The Missing Link: Ed in Higher Ed

For the last year or so, I've been thinking about the plight of higher ed instructors.  They spend years studying in their field.  They are good learners, good researchers and experts in their discipline, meaning they've become so familiar with their content of focus that the knowledge is internalized.  In most disciplines, that knowledge needs to be nurtured because each day that passes brings new meaning and discovery to that body of knowledge.  A body of knowledge is dynamic, being influenced by its environment.  As events happen each day, the body of knowledge is certainly impacted by that.  Political events, scientific discoveries, changing culture, innovation, physical elements, and on and on, all alter how we, as a human race, need to interpret our particular bodies of knowledge.  Experts need diligence in bringing meaning to the dynamic bodies of knowledge to the world.

Now enter higher education.  Higher education promises learners an indulgence in bodies of knowledge from experts.  Higher education promises that learners will gain a foundational knowledge that can then benefit the learner in whatever path the learner seeks to forge.  In order to deliver to learners what higher education promises, higher educational institutions hire intelligent experts, usually called Subject Matter Experts (SMEs), to impart their understanding of the body of knowledge onto learners.  Higher educational institutions and learners both want SMEs to lead learners.  There is no question about that.

Of upmost importance is that experts continue to refine their understanding of their body of knowledge, keeping up with the dynamic nature of that body of knowledge in order to bring meaning to it in the present day, to learners.  They need to spend time engaged actively maintaining their SME status.

THE PROBLEM IS that SMEs are never trained in how exactly to best impart a body of knowledge to learners.  There is a whole field of study of Education.  In the field of Education, learners learn how people learn.  This is a whole separate field of study for a reason.  It is a discipline because the elements of cognitive science, cognitive psychology, learning theories, neuroscience, etc. are deep, complex elements that nurtures its own set of SMEs.

So, why not get the two sets of SMEs together at every single higher educational institution?  Why expect higher eduction instructors to continue refining their own body of knowledge without any training on how to impart that knowledge?  If only a small portion of their body of knowledge is imparted onto learners only because the SMEs aren't versed in the field of Education, then why bother hiring SMEs at all?  SMEs must also feel the frustration with this cycle.  SMEs are generally pretty passionate about their field of study and very interesting in inspiring learners in that field.

So, why not just add the one element that is missing in connecting the SMEs body of knowledge to the learner?  The instructors will benefit, perhaps in finding personal gratification in student engagement.  The student will benefit, perhaps by feeling the personal gratification in immersing themselves in the body of knowledge that already excites them.  And the higher educational institution will benefit, perhaps by maintaining a reputation for excellence in student experience, satisfaction and preparedness for future endeavors.

I think having a place for instructors to go, within their own institutions, where they are guided, supported and educated on the process of education will benefit all parties involved.  I think it is the missing link.

As many people have read in mainstream media as well as scholarly articles, there is talk about the future of higher educational institutions not serving learners unless there is a great amount of change.  The regiment of the traditional higher educational model doesn't serve modern learners as much as it served learners in the past.  Modern learners thrive in a flexible learning environment.  And, the disconnect between instructors and learners does not serve modern learners.  Modern learners thrive in an environment of intimacy between instructor and learner.

THE BOTTOM LINE is that modern learners, whether "traditional" or "non-traditional", long to feel a connection to their teachers and their institution while living regular life.  If higher educational institutions don't respond to that, they may not survive.

An Education department that serves instructors, serves the whole higher educational community.  Bringing the Education back to the the Higher Educational Institution will maintain the higher education's important role in our modern society.  Flexibility and change can accomplished without a complete renovation of the current education model.

I'm very motivated to do that!!

Blowing off the dust...

Hello Blogger!  

You must feel that I've abandoned you.  

Actually, I have.  

It must seem to you like I've left you sitting here gathering internet dust.  Whatever harm you think I've done to you, I've really only done to myself.  You've served as a venue for me to bring all my random thoughts together so that I can make sense out of them, which allows me to explain them better to others.

Here are some current thoughts.  

I think we've come a great distance with education and technology in the past few years.  At least the idea of using technology in responsible ways to achieve the highest levels of learning is now commonplace...in theory.  Even if educators aren't using technology, most educators aren't afraid of it as much as they used to be.  That is a huge step forward.

However, I continue to see in some educators the idea that digital or online education is inferior to classroom contact.  From my experience, I think the student experience of a class has more to do with the individual educator than the content delivery itself.

In the 21st century, what seems to impact students most, is engagement with an educator, or engagement directed by an educator.  Hands down, an engaged educator wins every time.  An engaged educator beats easy to use, stimulating, seamless, fancy technology every single time.  This on the surface seems almost counter-intuitive, especially with adaptive and intelligent technologies.  But, even a MOOC isn't good if there isn't an involved educator promoting thoughtful consideration of the topic to the participants.

I've always felt that the most difficult dimension of educational technology is to change the culture...to change the minds...to move from an old, solid, framework to a more flexible, interpretive design of an educational system.  But, it is difficult for people to even see our educational system as a "framework" because nobody thinks beyond it.  "It just is"..."every child is entitled to it"..."we all deserve to be educated."  Often the thoughts end there.

My big fat revolutionary plan of action is to continue to design high quality, engaging content that draws students to the material and taps into every person's innate desire to gain knowledge and improve...for now.  There is surely more to come.

Hang in there, Blogger.  I'll be back.  :)  

Reflection

I think reflection of one's own effectiveness as an educator is the single most important practice that can have a direct impact on student learning.

Listening to Dr. Derek Cabrera in his TED talk, How Thinking Works, helps to solidify this point.  As educators we can just follow the script, so to speak, and teach our content.  This allows us to "check the boxes" of our list of duties.  We teach all the content, we try to deliver content in ways that can be absorbed my learners of different types, we provide clear instructions for assignments and paths for success in the classroom.  Teachers that do all of the above can be considered pretty good teachers.  Dr. Cabrera did all that.

Dr. Cabrera noticed that his Harvard students could regurgitate content very well.  They understood the process of education and had mastered the skills required to get good grades.  On the surface, there seemed to be no problem, and he could have considered the job he was doing as "well done" and called it a day.  But what bothered him was that his students couldn't apply their knowledge, work through problems relating to the content, or make any connections between the content knowledge and other knowledge.  In other words, his students could memorize material, but they didn't understand what that material meant in the real world.  They had no critical thinkings skills.

As educators, we could just toss this off as a problem with contemporary students.  I have to agree with Dr. Cabrera that this isn't a problem with modern students, it is a problem with modern education.  How do we get students to be thinkers, to understand the content of courses as it is applied in the real world, and become problem solvers?  One answer is that we look at ourselves as educators.

Reflect!  Reflecting on our effectiveness as educators in providing a means for learners to not only grasp content knowledge, but give them practice at solving problems,  helps us to be constantly refining our methods and improving the learning environment.  Whether this is done via a journal, with reflective teaching partners, or even as a daily self-evaluation on the drive home from work, as long as the reflection leads to action and adjustment of the classroom environment in order to enhance learning, then it is valuable.  I am wondering if this single act of reflection is what separates the great teachers from the average ones.  Without reflection as to the educator's effectiveness, I think applying the theories of connected learning, personalization, collaboration, etc. are rendered practically useless, or at the very least superficial.

I'm a firm believer in self-reflection as an educator and will strive to be in a state of reflection, in many ways, about my ability to connect with learners, help them connect with the content in a way that is meaningful and connect with other learners to establish a learning environment that provides learners with the means to become strong problem solvers.

Cooperative Learning

K-12 Teaching in the 21st Century

Module 3 - Collaboration

Cooperation and Collaboration are cousins.  Is there is a difference between Cooperative Learning and Collaborative Learning?  Yes...and Wow!...what an interesting distinctions these two cousins make.  

In the video Cooperative and Collaborative Learning in the Classroom, produced by Education Portal, the distinction between these two cousins is spelled out for the viewer.  Cooperative Learning does involve collaborating with peers, but it remains unique in its own right as a method of collaboration.  

Let's look at one type of Cooperative Learning.  Jigsaw is a type of Cooperative Learning in which the assignment, or the group task, is divided amongst the members of the group by the teacher.  Each individual member of the group is responsible for learning, or completing a task, within the broader group task.  The work of each person only makes complete sense when the work of each person is brought together.  The contributions of each member of the group complete the task at hand and provide a comprehensive work product, just like a jigsaw puzzle.  Each piece is separate from the others, but needs to be in place and connected to the others so that the viewer can see the picture on the puzzle in its entirety.  You can learn more about Jigsaw as their is an official website dedicated to this practice.

I love this concept.  It is similar to the types of learning environments in some graduate school programs that I have tried to emulate in my undergrad classrooms as an instructor at Henry Ford Community College.  Unfortunately, I didn't carry this concept all the way through, which I think would have made all the difference.  The idea here is that the structure of accountability is built into this system.  With Collaborative Learning, often one or some members of the group can end up carrying the workload for the entire group and the entire group's grade is singular.  In Cooperative Learning, specifically, Jigsaw, the group as a whole is dependent on the work of each individual because the entire project, goal or task of the group, cannot be completed without the unique contribution of every member.  Each member of the group has a job to do.  If one member fails to perform his or her job, then the assignment  won't make sense.  But, each individual's work can be measured and assessed in its own right because the job of each individual is distinct and separate from the job of the other members of the group.  Thusly, and unlike Collaborative Learning, the bulk of the work cannot fall on just one or some members of the group.  All of the work is divided evenly among the members.  All are accountable to each other.

I'm definitely going to keep the concept of Jigsaw Cooperative Learning in mind.  It seems like it can have a very positive impact on the learning process.

Padlet as collaborative learning tool

K-12 Teaching in the 21st Century

Create:  Collaboration (module 3)

Pinch me...I'm MOOCing

I've been hearing so much about this Padlet technology over the past couple of weeks, I just had to try it out.  It is an interesting idea.  A person can create a wall and allow others to post text, images and video on the wall, pertaining to a particular topic.  It is similar in nature to Pinterest, except Padlet allows others to post on the wall, fostering collaboration.

I've developed an assignment in which students can come to the wall to deposit an image, and small bits of information, regarding the habitat of Yellowstone National Park.  Each student will post one item and the class will decide which animals and plants will be the focus of the study in the Yellowstone National Park unit.  They can view the contributions of others, contribute their own information and then use that information to accomplish a goal.  I've embedded my Padlet for use in the Yellowstone National Park assignment below, if you'd like to take a look.  If you choose, feel free check out my Padlet full screen.

I can see how this technology can be used for a multitude of purposes in collaboration.  One member of  the MOOC community, Michelle Byers, created a Padlet wall so that other teachers could post their favorite collaboration tools on it.  Collaboration on collaboration...I love this idea!  I think it might also be used as an "Introduction Wall", in which students could take a photo of themselves with their webcam and write a few sentences about themselves as a way of getting to know each other.  This may be particularly nice for an online class.

I'd love to hear other ideas for using this technology.  The possibilities are not only endless, they are great fun!

Created with Padlet

Personalized Learning

K-12 Teaching in the 21st Century

Module 2:  Personalized Learning

(Still loving this MOOC!)

At the time of this writing, I have read and watched much of the Consume section of Module 2 regarding Personalized Learning.  I just can't stop at one resource because I am afraid I will miss out on some really good bits of information.  :)

I have always found Sir Ken Robinson to be not only funny, but truly inspiring.  His TED talk titled "Bring on the learning revolution!" did not disappoint.  He is able to make his presentations so entertaining because he knows the topic well.  His perspective on what works and what doesn't, within our educational system and learning process, seems to be right on point.  And, what is most remarkable is that he doesn't purport to have the perfect solution to all our educational struggles.  He states the trouble spots, discusses why they exist and inspires educators to take action. This leaves the door open for educators to adjust the system in their classroom, school or district in a way that works for their particular classroom, school or district.

From his Sir Ken Robinson's TED talk, I learned that personalized learning isn't just a luxury, or a fancy trick to get students to learn.  I feel that his talk illustrated the bigger picture and how personalized learning impacts society as a whole.  Personalized learning fosters each individual's natural curiosity and desire to learn. He speaks to the idea that the current industrial model of education seems to suppress the natural urges to learn for many students because it doesn't give each individual the opportunity to approach the subject matter from one's unique perspective.

Personalized learning allows each learner to feel safe to engage in learning in a way that is meaningful to that particular learner.  This generates a deeper understanding of the subject matter at hand and develops a sense of value of education for learners as they embark on an investigation of the subject matter driven by their distinct interest. For example, a learner interested in sewing can learn just as much about Native American tribes as a person interested in camping.  The sewer can explore Native American culture, the symbolic meaning of colors, mythology, lifestyle, etc. through the study of Native American textiles just as a camper can through the study of tepee making, campfire rituals, hunting, and the like. Therefore, through personalized learning, we can keep the content we find important for learners and only personalize the pathways that students are allowed to approach the content so that each type of learner feels a connection to the content.  This will reinforce the content material and provide a more enriching educational experience for every student.

K-12 Teaching in the 21st Century

Create:  Module 2 - Personalization

I decided to work with a technology called "Thinglink" that I found in the course Delicious site this week to work on an idea for personalized learning.  I checked out DIY and Meograph and liked both technologies, but decided to go with Thinglink mainly because I like the idea, as an educator, to be able to use a tool to personalize learning that is quick and could be done at the last minute to fit the unique needs of a particular class or class session. I've used Prezi, Weebly and Voki before and wanted to have something on hand that could be used with little prep time in order to supplement a lesson, or fulfill an academic need, that comes up during the time of learning, in order to personalize the learning.

Thinglink is a technology in which you can take an image and layer it with information, such as text, other images, videos and the like.  This way, an educator can let a picture tell a thousands words, so to speak, by pointing out the significant elements relating to the content material of class, within a single image.   

There is a search feature directly within Thinglink to help provide material to use to layer on the main image, however, I found it to be somewhat limited in the material it provides for still images.  You can check out my Thinglink below.

I think this would also be a good technology for students to use.  I envision an assignment in which each student needs to create an Thinglink on a topic.  For instance, if in a Social Studies class studying Native Americans, students could choose amongst topics, such as a headdress, sweat lodge, rain dance, hunting rituals, etc., on which to create a Thinglink consisting of three text blurbs, one short video, an audio piece, or whatever elements a teacher deems important.  Then, the students can share with one another or embed their Thinglinks in a class wiki, in order to use everyone's work as a study tool for a test.

I like this technology and would use it again.  I would love to learn about how other educators are using this technology, so please feel free to share your projects.  Thanks!

Pinterest for Vocabulary Retention

K-12 Teaching in the 21st Century

(I'm in MOOC Heaven!)

Module 1:  Create

Pinterest

Pinterest?  How can that be used in education?  There are numerous innovative ways to answer that question.  

I tweaked an idea I read about in an article in Module 1 of the MOOC I am taking...and loving.  I found the article in the Delicious account of the course.  The article suggested using Pinterest to help ESL students learn vocabulary.  What a great idea!  I think it could be used for anybody learning vocabulary words.  Attaching a visual image to a definition can go a long way in helping to understand the meaning of the definition, as well as how to apply that word within everyday language.  I think this exercise will help learners internalize vocabulary words so that they aren't a distant list of words that one needs to memorize for a test.  Going through the VERY FUN process of attaching an image, that actually may not have any direct relation to the word helps reinforce the meaning and usage of words.  The exercise I gave myself was to make a Pinterest Board for my son's vocabulary words.  He is in fifth grade.  And, I think he'd love the assignment I created, if I do say so myself. 

Each day at school, my son's teacher gives the learners a Word of the Day.  They study not only primary meanings of words, but secondary ones, as well as homophones.  After two weeks, they are given a spelling and definition test.  A companion assignment to the test could be a Pinterest Board featuring the correct spelling of the Words of the Day, their definitions, an example sentence correctly using the word and an image that relates to the example sentence.  I think that this exercise personalizes the learning process as I'm guessing that the actual search for an image to "match" the example sentence is where the learning process is kicked into high gear.  The photo doesn't have to exactly "match" the definition.  For example, I used a picture I had on my computer of a shark matched to the word "desist".  While I was thinking of the word "desist" and perusing my photos, this spooky profile of a shark cruising for its prey struck me.  I made the personal connection at that moment between the definition of "desist" and the photo of the shark.  I should desist in being proximity of a hungry shark.  Now the meaning of the word is internalized, not just memorized.  Interesting.

Feel free to check out my Words of the Day Pinterest Board below.  I hope to keep building on it.

K-12 Teaching in the 21st Century MOOC

Connected Learning(Module 1)

(So excited to be participating!!)

I read through and watched all of the material in the Consume section of the Connected Learning Module and found all of it useful.  One piece sparked excitement more than the others.  The webinar on "How Great Teachers Reinvent Their Classrooms" was inspiring to me.  There are three main points that I took away from the meeting.

1.  Jennie Magiera mentioned a point that I think many of us forget in this flurry of emerging technology.  Technology solves problems.  In this quest for 21st century learning, I think it is important to keep this in the forefront of our minds.  We should not use any technology that doesn't solve a problem or save valuable time in some way.  Technology is a teaching tool that can enhance learning.  If not used appropriately, I think it just becomes an obstacle to learning.

2.  Kristin Ziemke brought up the idea that there is really no need to wait for technology equipment to drop into our laps before "inviting curiosity" into the classroom.  This is a great point that really relates to the point above.  We can help build 21st century skills in learners without technology.  Furthermore, I think this really gets to the real point here.  This movement of bringing 21st century skills into classrooms actually has very little to do with technology itself.  We, as educators, are tasked with preparing learners for THEIR future.  Nobody knows what the future will look like.  But we do know that if we provide a path for learners to build their critical thinking skills, problem solving skills, creative skills and social skills, they will be prepared for whatever their future looks like.  Technology is a great tool to help educators in their task and help learners develop skills, but it isn't the only tool.  Technology is the way we often communicate and express ourselves in modern society, which is why it needs have a significant role in education, but I don't think we should lose site of the understanding that it needs to serve a purpose by enhancing the educational process.  Otherwise, it is useless.

3.  Justin Reich, the facilitator of the webinar, shared an experience he had in visiting classrooms in Singapore.  What was striking to me was his observation that the schools in Singapore think of the environment of the classroom as a community responsibility.  The teachers aren't isolated in the teaching process.  The teaching process is considered a group effort.  This reminds me of the "Teacherpreneur" video we watched.  For us in the U.S., this is a new idea as our educational system tends to be more compartmentalized.  I'd really like to see this idea blossom in the U.S., maybe not the exact same way as in Singapore, but in a way that works for us, perhaps in blurring the lines between teachers and administration so that there is more of a community effort in the teaching/learning process.

So, what did I learn about "Connected Learning"?  I'd say that I learned that the real connection here is between learners and teachers, between learners and learners, and between teachers and teachers.  If we take the time to teach ourselves, as educators, and our students, as learners, that we can use technology to connect with one another to learn, we will stimulate, enhance and remain true to the learning process so that our learners are prepared for their future in the world, however that world presents itself.  Connected Learning is the real "No Child Left Behind Act" because it connects the people in the educational process to each other so that learning happens for all.

WPP - Final

Wicked Problem:  Plagiarism
Wicked Solution:  PlagiarismBeGone website
Wicked Presentation geared toward students:  Xtranormal video

My Wicked Need:

My Wicked Problem has nothing to do with the discipline that I teach. But, my Wicked Problem does affect many students in my classes. Students plagiarize. Often. This has become such a prolific occurrence, that I need to find a solution to this Wicked Problem.

Through a survey I conducted, I found out that half of my current students haven't learned about plagiarism and how to avoid it in a formal setting. My students are adults in college, and I am just stunned at the lack of education on this topic prior to enrolling in college courses. When I think about it, this just isn't my Wicked Problem, it is a Wicked Problem for our entire society as we neglect to educate students on the purpose of copyright laws. Not guiding them in this regard causes confusion regarding plagiarism. Students don't seem to find value in avoiding plagiarism beyond their own personal consequences and even then, they are only careful to follow enough rules to avoid getting caught stealing the words and ideas of others.

This Wicked Problem is complicated in my case by the fact that I teach World Religion courses. I don't have the opportunity to take up a good deal of official class time to teach students about plagiarism. They are supposed to know this information prior to enrolling in college courses. This means that part of my problem is that my solution needs to stand apart from my current curriculum. I need a solution that can operate outside of our class lectures and assignments, yet be thorough enough to guide students in their own education regarding copyright law and avoiding plagiarism.

Additionally, my Wicked Problem is made more complex by the sheer volume of resources available to students and the low quality of many of those resources. It seems that students have difficulty finding the exact type of information they need amongst the voluminous amount of information on the internet. And, they have difficulty discerning which information is just right for their circumstances. Therefore, I feel that my solution must also provide students with curated information.

I have created a Weebly website in order to solve my Wicked Problem.  The Weebly covers topics ranging from the definition of plagiarism, why we use citation methods and how to avoid plagiarism.  The website is called PlagiarismBeGone and can be found at plagiarismbegone.weebly.com. I also created an Xtranormal video for my students to entice them to visit the site. I'm hoping this video will compel them to once and for all, understand plagiarism, learn how to avoid it, and strive to apply the correct methods of citation in all work they produce.

I chose this platform as the solution to my Wicked Problem because it solves the three aspects of my Wicked Problem of plagiarism.  Firstly, the PlagiarismBeGone website educates students on the topic of plagiarism and why we need to avoid it.  Secondly, it provides all the relevant information outside of my course curriculum, and thirdly, curates all this relevant information so that students don't engage in their own wayward searches on the topic.

The research I conducted on the method of teaching students about plagiarism provided some insightful material that helped me approach my Wicked Problem Project in a pedagogically strong manner.  One source in particular struck a chord in me as it made such a solid connection between learner and teacher.  This article was written by Jonathan Bailey titled "How to Teach 'Generation Plagiarism' About Plagiarism", in a publication called "Plagiarism Today".  Mr. Bailey articulated that the best methods for instilling the importance of avoiding plagiarism stems from two core principles.  First, it is necessary to  remove the fear of committing plagiarism, so that students feel more comfortable in submitting work in the first place.  Secondly, it is imperative to explain why the rules of proper citation are in place.  All other articles I read provided some version of these ideas and this article summed it up very precisely.  So, that is how I approached this project.  My goal is to empower students to take matters into their own hands so they don't have to fear the dreaded plagiarism through the understanding of why we use all these rules of proper citation.

I drafted a plan. It is to require students to visit my PlagiarismBeGone website during the first week of courses and to make them responsible for the material through a written assignment. Students will need to write a short paper on some aspect of copyright law and actually use proper citation methods throughout the paper. I will also encourage them to use sources other than print, such as video and audio clips, screenshots, and the like, so they get practice citing all types of sources.

The website itself is made on Weebly, which allows the user intuitive functions and navigability. There are several pages and tabs titled: Plagiarism Defined; Terminology; Avoiding Plagiarism; Try It!, which is a page connecting the user to tutorials and videos; Citation Methods; Consequences of Plagiarism; a blog regarding the consequences of plagiarism; and a contact me page. These pages are the ones that I have implemented thus far based on the ideas from research regarding removing fear in students and instructing them on why avoiding plagiarism is necessary. These pages provide students with a simplified explanation of the concepts that make sense to one that has not been exposed to the topics of copyright and plagiarism in a formal manner. When I complete CEP 812, I plan on adding many more pages in order to provide even more in-depth information to students. I plan on including a printable checklist for students that they can use for their assignments that will help them identify if they have included all the necessary components of proper citation in order to avoid plagiarism. I will include a Creative Commons page as well, so that students themselves can engage in sharing their material with others, and vise versa. An example page will also be incorporated into the site in which students can view actual examples of proper and improper citation and try to properly cite themselves. And, I would like to include a page on public domain in an attempt to get students to understand what this concept means and how to know whether a source, phrase, fact, etc. is actually part of the public domain, or not, and what how to properly include this type of information in their own work.

Thus far, I feel that this project has been successful. I have had many students ask me follow-up questions regarding the information on the website, have accumulated some good feedback from them on a survey I sent them regarding the quality and usefulness of the PlagiarismBeGone website. If they are asking questions, they have read the material on the site and if they are telling me in the survey that the site has improved their general knowledge of plagiarism, then I feel this project is a success at this point. Also, at the time of writing this post, I have graded about half of the Mid-Term papers submitted from this group of students and have encountered zero incidents of plagiarism. That, in and of itself, was worth the effort in creating the website. Students have indicated that they will use the website throughout this semester to help guide them in preparing assignments, will use it in future semesters for the same reason, and would recommend the site to friends. Even if I can't reach every student, I feel successful in reaching many of them at this point. Next semester, I will know I am successful once I receive the first week assignments in which students write about copyright while having properly cited each and every source used in that copyright paper. Ahhhhh, how sweet success will be...still have my fingers crossed.

TPACK:

Technology/Pedagogy:
The PlagiarismBeGone Weebly site is available at all hours of day, which is more than can be said for the instructor. Students will have access to the information any time that it is needed, which will aid students in applying proper citation methods because they won't have to wait for an instructor's guidance. The Weebly site is intuitive in functionality and navigability, so students will easily be able to access information needed. Also, the information, on the Weebly site, is compartmentalized and presented as a formal, academic unit. The information can be used all semester, as well as in future semesters, after our course is completed. The website reduces the fear of plagiarism because plagiarism is defined in simple terms as opposed to being shrouded in mystery. Also, it also informs students why rules of citation need to be followed as a method for adhering to copyright laws.

Technology/Content:
The information on the PlagiarismBeGone website will serve students of multiple levels. Some students need just a bit of specific information regarding plagiarism or citation, while others need a more comprehensive education on the topic overall. The website meets the student where the student needs to be met. The information is available at the time it is needed and provides an in-depth coverage of the topic that couldn't be provided by an instructor in one meeting, email message or web conference. The Weebly provides a service to the student that is reliable and comprehensive.

Pedagogy/Content:
The goal is to erase the fear of plagiarism because the fear causes confusion, which compels students to plagiarize even more. Copyright, citation methods, and discussions ranging from the roots of the topic to the application will help reduce the fear because the students will understand why instructors require them to use proper citation methods. When students understand the root of the issue, which is ownership of words, then, they are more likely to conceptualize the need for proper citation methods. This seems to be a missing link between students and the avoidance of plagiarism. Also, students can depend on the material in the website because it is pertinent to their success in assignments, is available at the time they are composing assignments and is curated to ensure accuracy and dependability. Additionally, it provides them the opportunity to contact me to discuss any issues.

Implementation:
What surprised me the most in the implementation process of the PlagiarismBeGone website was the urgency of the need for a site. Plagiarism is rampant, as many of us know, but this is the worst plagiaristic semester I have ever encountered. Within the first two weeks of the semester, 1/4 of my students engaged in plagiarism on some level.

The bumps I encountered while implementing the site were related to the Weebly technology itself, especially the free version. I had envisioned the site to be filled with certain elements that Weebly didn't allow. I purchased a Weebly subscription so that I would have the ability to add such elements as audio clips. Even so, I would like it better if I could design the site more precisely, instead of just using the stacking method. I'd like to add elements on the entire screen, not being restricted to placing widgets and such on top of each other.

The delights of this implementation is that the ideas just kept flowing. Students sent me suggestions via the survey I sent them, and the list of new elements I want to add, just keeps growing. Students indicated that they would like more examples of inappropriate and appropriate citations, more exciting graphics, a discussion on what constitutes public domain, and the like. It is great that I can keep adding to the site to enhance its value for students. I made a more detailed podcast regarding the implementation, if you would like to have a listen.

Findings and Implications:
Although the PlagiarismBeGone website wasn't implemented as planned, as much of the information I intended on including, I couldn't execute prior to to the deadline of this assignment, I'm glad I had to publish what I did have ready. This provided information to students that urgently needed that information. Now I can add additional information over time without worrying that students are "stranded" without a reliable source of information regarding plagiarism.

I have seen evidence of success already. One such piece of evidence come in the form of remarks from students themselves. 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 of the site, "I think that it pretty much covered plagiarism. Job well done Tracy!" How do I get such great students?

Additionally, I have seen an improvement in citation methods and Work Cited pages of students, have had many students email questions regarding their techniques indicating that they want to make sure they understand the rules and I have had much less plagiarism since the implementation of PlagiarismBeGone.

I wouldn't have changed anything about the implementation of the project as I learned from all the bumps in the road.  I have changed my initial plan regarding how I will use this website.  Initially, I thought I would use it on an "as needed" basis referring students to it when they plagiarized, or had questions regarding citation methods.  Now, I am going to require students to work through this website as part of the first week curriculum.  They will be responsible for the material through a required assignment.  My view of the urgency of this Wicked Problem of plagiarism has changed throughout the course of working on this project, and I don't think it is fair to students to let them continue on in courses without this information.  It is imperative they receive it.

I think we should approach all our Wicked Problems as projects.  We can self impose deadlines, rubrics, and requirements in order to give structure to the project and get it implemented so that solutions can be found.  Instead of always working around our problems, I think we should attempt to tackle them in a way that provides good pedagogy to our students.  Many of our Wicked Problems can be solved by finding the sweet spot within Technology, Pedagogy and Content.

Sources:

Bailey, Jonathan, "Three Kinds of Plagiarism:  Part 1", Plagiarism Today, N.p. 6, Sept. 2005.  Web. Oct. 12, 2012
Bailey, Jonathan, "Three Kinds of Plagiarism:  Part 2", Plagiarism Today, N.p. 4, Oct. 2005.  Web. Oct. 12, 2012
Bailey, Jonathan, "Three Kinds of Plagiarism:  Part 3", Plagiarism Today, N.p. 27, Oct. 2005.  Web. Oct. 12, 2012
Bailey, Jonathan, "How to Teach 'Generation Plagiarism' About Plagiarism."  Plagiarism Today, N.p. 24, Apr. 2010. Web. Oct. 12, 2012
Communication Across Curriculum/Plagiarism and Avoiding It, Illinois Institute of Technology, 2012. Web. Oct. 2, 2012
Hall, Jonathan, "Plagiarism Across the Curriculum:  How Academic Communities Can Meet the Challenge of the Understood Writer", Across the Disciplines(Vol 2/Feb. 5, 2005). Web. Oct. 7, 2012
McCabe, Donald L. and Trevino, Linda Klebe, "What we know about Cheating in College", ProQuest Education Journals(Jan/Feb 1996). Web. Oct. 7, 2012 
"Put an End to Plagiarism in your Classroom." Education World, N.p., n.d. Web. Oct. 7, 2012
Paul Robeson Library/What is Plagiarism?, Rutgers University Libraries, 2012.  Web. Oct. 2, 2012
"Real World Examples", The Library, UC San Diego, 2010, Web. Oct. 12, 2012
Vaughan Memorial Library/Writing a Paper & Citing Sources, Acadia University, 2011. Web. Oct. 2,  2012
Vaughan Memorial Library/"You Quote It! You Note It!", Acadia University, 2004. Web. Oct. 2, 2012

Group Leadership Project - Final

My hard-working group is number 4.  The members include Ariel, Suzanne, Charlene and myself.  We used Camtasia, Screenomatic, and iMovie to record and edit our tutorials and then placed them on YouTube for easy viewing.  The first introductory tutorial was captured using Screenomatic, then produced and edited in iMovie, while the tutorials regarding creating an account in Google and beginning a Google Hangout were captured and edited using Camtasia.  All the tutorials were then uploaded to YouTube for easy viewing by our group, our instructor, our class, and now the planet.  The first tutorial was created in iMovie as that is the technology available to Suzanne that she desired to learn more about.  It is excited how easy it was to upload to YouTube, so that was a good learning experience.  The second and third tutorials were made using Camtasia.  We initially wanted to use Jing because, as a group, we wanted to develop a good command over a free technology.  But, the final tutorial, which is really the most crucial information, exceeded the time limit, of five minutes, that is allowed with Jing.  Initially, when we were planning our tutorial, we realized we would be limited in time using Jing, which is why we decided to break our tutorial into three parts.  Actually, I think this "limitation" benefited us, even though in the end we didn't use Jing.  As a group, we believe that the tutorials better serve our users by being separated.  This way the users can decide which tutorials are important to them and watch just those units without having to sit through an entire tutorial to get to a specific part that interests them.  Also, it is easier to watch a smaller tutorial again, if needed later, as a refresher.  Please feel free to check out our tutorials.  You can watch an Introductory tutorial, covering the overall usefulness of Google +.  You can also view one illustrating how to set up a Google + account.  These first two short tutorials are available to help those who need this information before going forth to the third tutorial, which demonstrates how to begin a Google + Hangout, record the Hangount and then upload it onto YouTube.

I learned a good deal through this group project.  Firstly, I reinforced my love of Google Hangout.  Not only did we cover this technology in our tutorials, but we used it to communicate with each other, so I guess you can say we 'practice what we preach'.  I have developed a greater command of its functions and am much more comfortable using it than I was before I began this project.  Even though I didn't work on the actual production of the tutorials, as I was part of the storyboarding and scripting team, I did learn about Jing.  I have never used it before, but have now worked with it since we have started the project.  I like seeing the little Jing "sun" peeking out at me from the corner of my computer screen.  I also learned a good deal about group work.  We didn't hesitate to begin our project, and I am really glad about that.  Even though we are all hard workers and contributed equally to the project, we still needed all the time.  Part of that is due to our distance from each other and schedules.  Some of us can work on MSU projects during the day and some can only work at night...some really late at night.  Had we procrastinated, I may have experienced some anxiety relating to meeting the deadlines.  So, even though we didn't have to frantically work to meet our deadlines, I still learned that projects like these should never be put on the back burner.   At the time of writing this blog posting, one member of our group has no power and may not for a while because Hurricane Sandy blew it out.  Because that group member contributed in a timely manner, none of us worried about her work.  We told her to just worry about herself and keep safe.  She is safe.  What a relief.  So, in summary, I learned how to confidently use Google Hangout, Jing and how to keep procrastination tendencies at bey.

I did, reluctantly, learn something else from this group experience.  I hate to say it, but I learned the benefit of storyboarding.  This was a painstaking process in this project, and I'm not sure I would use storyboarding for a tutorial of this nature and duration in the future.  I would definitely use an outline, and probably one that was pretty detailed, but not a storyboard, necessarily.  If I needed to create a tutorial that was more complex and was of a longer period of time, then I can see how storyboarding would be valuable.  Having said that, I couldn't even fathom starting my final WPP without storyboarding because that project is comprised of many elements that I had difficulty visualizing at first.  So, the group storyboarding assignment really helped me get working on my final WPP assignment.  It was a way that I could conceptualize such a big project and also work on each piece individually.  I will keep using storyboarding when I need it in the future.

What would I do differently if I had to produce a similar product in the future?  I think I would set some deadlines for each specific task on the "to do" list.  After the vision of the project was established, the plan constructed and the work load was divided amongst the members, I would set some "due dates" for the particular tasks.  I think this would have helped me in planning my own schedule, for the most part.  Also, I would know just when the current phase was ending and the next one beginning.  We did give ourselves some soft deadlines, but no hard dates.  Even if the dates had to be adjusted for schedules or because we just couldn't get the work done by that particular date, I think this would have helped, me, at least, execute the project with more efficiency.  But, other than that, I think all the struggles we had were part of our own learning experience and I don't think removing the struggles would have made the final product any better.  The goal here is to learn as much as possible in this short eight weeks of class and I certainly accomplished that while working on this Group Leadership Project.

Group 4 rocks!  :)

Professional Learning Plan

This exercise of visualizing my Professional Learning Plan has been beneficial to me.  I think the process of working through some of the suggested questions in the Portfolio rubric and also reflecting back on my Personal Growth Plan from CEP 810, was a thoughtful endeavor that I'm not sure I would have carried out without direction to do so.  I'm glad I had the opportunity to indulge in this process because it forced me to acknowledge the progress I have made, which is so much more than I could have ever imagined prior to enrolling in the CEP program.  And, I have purposely mapped out a plan for myself to continue learning, that I'm sure I will follow because it is an actual plan, not just an intention.

The transcript of my presentation is below.  I have created a my Professional Learning Plan in a Prezi presentation using a technology that I have never used before.  Thanks to my group mate, Suzanne, I was inspired to use Screencast-o-matic to record the narration and capture my Personal Learning Plan Prezi presentation.  It was great fun using a technology I haven't used before with one that I have.

What makes sense to me, as I consider my Professional Learning Plan, is to create a visual representation so that I can lay out all the aspects of my professional and personal learning goals.  A visual representation illustrates for me the various branches that stem from the knowledge I’ve gained since enrolling in the CEP program at MSU.  I tend to think in metaphors, and trees are wonderful metaphors of learning.  We start of with just a seed of knowledge.  We get water from the guidance we are given by others who have gone before us.  We get nutrients from the ground, which is the knowledge we choose to absorb from the world.  If we get the right amounts of water and nutrients, we become a tree of knowledge whose branches grow thick and spread, as our knowledge grows thick and spreads.  Finally, our leaves bloom so that our knowledge can be witnessed and bestowed upon others.

As we learned in the last weeks of CEP 812, it is just as important to reflect on personal learning as it is to develop professional skills.  As I begin this process, I consider three categories of previous professional learning.  One iss my work at Henry Ford Community College in creating four online classes.  Another element is conferences that I have attended, one of which was the recent EduTech Conference at MSU.  

Finally, I reflect on my courses in the MSU CEP program.  I revisited my Personal Growth Plan, which was one of the first assignments I completed all the way back in CEP 810.  What I’ve discovered through this revisitation is “I’ve come a long way, baby!”  

I stated in that Plan that I’d wanted to expand my general knowledge of technologies so that I could instruct students on selecting technologies that would develop their 21st century skills.  I feel I have certainly accomplished that!  In my Personal Growth Plan, I also stated that I wanted to be fluent in RSS feeds and blogs, which really makes me laugh given my extensive use of blogs in all three CEP courses.  I never would have fathomed I would be so comfortable with blogging before I started this program.  And, I indicated that I would like to become more fluent in social networking.  I can check that off the list having used Twitter and Google + for all kinds of assignments in this program.

As I progress in reviewing my Personal Growth Plan, I notice I mentioned I envision being able to provide students with a seamless educational experience wherein their learning in the classroom can be meshed with their learning in life.  This is an ongoing project that I must address as I continue to sprout new branches and continue to grow into a tree of knowledge.

I visualize growing and blooming leaves in several areas.  

Firstly, I’d like to enhance my Social Networking with students.  I’d like to use Twitter and other social networking tools to allow students to connect with each other, me, or our course material outside of class time.  My thought is that I’d like them to have a forum in where they can “deposit” information as a way to bring others into their learning moments outside of class.  My first experiments will be with Twitter and then maybe Facebook.  I plan on starting a Twitter feed for my three online sections next semester that will serve as a place where students can tweet about conversations or experiences they have, people they meet, places they visit, symbols they notice, and the like, that is related to our course material, which is world religions.  I feel like these learning moments are probably more significant than the ones that happen in class.  We now have the technology for networking at any place and time, so I’d like to seize those learning moments.  I’d like students to share those learning moments with our whole class.  I think this will enhance overall learning, make the learning process more enjoyable as well as reinforce 21st century skills.

There is another area that I wish to grow.  I want to increase my Personal Learning Network and spend real, quality time engaging in learning communities in order to keep up with emerging educational technology.  I want to build Personal Learning time into my days as part of my work schedule.  This is such valuable time well spent that will only make all the other hours of work so much more productive.  I want to have a Personal Learning hour each day so that I can continue to grow, giving me the knowledge to lead my students in their growth.  I’m thinking this will be my “coffee hour” in the morning.  I can read through my RSS Reader feeds to get just the information I’d like to absorb to strengthen my knowledge overall.  

I will also begin using what I have learned in the CEP courses in order to grow in practice, not just theory.  Next semester, I will not be taking any classes at MSU, which will free me up to integrate a whole, very large, list of educational technologies that I have learned about through the CEP courses, into the courses that I teach, which will all be online.  I’m going to require students to work through my WPP, which is a website on plagiarism.  I’m actually going to require this of all 90 students during the first week of our semester.  I will then assign them a writing assignment, in which they will be required to discuss copyright law, while employing proper citation methods.  Plagiarism is a wicked problem right now, so I feel this will be very beneficial to students and to me.  I’m also going to use the technology I learned through our Group Leadership Project, which is Google Hangout and hold weekly Hangouts with students on particular topics, record them and post them on YouTube.  I hoping this will broaden their understanding of our topics as well as identify specific problems students may be having as they read through the class material.  And, I’m going to create some really good instructor introduction pieces for each new unit using technologies like Voki, GoAnimate, and even Mindomo concept mapping, which will map out our tasks for the week.  I’m going to use all these technologies to teach students and I’m also going to create some assignments in which students have the opportunity to express what they have learned using these technologies as well.

Another way I can grow is to keep learning more.  I plan on applying to the MSU MAET program, which I will do as soon as I am finished with CEP 812.  I loved every minute of the Certificate Program and I want more.  I’m hoping that I am accepted into the program so that I can discover what else I don’t know and learn that.  

I plan on attending more conferences, possibly the MACUL conference this year, continue to develop my PLN, and be sure to build in Professional Learning Time each and every day.

21st century skills are not a focus in many of our schools in the United States, and I’d like to help change that.  Maybe I can make small changes in the lives of some students now, that will help them to make bigger and better changes in our world in the future.

The future is bright, I can grow, and the possibilities are endless.

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.