Instructional Design Project: Plagiarism

Jenni Borg Instructional Design EdTech 503 December XX, 2012

TABLE OF CONTENTS

SYNTHESIS/REFLECTION: ........................................................................................................ 4 PART 1: TOPIC.............................................................................................................................. 6

PART 1A: STATED LEARNING GOAL ....................................................................................................................................6 PART 1B: DESCRIPTION OF THE AUDIENCE AND LEARNER ENVIRONMENT ...................................................................................6 PART 1C: RATIONALE......................................................................................................................................................6

PART 2: ANALYSIS REPORT ..................................................................................................... 7

PART 2A: DESCRIPTION OF THE NEED ................................................................................................................................7 2A.1: NEEDS ANALYSIS SURVEY ........................................................................................................................................7 PART 2A: 2 NEEDS ANALYSIS DATA REPORT......................................................................................................................10 PART 2B: DESCRIPTION OF THE LEARNING CONTEXT ...........................................................................................................12 PART 2B.2: TRANSFER CONTEXT .....................................................................................................................................12 PART 2C: DESCRIPTION OF THE LEARNERS .........................................................................................................................13

PART 3: PLANNING ................................................................................................................... 15

PART 3A: LEARNING OBJECTIVES.....................................................................................................................................15 PART 3B: MATRIX OF OBJECTIVES, BLOOM'S TAXONOMY, AND ASSESSMENT PLAN. .................................................................16 PART 3C: ARCS TABLE .................................................................................................................................................17

PART 4. INSTRUCTOR GUIDE ................................................................................................. 19 PART 5. LEARNER CONTENT ................................................................................................. 23

PART 5A. LEARNING MATERIALS......................................................................................................................................23 PART 5B. FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS ....................................................................................23 PART 5C. TECHNOLOGY TOOL JUSTIFICATION ....................................................................................................................24

PART 6. FORMATIVE EVALUATION PLAN ......................................................................... 24

PART 6A. EXPERT REVIEW .............................................................................................................................................24 PART 6B. ONE-TO-ONE EVALUATION ..............................................................................................................................24 PART 6C. SMALL GROUP EVALUATION .............................................................................................................................25 PART 6D. FIELD TRIAL ...................................................................................................................................................25

PART 7. FORMATIVE EVALUATION REPORT..................................................................... 26

PART 7A. EVALUATION SURVEY OR RUBRIC .......................................................................................................................26 PART 7B. REPORT THE RESULTS OF THE EXPERT REVIEW .......................................................................................................28 PART 7C. COMMENTS ON CHANGE..................................................................................................................................29

PART 8. AECT STANDARDS GRID ......................................................................................... 30 APPENDICES .............................................................................................................................. 33 APPENDIX A ETHICS SCENARIOS......................................................................................... 33 Jenni Borg 2012 Page | 2

APPENDIX B WEB-BASED SCAVENGER HUNT.................................................................. 35 APPENDIX C SCAVENGER HUNT WORKSHEET ................................................................ 37 APPENDIX D RUBRIC ............................................................................................................... 39 REFERENCES ............................................................................................................................. 41

Tables
Table 1: Student Response: What is plagiarism? .......................................................................... 10 Table 2. Student Response: What is listed first in the references? ............................................... 11 Table 3. Student Response: Have you ever plagiarized before? ................................................... 12 Table 4. Students by grade. ........................................................................................................... 13 Table 5. Students by gender. ......................................................................................................... 14 Table 6. Students by ethnicity. ...................................................................................................... 14

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Synthesis/Reflection:
Instructional Design has become more than the rote answer of creating a lesson or unit that I initially thought it was. Throughout the course I have come to realize how in-depth, complicated, and important Instructional Design is. Instructional design is the foundation by which materials, lessons, units, classrooms, and instruction can be based on. Instructional Design and its culminating project lay out the ground work for some of the Educational Technology utilized in our classrooms. After reading feedback from my classmates and instructor throughout the course, I realized that a part of my learner characteristics were too personal. A classmate made a good point when he stated, one thing I would think about adding is, for students to find what the consequences of plagiarism are, not only in high school but in college and when they have a career. I think it is important for students to understand it is a serious offense and can get them kicked out of college. According the Smith and Ragan this is an important concept in the learning instruction. I think this is especially important for sophomores to understand the consequences of their actions. I have also changed my objectives to be more measurable with obvious and obtainable outcomes. I have a hard time with this because I know what I want my students to do and how I want them to learn in, but it's hard to put it into one sentence objectives. Overall, this was a great learning exercise for me. My objectives tend to be vague when I think it is important to state what exactly students will be doing and learning for a lesson. Through the above conversations and collaboration this project has developed. The ground work was set and a needs assessment was made. Through the needs assessment it became very apparent to me how badly students need a course(s) on plagiarism. This project was implemented into one of my colleagues classes. She allowed me to observe while she taught this to a 9th grade English class. First, she read through the entire project and paid special attention to the instructor guide. She felt that the instructions were easy to follow. Next, she had her students log on to computers in a computer lab and started with a funny video that gave students and overview of the topic of plagiarism. She then has students log on to the web-based scavenger hunt and complete the four hunts with the correlating worksheet. Students seemed engaged and entertained. Students were also motivated because they thought it was fun to be on the internet playing a game. After this project was implemented I had my colleague answer a set of questions as well as a group of students who were in her class. The questions can be seen under Part 6. Formative Evaluation Plan. The survey conducted was very insightful. I have plans to change and add supplemental material to help students and instructors. One idea that my colleague came up was to add a student example of a works cited or references page so that while students are working on their paper they can refer to this as a model Jenni Borg 2012 Page | 4

Overall, this project has been very successful in my eyes. The implementation went well, students seemed engaged, and the instructor was able to follow the instructor guide easily. I hope to keep adding and making this instructional design better and better. Smith, P. L., & Ragan, T. J. (2005). Instructional Design. 3rd Edition. Hoboken, NJ: John Wiley& Sons, Inc.

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Part 1: Topic
Part 1a: Stated learning goal After a 2 hour web-based scavenger hunt, high school sophomores in an English class will be able to define plagiarism, understand and use basic MLA format, use correct in-text citations, references sources correctly, and utilize online resources such as OWL at Purdue. Part 1b: Description of the audience and learner environment The learners that will be participating in this project will be high school sophomores in an English class; however, this project may be taught in any classroom setting that where plagiarism may be a concern or problem. Students in a sophomore English class will then work on computers and work through an interactive web-based scavenger hunt. It is assumed that students participating in this project have a basic working knowledge of the internet, computers, and the writing process. The learning environment will be in a sophomore English classroom with 30-35 students in the class. Students will learn a routine to help develop skills toward correctly referencing sources. They will also read numerous works that show appropriate and correct in-text citations and referencing. Students will then follow a model that they can check off for the correctness of their sources listed. All of the above learning environment tactics will help students to facilitate an understanding and application of that understanding against plagiarism. Part 1c: Rationale The rationale for this project comes from the administration in my school as well as personal experience with students and plagiarism. Students in my sophomore English class have an exponential need to learn what plagiarism is, how it affects them as students, and how to avoid situations of plagiarism as well as ways to get help when questions arise while writing. The goal of this project is to align blooms taxonomy to the skill set of students in a fun and informative way. In our current school system a study was conducted by The Center for Academic Integrity1, and they found that almost 80% of [students] admit to cheating at least once. This is a very high and disturbing number which needs to be addressed in the classroom. This project is designed to help students understand that plagiarism is a huge form of cheating, and if you are caught there will be serious consequences. The rationale of the project will always be a need for understanding on the subject. The purpose of this project is to create and implement a project that students and instructors can follow, that will be fun, and that will be informative. At the end of this project students will have skills to use while researching and writing papers for any class. Instructors will have a way to inform students Jenni Borg 2012 Page | 6

of plagiarism, activities to make sure understanding is present, and a fun tool to use in any class where citing and researching is utilized.

Part 2: Analysis Report

Part 2a: Description of the Need There are three aspects that Smith and Ragan (2005) use when defining a needs assessment and they are the following: condition A (there is a problem), condition B (students are in need of learning), and condition C (there is no problem just an assessment need). Plagiarism in a sophomore English class would fall into condition A and B. The reason for this is: there is a problem of plagiarism that needs to be addressed, and to be addressed students need to learn something new. The needs within my project will utilize the Bates Model where students and instructors select the problem, outline and develop a need, and then deliver the solution (Smith and Ragan, 2005). With the steps taken from the Bates Model, a need will already be addressed, plagiarism, instructors will learn the format and process of the scavenger hunt outlined and developed for them, and then they will deliver the scavenger hunt to their students as a solution to the plagiarism problem. 2a.1: Needs Analysis Survey A brief survey was conducted in each sophomore English class to determine the need of instruction about plagiarism. The following survey can be viewed by clicking HERE. The result of the survey was a basic understanding of what plagiarism is, but an overwhelming amount of students did not know how to utilize resources on the Internet to help them with a works cited or reference page, and many did not know how to cite properly. Beyond the brief survey that survey, teacher in the school have reported an alarming number of students that either fail the class or fail the assignment because of plagiarism and feel that they need a way to better instruct students on the consequences of plagiarism and also way students can avoid it. Also, teachers see a need to go over plagiarism in a lesson instead of just stating that plagiarism is wrong. The survey is below:

Q1

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1. What is plagiarism?
Writing about research Cheating Copying Lying All of the above Q2

2. In MLA format what is listed first in under references?

Author first name Author last name Title Year Publication

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Q3

3. What is accidental plagiarism?

Q4

4. What is OWL at Purdue?

Q5

5. Have you ever plagiarized before?

YES NO

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Part 2a: 2 Needs Analysis Data Report Question one on the survey was: What is plagiarism? The results are as follows in Table 1: Table 1: Student Response: What is plagiarism?
16 14 12 10 Class 1 8 6 4 2 0 Writing Cheating Copying Lying ALL Class 2 Class 3

The chart above shows that students know that plagiarism is cheating, but they dont think it is lying or copying work. This research proves that there is a need to develop instruction so that students understand that plagiarism is more than just cheating. Students were then asked to answer: in MLA format, what is listed first under the references? The results are shown in Table 2 below.

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Table 2. Student Response: What is listed first in the references?

25

20

15 Class 3 10 Class 2 Class 1 5

0 Author first name Author last name Title Year Publication

The chart above shows that students are unaware or what should correctly be listed first in a works cited or references page. Students were then asked a yes or no question whether they had plagiarism before, and their answers would be kept anonymous. Table 3 below shows the responses of the students.

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Table 3. Student Response: Have you ever plagiarized before?

Answers

NO YES

The above chart shows that there is a problem with plagiarism and almost 80% or more of students surveyed admitted to plagiarism. Part 2b: Description of the Learning Context There are three aspects that Smith and Ragan (2005) use when defining a needs assessment and they are the following: condition A (there is a problem), condition B (students are in need of learning), and condition C (there is no problem just an assessment need). Plagiarism in a sophomore English class would fall into condition A and B. The reason for this is: there is a problem of plagiarism that needs to be addressed, and to be addressed students need to learn something new. The needs within my project will utilize the Bates Model where students and instructors select the problem, outline and develop a need, and then deliver the solution (Smith and Ragan, 2005). With the steps taken from the Bates Model, a need will already be addressed, plagiarism, instructors will learn the format and process of the scavenger hunt outlined and developed for them, and then they will deliver the scavenger hunt to their students as a solution to the plagiarism problem. Part 2b.2: Transfer context This project can be used at any grade level among multiple curriculums. The following questions can be asked to decide if your class is in need of this plagiarism web-based scavenger hunt: 1. Do students understand the basic concepts required when writing a research paper? 2. Have students been introduced to the word plagiarism before now? 3. Do students understand what a bibliography/references page is utilized for? Jenni Borg 2012 Page | 12

4. Can students give examples of plagiarism? 5. Can students answer why plagiarism is wrong and why they should not plagiarize? If students or the class as a whole is unable to answer each of these questions then this project can be used to help students understanding. Part 2c: Description of the Learners The 30-35 learners in a sophomore English class are ages 15-16 years of age. Students will be in a mixed gender public school setting. The background of the school where the project takes place, according to High-School.com, is as follows: Hillcrest High School Students by Grade: 9th - 346 10th - 323 11th - 304 12th 261 Table 4. Students by grade.

Students
9th grade 10th grade 11th grade 12th grade

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Hillcrest High School Students by Gender: Male - 607 (49%) Female - 627 (51%) Table 5. Students by gender.

Students by Gender
Male Female

Hillcrest High School Students by Ethnicity: American Indian - 5 (0%) Asian - 12 (1%) Black - 8 (1%) Hispanic - 66 (5%) White - 1143 (93%) Table 6. Students by ethnicity.

Ethnicity
Indian Asian Hispanic Black White

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Sophomores at this school are assumed to have basic internet and computer knowledge such as Microsoft Word, Microsoft PowerPoint, and Internet browsing capability. All students in the sophomore class will have access to computers during the web-based scavenger hunt. Students are also assumed to have basic writing skills. Students understand at bare-minimum the five paragraph essay format. Students will have a refresher given through the web-based scavenger hunt of MLA format, and they will be given an online resource of OWL at Purdue to help them format their paper. The learners in this school are motivated when technology is incorporated into their daily lessons.

Part 3: Planning
Part 3a: Learning Objectives 1. 2. 3. 4. 5. 6. 7. 8. Define plagiarism. Write how to include proper citations in order to avoid the appearance of plagiarism. Make a project plan to avoid the temptation of plagiarism Scavenger hunts on the web how to avoid accidental plagiarism. Read and analyze why you need in-text citations and Works Cited. Write and show in a research paper how to construct in-text citations and Works Cited. Write and show how to use MLA format correctly in a research paper. Scavenger hunts on the web in order to utilize online technologies to learn about plagiarism. 9. Scavenger hunts on the web what the causes of plagiarism are. 10. Play a game to utilize OWL at Purdue website Learning Outcome: 1. Learning is cumulative. Human intellectual development is the building of increasing complex structures of human capabilities. 2. Learning is the mechanism by which an individual becomes a competently functioning member of society 3. Learning results in different kinds of human behaviors, i.e. different human capabilities, which are required both from the stimulation from the environment and the cognitive processing undertaken by the learners.

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Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan. Blooms Objective Format of Description of Sample Items (e) Taxonomy Assessment (c) Test form (d) Classification (b) 1 Knowledge Performance Recall Items Examples of plagiarism will be identified Write citation on a research paper Make a project plan Scavenger hunt to find examples Reading and analysis of intext citations Will apply intext citations in a research paper Will apply MLA format in a research paper Scavenger hunt to find examples Scavenger hunt to find examples Online resources a game to utilize OWL at Purdue

2 3 4 5

Application Synthesis Knowledge Analysis

Paper and Pencil Paper and Pencil Performance Performance

Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt Web-based scavenger hunt

Application

Performance

Application

Performance

8 9 10

Analysis Knowledge Application

Performance Performance Paper and Pencil

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Part 3c: ARCS Table ATTENTION A.1. Perceptual arousal A.2. Inquiry arousal A.3. Variability The instructor will then pair students together for a variability activity. The instructor will guide students through scenarios of plagiarism where students have to decide if is cheating or not. Instructor will click HERE to access the scenarios. RELEVANCE R.1. Goal orientation R.2. Motive matching R.3. Familiarity Once students access computer they will logon to a scavenger hunt website that will be the basis of the instruction to follow. To access the website to the scavenger hunt click HERE. Students will have a rubric to follow that they can check-off when they complete a task. The instructor will have students print off a worksheet that will guide them through the scavenger. The worksheet can be accessed on the scavenger hunt page HERE. Students are required to finish at least half of the worksheet per day. SATISFACTION S.1. Natural consequences S.2. Positive consequences S.3. Equity This project will be usable in every class that requires research and writing skills throughout the remainder of their academic and professional careers. Positive consequences will be receiving high marks on assignments and feeling good about projects and papers. Jenni Borg 2012 Page | 17 Instructor will take students to a computer lab or use laptop computer (whichever the school provides). The instructor will gain student attention and give a quick overview of information regarding the topic of plagiarism. Instructor will click HERE to access video.

CONFIDENCE C.1. Learning requirements C.2. Success opportunities C.3. Personal control

Self-evaluation with the rubric and feedback from instructor will help guide students. Click HERE to access the rubric.

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Part 4. Instructor Guide

I. Introduction Gain Attention 1. The instructor will take students to the school computer lab or use laptops if their school provides them. 2. The instructor will gain student attention and give a quick overview of information regarding the topic of plagiarism. Instructor will click HERE to access video. 3. Next, the instructor will pair students together for a variability activity. The instructor will guide students through scenarios of plagiarism where students have to decide if each scenario is cheating or not. Instructor will click HERE to access the scenarios. These introduction activities will help prep students for a web-based scavenger hunt they will complete to further their understanding of plagiarism. II. Establish Purpose The instructor will establish the purpose of this assignment/project to students. The instructor may use the following statements according to Matthew Schieltz, voices instructor, to establish the purpose: 1. Just Plain Wrong Nobody likes their work to be plagiarized. Just think of how you would feel if someone tried to pass your very own creation off as their own. I'm sure that you wouldn't appreciate it very much. Plagiarizing someone else's work is almost the lowest form of cruelty that a person could stoop to. Not only that, but it definitely has to be one of the most disappointing moments in a person's life when they realize what they have done. 2. Is it that hard? For people who knowingly plagiarize, there is one question that you should answer to yourself. That question for students, "is it that hard to come up with your own writing or work?" The main reason why people plagiarize is because they either don't want to spend time on their own creation or they simply do not care enough, but these same people should consider time management skills if they find that doing their own work is too hard. 3. Serious Consequences If you don't plagiarize for any other reason, consider not doing it simply because you are going to get into serious legal trouble. People and other organizations could easily and Jenni Borg 2012 Page | 19

will take you to court if they find out that you plagiarized from them. Plagiarizing is definitely not how you should be starting out your career no matter where you are in life. There are plenty of ways that one can do honest work by themselves in their own way; copying from someone is something that just should not be done! III. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation The instructor will read the purpose statements above. Hopefully, this will motivate students to learn about plagiarize and ways to avoid it. The instructor will then play a funny video to help provide a point through humor. Click HERE to view the video. IV. Preview the Learning Activity or Provide Overview The instructor will provide an overview plagiarism, the consequences, ways to avoid it, and resources to help students in writing a works cited or reference page Later in the lesson, the instructor will guide students through a web-based scavenger hunt activity that will help solidify the above concepts for students. Finally, students will be asked to complete a worksheet based on the web-based scavenger hunt and turn it in. V. Body 1. Students will log onto a computer 2. Students will go on to the website which is: http://edtech2.boisestate.edu/jenniborg/502/scavenger.html 3. Students will print off the worksheet that is available on the scavenger hunt home page 4. Instructor will read through instructions 5. Students will click on Hunt 1 and complete assignment one 6. Students will click on Hunt 2 and complete assignment two 7. Students will click on Hunt 3 and complete assignment three 8. Students will click on Hunt 4 and complete assignment four 9. Students or Instructor can check answers on the answer key link at the bottom of the page.

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VI. Practice Students will then practice what they have learned in a 2-3 page research paper. Students must include the following in their paper: 1. 2. 3. 4. 5. 6. A works cited page Sources properly cited (students can refer to worksheet if they get stuck) Students must correctly cite in-text citation in paper Student must access OWL at Purdue at least two times while writing their paper Students will complete research Students will turn in paper.

VII. Conclusion (summarizes and reviews or provides summary and review) The instructor will re-state what has been covered during the lesson. The instructor will review the purpose behind the lesson under step two above. Instructor will show a video of a person who was caught plagiarizing and what happened to them. Click HERE to view the video. Instructor will transfer learning or enhance transfer The instructor will emphasize that students can use these valuable skills throughout their academic and professional careers. The instructor can give examples of times a writer must cite sources outside of high school below: 1. 2. 3. 4. 5. 6. Lawyers (must have correctly researched and cited sources) Novelists Journalists (especially need to cite their sources correctly) Professors Salesperson (when referring to how much a car is worth they cite a source) Many more

Re-motivate and Close or Provide Remediation and Closure The instructor will tell students, now the lesson is over and you are now ready to begin your research paper. The instructor will re-cap important points addressed throughout the lesson. The instructor will thank students for their time and learning.

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Assess Learning or Conduct Assessment Evaluate Assessment is done throughout the lesson Assessment will also be done through reading and grading the students worksheets that they finished while doing their scavenger hunt online. Assessment will be final when instructor reads through students research paper, and students have correctly cited information. A rubric is provided so students can self-assess as well.

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Part 5. Learner Content

Part 5a. Learning materials 1. This video will be used as an overview to plagiarism. Click HERE to access video. 2. This worksheet will be used to go over plagiarism scenarios. Click HERE to access the scenarios. Instructors can choose other scenarios listed in Appendix A. 3. This website will be the main use of the scavenger hunt. To access the website to the scavenger hunt click HERE. 4. This worksheet will be used to complete the scavenger hunt. To access click HERE. 5. This rubric will be used for student evaluation. Click HERE to access the rubric. 6. This video will be used to conclude. Click HERE to view the video.

Part 5b. Formative and/or Summative Assessment materials Formative: 1. This rubric will be used for student evaluation. Click HERE to access the rubric or look under Appendix D. Students will be able to following along and check-off that they have each of these points. Students will know exactly what the instructor will be grading for. 2. This worksheet will be used to complete the scavenger hunt. To access click HERE or look under Appendix C. Students will answer questions through each hunt in the web-based scavenger hunt. Students will turn this in for a grade. Instructor can gain knowledge and insight to how the class understands each concept. Summative: 3. The final assessment will be a researched based paper. Students will need to complete a works-cited or reference page will correct MLA formatting and in-text citations.

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Part 5c. Technology Tool Justification Computers are necessary and justified for this activity. The use of a web-based scavenger hunt will be utilized on computers. An overhead projector may be useful for instructors but is not necessary. A printer will be used to print of worksheets to complete the scavenger hunt. Students will learn valuable computer and web engine skills with the completion of this project. Students will also learn valuable Microsoft Word skills through the process of writing a researched based paper.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review For the expert review portion, I have asked a colleague to view this instructional design project. Her name is Kelly Gardner, and she has 17 years of highly qualified English and Speech Communications experience and teaching. Her insight and advice will be a great contribution to the design. I submitted this project for her review and gave her 2 weeks to complete and return feedback. Part 6b. One-to-One Evaluation For the one-to-one evaluation portion, I have asked another colleague, Alicia Hales, to view and return feedback. She is a second year teacher and I value her feedback because she will be implementing it during a week of instruction. Also, this instructional design project would be beneficial to any teacher but especially to first or second year teachers. I will be asking her the following questions after she views the instructional design project: 1. 2. 3. 4. 5. 6. 7. 8. 9. Does the instruction in this project link with the curriculum of your high school? Is this project meaningful for your age group and subject(s) taught? Are the objectives clear and useable? Is the web-based scavenger hunt easily accessed and functional? Are the activities within the web-based scavenger hunt motivational and do they create a learning environment? Does the web-based scavenger hunt and worksheet allow for student-centered learning? Does the overall process achieve its goal? After viewing and implementation of this project, would your students be able to cite properly? What would you add or change to help student learning become more effective?

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Part 6c. Small Group Evaluation The above colleague, Alicia Hales, will be teaching this during a period that I may come observe her students. I group of random students will be selected and asked the following questions: 1. 2. 3. 4. 5. Was this project fun? Were the videos funny and did you learn from them? Was the scavenger hunt easy to complete? What was hard or what did you not understand while doing the project? Do you think you can cite your sources in a research paper correctly now?

Through the observation and questions asked, this evaluation will be very useful for any necessary changes to be made. Part 6d. Field trial As stated above the field trail will take place in my colleagues classroom, Alica Hales. She will be asked the following questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. Does the instruction in this project link with the curriculum of your high school? Is this project meaningful for your age group and subject(s) taught? Are the objectives clear and usable? Is the web-based scavenger hunt easily accessed and functional? Are the activities within the web-based scavenger hunt motivational and do they create a learning environment? Does the web-based scavenger hunt and worksheet allow for student-centered learning? Does the overall process achieve its goal? After viewing and implementation of this project, would your students be able to cite properly? What would you add or change to help student learning become more effective?

I will then ask her students the following questions: 1. 2. 3. 4. 5. Was this project fun? Were the videos funny and did you learn from them? Was the scavenger hunt easy to complete? What was hard or what did you not understand while doing the project? Do you think you can cite your sources in a research paper correctly now?

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Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric To view the survey the expert will be completing click HERE. Or view below:

1. 1. Does the instruction in this project link with the curriculum of your high school?

1. Does the instruction in this project link with the curriculum of your high school?

*
2. 2. Is this project meaningful for your age group and subject(s) taught?

2. Is this project meaningful for your age group and subject(s) taught?

*
3. 3. Are the objectives clear and usable?

3. Are the objectives clear and usable?

*
4. 4. Is the web-based scavenger hunt easily accessed and functional?

4. Is the web-based scavenger hunt easily accessed and functional?

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5. 5. Are the activities within the web-based scavenger hunt motivational and do they create a learning environment?

5. Are the activities within the web-based scavenger hunt motivational and do they create a learning environment?

*
6. 6. Does the web-based scavenger hunt and worksheet allow for student-centered learning?

6. Does the web-based scavenger hunt and worksheet allow for studentcentered learning?

*
7. 7. Does the overall process achieve its goal?

7. Does the overall process achieve its goal?

*
8. 8. After viewing and implementation of this project, would your students be able to cite properly?

8. After viewing and implementation of this project, would your students be able to cite properly?

*
9. 9. What would you add or change to help student learning become more effective?

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Part 7b. Report the results of the expert review After reviewing and implementing this project into her class for one week, my colleague, Alicia Hales, took the survey above and responded with the following: 1. Does the instruction in this project link with the curriculum of your high school? Yes, I really liked how the objectives were right at the beginning of the project so you knew exactly what was going to be covered. Our school has a major problem with plagiarism, and I think this project would help in many classrooms. 2. Is this project meaningful for your age group and subject(s) taught? I think this type of project would be meaningful to any age group. Even if older students have heard this information before it is always good to review. 3. Are the objectives clear and usable? The objectives were clear. I knew what the project was trying to accomplish. 4. Is the web-based scavenger hunt easily accessed and functional? The website offered in the instructions worked fine. I had to read through the entire page to find where to print off the worksheet, but other than that I thought it worked just fine. 5. Are the activities within the web-based scavenger hunt motivational and do they create a learning environment? The activities are fun for the students. They liked being on the computers and internet, and I think that was motivation for them to complete the assignment. Also, having videos that were funny helped. 6. Does the web-based scavenger hunt and worksheet allow for student-centered learning? Absolutely, all I said was here is the website, read the directions, and fill out this worksheet. Then, they were off. 7. Does the overall process achieve its goal? I believe it did. My students learned about plagiarism, what the causes were, a couple websites they can visit to help them, and how to cite their sources. 8. After viewing and implementation of this project, would your students be able to cite properly? I would think so. 9. What would you add or change to help student learning become more effective? I would probably add examples, especially student examples that my kids could view and compare their own works cited page to. Ive found that this helps.

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Part 7c. Comments on Change After completing the expert survey and one-on-one with Alicia Hales I changed a few things in the instructor guide. I really liked that she suggested adding student examples. I know that I learn by seeing and doing and examples would be very useful. After reading feedback from students I have decided to add a word document that students can access and look at examples of sources cited correctly. Also, on that same word document students can read through instructions that will show that how to cite sources through an automated program on Microsoft Word. Students will like this and it will help them to set up their sources. However, there is a disclaimer to this. Students must learn how to cite themselves because Word does not also cite it the proper way, but this program is a good start for them. Overall, the expert review and student feedback were very useful. Students always have the best insight on how to make instruction more fun. The students enjoyed the videos and I will keep those in this instruction.

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Part 8. AECT Standards Grid

STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 1.1 Instructional Systems Design Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. 1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. 1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process. STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. 2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. 2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources. 2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. STANDARD 3 UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. 3.1 Media Utilization Jenni Borg 2012 Page | 30

Media utilization is the systematic use of resources for learning. 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. 3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. STANDARD 4 MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects. 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. 4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling the method by which distribution of instructional materials is organized . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. 4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. 5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content. Jenni Borg 2012 Page | 31

5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. 5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning.Longrange is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.

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Appendices Appendix A Ethics Scenarios

Directions: Each scenario below could correspond to a violation of copyright, plagiarism, both infractions, or can be completely legal. Read each scenario and write what it is on the lines provided. Assume every student says their finished game is their own work. Example: A student says that he wrote the play Hamlet. plagiarism, copyright 1. A student creates a game with a completely original character. ________________________ 2. The student creates a background using a photo he found online as inspiration. ________________________ 3. A student creates sprites of Spongebob Squarepants. ________________________ 4. A student uses downloaded music to learn how to import music into Game Maker. ________________________ 5. The student creates all of her music by herself. ________________________ 6. Another student uses music without citing the source. ________________________ 7. A student puts the name of the source where he got his sound effects at the end of his game. ________________________ 8. A student borrows a storyline from a website after asking the author for permission to put his story in her game. ________________________ 9. A student tweaks a story he found on fictionpress.com and uses the new story as basis for his game. ________________________ 10. A student creates original backgrounds and music, but bases his sprites off of The Lord of the Rings. ________________________

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ANSWERS 1. A student creates a game with a completely original character. Completely legal Explanation: If the character is original than the student could not have stolen ideas or sprites from other sources. 2. The student creates a background using a photo he found online as inspiration. Plagiarism Explanation: The student has not cited in his game that he used ideas from the photo for his finished product. 3. A student creates sprites of Spongebob Squarepants. Copyright Explanation: The character is protected by copyright and cannot be used except with permission from the company or for educational uses. 4. A student uses downloaded music to learn how to import music into Game Maker. Completely legal Explanation: The student is using the music in this case for completely educational purposes. 5. The student creates all of her music by herself. Completely legal Explanation: The music is original and therefore does not violate any laws. 6. Another student downloads and uses music in her game without citing the source. Copyright, plagiarism Explanation: The music is not the students original work and is protected by copyright laws. By not citing any sources the student creates the illusion that she created the music herself. 7. A student puts the name of the source where he got his sound effects at the end of his game. Copyright Explanation: It is not enough to simply cite the source in this case; the student also needs to guarantee that the source will give him permission to reproduce the effects. 8. A student borrows a storyline from a website after asking the author for permission to put his story in her game. Completely legal Explanation: The student got complete permission to use the work and therefore is not violating any laws. 9. A student tweaks a story he found on fictionpress.com and uses the new story as basis for his game. Copyright, plagiarism Explanation: Anything posted online, even if unpublished, is still protected by copyright laws. Additionally, using another persons ideas and changing a few details is still essentially plagiarism. 10. A student creates original backgrounds and sprites, but bases his music off of The Lord of the Rings. Copyright, plagiarism Explanation: The music for the movie is copyrighted and cannot be reproduced without permission or educational intent. By not citing any sources the student creates the illusion that she created everythingincluding the music.

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Appendix B Web-Based Scavenger Hunt

Copyright Scavenger Hunt Activity

Learner Description: This page was created for middle school to high school age students regarding plagiarism and the Internet in their writing.

Plagiarism and the Internet

Instructions: This activity is for students in Mrs. Borg's English class. There are four hunts in this activity. Each hunt has one or more questions to be answered based on the information found on the linked Web site. Your job is to hunt through each site and answer the corresponding questions. Check the answer key link located at the bottom of this page when you are finished to score your own work. Please download the worksheet document to fill in your answers: Worksheet Document

Hunt 1. Plagiarism and the Internet

Click here to read the article and then answer questions 1-4 below.

Answer the following questions: 1. Plagiarism has never been -blank- than it is today? 2. What do plagiarists do in seconds now that they have the Internet at their disposal? 3. What is a "cheatsite?" 4. Why do you think "cheatsites" are making money now more than ever?

Hunt 2. Deliberate or Accidental

Please click the following link to read and answer questions 1-2 below:http://www.writing.northwestern.edu/avoiding_plagiarism.html

1. What is deliberate plagiarism mean?

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2. What is accidental plagiarism and give me three ways to avoid it?

Hunt 3. Put a stop to Plagiarism

Please click here to read and answer questions 1-2 below.

1. Why did a teacher in Piper, Kansas resign? 2. Under 'what you can do' section tell me three things teachers try to do to avoid plagiarism. Tell me after each one why does this matter?

Hunt 4. Consequences of Plagiarism

Please click the following link to read and answer questions 1-2 below:http://mail.baylorschool.org/~jstover/plagiarism/consequences.htm

1. Why is plagiarizing hurting oneself? 2. Why is plagiarizing hurting others?

References:

(2005). Avoiding Plagiarism. Northwestern University. www. writingnorthwestern.edu (2011). Consequences of Plagiarism. www.baylorschool.org/~jstover/plagiarism/consequences.htm (2012). Plagiarism and the Internet. www.plagiarism.org (2011). Put an End to Plagiarism in Your Classroom. www.educationworld.com/a_curr/curr390.shtml

[Answer Key] Check your answers here. 2012 Jenni Borg.

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Appendix C Scavenger Hunt Worksheet

Hunt 1: #1 Answer:

#2 Answer:

#3 Answer:

#4 Answer:

Hunt 2: #1 Answer:

#2 Answer:

Hunt 3: #1 Answer:

#2 Answer:

Hunt 4: #1 Answer:

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#2 Answer:

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Appendix D Rubric

Name: _______________________________

Description: This rubric will help you put your Works Cited page in the correct format. Source: Henry, Nancy. "What Happened on My Birthday." School Library Media Activities Monthly. Volume XXIV, Number 9, May 2008, p. 14. Exceeds Criteria Meets Criteria Approaches Doesn't Meet

Title of Page

Works Cited title is Works Cited title is The page has no centered at the top not centered or title. of the page. another title is used.

Citations are put on the last page of the paper.

Alphabetical Order of Citations

All citations are in alphabetical order by the first word of the citation (excluding a, an, and the).

Most citations are in alphabetical order by the first letter of the citation (excluding a, an, and the).

Some citations are in alphabetical order by the first letter of the citation (excluding a, an, and the).

No appearance of alphabetization.

Indentation of Lines

All citations begin at the left margin with the following lines in a hanging indent.

Most citations begin at the left margin with the following lines in a hanging indent.

Citation indentation No indentation of is reversed, with lines. the first line indented and the following line at the margin.

Completeness of Citations

All citations have all the required elements.

Most citations Some citations have all the have all the required elements. required elements.

None of the citations have all the required elements.

Order of Elements of the Citation

All the citations have the required elements in the proper order.

Most the citations have the required elements in the proper order.

Some the citations have the required elements in the proper order.

None of the the citations have the required elements in the proper order.

Punctuation

All citations Most citations contain the proper contain the proper

Some citations contain the proper

None of the citations contain the

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punctuation.

punctuation.

punctuation.

proper punctuation.

Completeness

All sources and pictures are cited.

Most sources and pictures are cited.

Some sources and pictures are cited.

None of the sources and pictures are cited.

A service of the Utah Education Network Comments, e-mail: resources@uen.org

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References
1. (1996). Facts about Plagiarism. http://www.plagiarism.org/plag_facts.html

2. Schieltz, Matthew. (2007). Reasons not to Plagiarize. http://voices.yahoo.com/reasonsnot-plagiarize-335686.html. 3. Smith, P. L., & Ragan, T. J. (2005). Instructional Design. 3rd Edition. Hoboken, NJ: John Wiley& Sons, Inc.

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