  My gracious instructor has advised that there is some wonderful information in "21 Things 4 Teachers" and "21 Things 4 Students", which I will certainly use as a guide regarding copyright and Creative Commons.  These sites get to the root of plagiarism by discussing copyright so students understand the whole reason why proper citation is needed, instead of just learning about citation as a "rule" to follow.  I have also found many tutorials and short films, and such, in MERLOT.  What I like about the two examples linked above is that they address the topic in a thorough manner and present it in a way that makes sense and in a format the promotes learning.  I plan to link to some of these tools in the Weebly to provide another platform for education.  Some of these tutorials and films are well made and there is no need to recreate the wheel in this regard when the resources are of such high quality and willing to be shared by the authors.  As far as content goes, in addition to the above, I will also be writing much of it myself.  Also, I plan on using the results from my student survey to help refine the kind of information presented to students.  This will help guide me in my overall plan.  These resources will serve as examples of how information is presented, what type of information is important, sources for interactive elements as well as resources that will be used by students directly.

I plan to get the Weebly up and running this semester so that students can begin using it as soon as it is finished, within a few weeks or so.  At this moment, I envision tabs on the Weebly covering the topics:  Plagiarism Defined, with tutorials; Avoiding Plagiarism, which will highlight citation methods; Copyright; Creative Commons; Consequences of Plagiarism, which may include an active blog where students can share  stories; and Resources.  {******I initially planned to have the entire Weebly site completed by November 20.  If this proves too daunting of a task, I will prioritize giving the most attention to the home screen, defining plagiarism, explaining copyright, and providing resources and tutorials promoting proper citation methods, such as APA, MLA, etc. ********}  I expect to then continue the use of the Weebly as a repository for new and interesting information that I find and build the site over time.  Beginning with next semester, I plan to have students take a quiz for assessment purposes and then require them to visit the Weebly site and take another quiz afterward.

{******I have read some articles, one written by Jonathan Bailey, that explains how to teach about plagiarism in a manner that actually helps students.  Tackling plagiarism as an academic unit really helps in eradicating the occurrence of plagiarism, instead of just expecting students to comply with the rules of plagiarism, although they haven't been formally instructed about it's meaning or purpose.  One key component related to this is to have students learn why avoiding plagiarism is important.  Many think of it as just some random set of rules that they are supposed to follow for some reason.  Stressing the importance of individuality, credit for work and copyright will aid students in deepening their understanding of why they should observe these "rules", which will in turn make them more likely to find the practices valuable enough to employ themselves.  Additionally, providing students with a person to consult about the topic, instead of just instilling fear about it, will also go a long way in alleviating the prolific nature of plagiarism for today's students.  I will use information such as this to help guide me in constructing my plagiarism Weebly and believe that these strategies will help this project be successful.*******}  I will be able to assess success of this project, if the scores improve from the assessment quiz to the quiz after working on the Weebly site.  But, I think the most fulfilling sign of success for me will the absence of plagiarism throughout the semester.  And, I would hope that some positive student feedback would also occur.  I expect that students will be happier having been educated on plagiarism so that the issue is no longer something on which they struggle to understand and apply.