Assignment 2 Part-2 Plagiarism

Objectives of lesson:

  1. Students will learn what constitutes plagiarism
  2. Students will learn about best practices to avoid plagiarism

Student will work in small groups of 4.

Activity-1: What do they already know? Time: 5 minutes

Each group will be given an A4 paper like this

Definitely plagiarism May be plagiarism Definitely not plagiarism
     
     
     

They will be asked to work in their group and write four things about plagiarism on the given A4 paper.

Activity-2: Pre-quiz plagiarism Time: 5 minutes

Students will be guided to following link to take pre-quiz about plagiarism. Each student will take quiz individually.  http://www.lib.usm.edu/legacy/plag/pretest.php

Activity-3: Learn and Connect Time: 15 minutes

Students will learn new aspects of plagiarism and will connect with their previous knowledge. They will be directed to following link to learn about plagiarism. Moreover, they will discuss in groups as they explore more information about plagiarism.

http://www.plagiarism.org/plagiarism-101/what-is-plagiarism

https://www.indiana.edu/~tedfrick/plagiarism/index2.html

http://www.lib.usm.edu/legacy/plag/whatisplag.php

Activity-4: Reflect on learning, Time: 5 minutes

Students will be encouraged to discuss how their position has changed after reading. Then they will write new notes and fine-tune their previous notes on their group paper about plagiarism.

Activity-5: Assessment for learning, Time: 10 minutes

Students will take quiz at

http://slis.wayne.edu/students/policies/plagiarism-quiz.php

to check their understanding of plagiarims.

Activity-6: Best practices, Time:   15 minutes

Student in their groups study best practices to avoid plagiarism at

https://www.indiana.edu/~istd/examples.html

Activity-7: Identify Plagiarized work, Time:  10 minutes

Students in their groups go to following link

http://www.grammar-quizzes.com/writing_plagiarism_eg.html

to identify plagiarized work

Activity-8: Make concept map, Time:  10 minutes

Then all groups in the class will make a concept map on a big poster to show different aspects of plagiarism.

7.2 RSS Widget

7.2

Go to following link (http://www.contextures.com/xlSampleData01.html

)to get sample excel data. Copy the data to your workbook and apply different functions that you learn in the following RSS feeds.

CP056: So which formulas you should care to learn?

Find first & last date of a sale using Pivot tables [quick tip]

How many formulas should you learn? [Weekend Poll]

Finding if a cell has 7 in it… [Pattern matching in Excel]

 

Submit four excel workbooks to me at

http://usman.jksz.com:8088/assignmentSubmit.php
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Flickr is blocked in China so I could not search for images to create slideshow. I had to call somebody out of China and gave him directions to send me Flickr code to embed in my wordpress post.

If flickr is not blocked in China I will use to share images with students and then ask them to comment on structure and functions of organelles of cells that were shown in those images

—————————— Flickr coded is here——————

Rose, Rosa sp., 10x

nurons

7.1 Emerging Technologies and You

Web can improve learning experience of students in variety of ways. For example, it connects students to real world. In brick and mortar classroom, students excess to knowledge is only limited to text books and library but now, with the help of web resources, students can connect to expert of respective fields. They don’t have to depend on resources provided by teachers. They can collect information very efficiently at Wikipedia using search engines, right information in short time rather than going to library and looking for information. Cost in terms of time and effort of finding right information is reduced significantly. This explains the exponential growth of knowledge. They can be a node on information network and benefit according to their learning potential. Teacher’s role is merely reduced to a guide, who shares learning outcomes with students. Students can connect to information network and learn a lot.  Another google example here is issue of hard water, my students in shanghai had no idea about problems that people face in some part of world due to hard water. They did some research online and found lot of problems in countryside China. So they raised money to help people of effective areas.

It has also made communication lot easier. Previously students’ communication was only within school communities but now with the help of web tools they can socialize with students beyond political borders. They can also benefit students of other places by being node on information network. Moreover, students of similar interest groups can make clubs across the globe and coordinate their efforts to benefit those who are lagging behind. Sometime results of search queries on search engines bring questions to them which they answer. Moreover, they can also ask questions and see how different people answer their question from different aspects. All this create lot of knowledge on the information network.

It is even more important for science courses because it is not possible to do many complex science experiments at high school giving the unavailability of resources, lack of funds, government controls on certain dangerous chemicals. Animations, simulation are very helpful to compensate the inability to do experiments in school. Students can have hand on experience without touching the real chemicals. Interaction with simulations helps student learn properties of chemicals. Similarly, when students study physiology of the human body, it is not possible at high school level to bring a human dead body to provide them hand on experience , Therefore videos, surgery simulations are greatly helpful to fill in that gap. It is not possible for a teacher to be good at making animations or videos. So online resources provides all those animations which help students understand complex scientific phenomenon.

Sometime students cannot attend class because they are sick, or they had to be away for some reason. Sometime a student is just not performing best of his work due to some social issues. Teachers can put their resources online. Students can access those resources from their homes to make up for their loss. Strong students can use the resources to preview the upcoming lessons and activities. Weak students can use those resources to review. They can also be used to review before major tests and quizzes. Teachers can also share keys of assessment online for students. Moreover, online assessments are way more efficient and provide real time response to students, whereas teacher may take many days to provide feedback to students. By the time teacher provide feedback to students, students’ priorities have already changed to other tasks.

6.1 Cybersafety

I worry about risks to students in their online experience. It is very important that students are safe online. Offline is bit easier to manage due to controlled environment in schools but access to internet takes them beyond school walls.  One extreme could be to block access to internet at all or discourage it by limiting bandwidth. This hinders students’ progress by disconnecting them from rest of the world. Moreover, curiosity will drive them crazy and whenever they go back to their homes, they will access internet and explore all sort of things that they have not been taught to deal with in school. Most of schools have already realized that blocking and banning is not working. Allowing unrestricted access to internet is also not a solution to this problem. So all countries have some website blocked because they believe that contents of the websites are not in line with the social values of the country and they don’t want to corrupt minds of their citizen by exposing them to “wrong contents”.  I argue that two-pronged policy can be used to handle this situation. One is web monitoring systems to manage blacklist that will ensure safe dealing with cyber world. However, best one is to convince students to have safe conduct online by educating them about responsible conduct online. In case of China, there are focused efforts to educate students about responsible conduct online. Moreover, local governments often run campaigns on electronic and print media to educate people about internet safety.  In addition, it is part of our school policy to reiterate this often in variety of ways. It is taught in planning-10 course. Moreover, there are clubs in school to highlight this issue. It is also part of ICT 11 and 12 courses.  It is also part of our teacher advisory groups (TAG) meetings with students.  Generally speaking, students are submissive to school authorities in oriental cultures and they heed to authority’s advice. So we have not experienced many problems about cyber safety.

Government’s strict control on internet also ensure safe online environment for students. All websites, that have registered their domain names in China, go through strict web surveillance to ensure good quality of contents. Moreover, each political jurisdiction has its own layer of regulations to keep eye on contents on internet. People, in general, are open to try new technologies to improve standards of living. Moreover, Chinese parents are also very supportive of internet use for the education. So they never complained about this.

5.1 Activity Evaluation

Week 5, Part-A

Learning Objective: Inorganic Nomenclature

Students should be able to write names of ionic and molecular substances.

I taught inorganic nomenclature to my grade 11 chemistry class last week. Generally speaking, it is quite a boring topic because students have to remember many rules and have to do many worksheets to practice naming of ionic and molecular substances.  But this time, before teaching this topic, I took some time to introduce idea of mind maps to them. Moreover, I introduced some websites like bubbl.us to make mind maps and how to share with them. First I direct students Wikipedia to learn about IUPAC nomenclature’s history. Later, I assigned them task to make mind map and add more nodes to the mind map as we explore deeper into the nomenclature in three days. A rubric was given to them. It took three days to complete this topic. Every day, they added many new nodes and expanded their mind map.  They also shared it on the school blog to have it peer reviewed. They enjoyed learning the topic and did very well on summative assessment of the topic. Here are links to their mind maps.

https://bubbl.us/?s=533794#MzY2OTQ1Mi81MzM3OTQvMDk2ZTE4MDEwM2UyNjM4ZmFiODg0OGY0MWUyNjY5ODA=!X

https://bubbl.us/?s=7299064#MzY3MzE0Ny83Mjk5MDY0LzdmZGRmYmM5ZTk5NmU0ZTY2MjRiN2YxZjNkMTIyMWFk?X

https://bubbl.us/?s=533659#MzY3MzUxMC81MzM2NTkvYmUxODg5OTYyZjk4YTI3Yjk4ZDk3ZWNlZjI2ZWI4YTI=!X

https://bubbl.us/?s=533656#MzY3NjM1My81MzM2NTYvNWQxNTA4MmEzYzIwNDhkNzA1MGNiZWZmZGY4MmMwNGI=!X

https://bubbl.us/v3/index.php?s=7300601#MzY3Mzk2NC83MzAwNjAxL2ZjNTFiOGUwYjQxMjdhMTE3N2FmYjk3MzAyNGFiYTVi?X

 

The above activity reaches the level of redefinition according to SAMR model. This task is inconceivable without use of technology. I understand that students can make mind maps on paper but they cannot reedit without starting from scratch.  Buubl.us provides mechanism to move nodes to new places. It provides opportunities to build on with newly learned knowledge. Moreover, it engages students into rich learning experience  Not only does it enhance their learning experience but it also targets higher thinking order by providing chances of critical thinking by redesigning their concept map , collaboration with peers and communication on the school blog. Therefore, it goes along with revised bloom taxonomy’s standards as it provides means to apply, evaluate and synthesis.

One drawback that I found with bubbl.us is that it does not provide a way to share with public and thus student work is not searchable. So my students had to make screenshot to put it on their blog for peer review.

If I analyze the teaching design using SECTIONS model then I believe it students enjoyed leaning the inorganic nomenclature in groups. As to the ease of use, student found it hard to understand how bubbl.us works in the beginning but that as not shock for me. So I spent sometime in the beginning to introduce the mind map website even before I introduced them inorganic nomenclature topic.  There was not any cost associated with this design because bubbl.us gives three free mind maps with free signup. Moreover, communication part took place on an open source vanilla forums web application which is installed on our local school server. Mind maps are great tools to build connections between fragments of information. They are very natural because that’s what our neurons are doing in brain to learn. It was a group work so student collaborated with their peers to improve and build their mind maps. As to the organizational issues of this activity, I believe a well thought-out and planned lesson has greater chances to succeed.  I didn’t find any organizational issue with this lesson. It is quite easy technology to use. Students went to Wikipedia to learn about IUPAC nomenclature’s history. That helped them network with the experts in this field. All student signup data of Bubbl.us is saved on US servers, which means that privacy is decided by patriot act. Bubbl.us TOS claims to keep student data safe. Moreover, students in China, usually, do not provide correct info to web services.  Vanilla forums are hosted on our local school server, which ensures that students’ data is safe.

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Week 5, Part-B

 

Learning Objective: Properties of elements of periodic table

Students should be able to draw conclusions about the similarities and trends in the properties of elements, with reference to the periodic table.

Prior knowledge: Students had already learned about properties.  Moreover, they have learned video editing in film and media course.

I am planning to teach properties of elements to my grade 11 chemistry class in few weeks now. First I will introduce learning objectives to students and explain the key terminology.

Activity 1: Then I will split the class into small groups of two students each and will give them task to go to http://ed.ted.com/periodic-videos to learn about properties of elements. Watch elements’ video and pick any five elements which have similar four properties.

Activity 2:  Make a five minute video using youtube and other online resources to explain those properties. Their video should

  1. Define each property
  2. Show some experimental demo of each property
  3. Should compare each property with some other element’s property.

In addition, following http://www.olejarz.com/arted/digitalvideo/interviewrubric.pdf rubric will be used.

Activity 3: Upload the video on some video sharing website and put the link on school’s blogging system.

Activity 4: Watch other’s videos and comment on following aspets

  1. Three things learned
  2. Two things that you found interesting
  3. One question you still have.

I plan to use SAMR model to teach the properties of elements. This learning activity redefines the learning design. Activity-1 connects to experts of respective fields because all videos of elements are made by Ted experts. Students learn from right source and learn how those properties of elements are demonstrated in those video. At the same time, they communicate and collaborate with one another and back in their mind they are working on Venn diagram as they are expected to find few elements with four similar properties. It is expected that they will watch quite a few videos before they can find out right group of elements with similar properties. At the same time they will be discussing with one another, which help them reconstruct their thoughts. All this is going to enhance their learning experience about elements’ properties. Moreover it targets higher thinking order as it provides opportunities of critical thinking, collaboration and communication.

Later students will collect their information about the shortlisted elements. They will talk to each other to present it in a logical order according to the given rubric.  They will search online and find videos that demonstrate those properties and then put them together. Finally, they will embed link of their video on the school blog to have their videos peer-reviewed. This learning design has completely redefined the learning process to target higher thinking order of students.

 

Networked Learning Discussion

Bennan Keith raised some very interesting points about the MOOC. And Rebuttal offered by Downes responded those arguments in all fairness. Both writers’ contradictory point of view on this topic enlightened me about pros and cons and limitations of MOOC and connectivism. I will pick only two points raised by Bennan and evaluate them.

For instance, Bennan’s says that “negotiated sense of self can engineer success or failure of the educational experience” and he continues to deduce that connectivism discourages novice. Downs responds that urge to learn can be driven by circumstances and it does not necessarily come from self-efficacy. In a typical course, instructors mostly count on student’s motivation and they are quite limited on tools to create that “artificial urgency” that Downs show in saving the crashing airplane in disaster. A classic K-12 full time teacher lacks that amount of time to create that “artificial urgency”.

Another important argument is magnitude of cognitive load. Bennan debates that “Too high a cognitive load decreases a student’s sense of self-efficacy and too low triggers a boredom.” I believe this is very valid point if novice participates in a connectivism course. In general, a new participant feel over-whelmed with the magnitude of information that he has to decipher in the very beginning of the course. Down negates his point by saying that modern e-learning system interfaces take care of this and present information in increasing difficulty order. For example, a common email user of google can login in single step to check email. An advanced user can do lot more with his email(gmail) account; he can implement 2D verification, he may allow access rights of multiple devices, he may permit many third party applications to work with his gmail account.  Another important point that Down raised to outweigh Bannan’s argument of cognitive load, students do not have to read everything. They should have a basic skill of filtering and “noise cancelling” to find out what are right contents for them. I think novice lack those basic skills of filtering out right information, which frustrates them and discourages them.  But this is not failure of connectivism because basic skills of filtering should be taught at lower level in brick- and-mortar education system.

Does the connectivist pedagogy stand or is it flawed?

I argue that connectivist pedagogy stands but it is not flawless.  In dynamic world, evolution in technology and education philosophy will overcome its shortcoming. We have seen this pattern in primitive type of postal-correspondence based distance education system, which has already evolved into modern interactive system. Postal-correspondence type of distance education system was best with the given skills and technologies of that time but was it flawless? Those flaws were removed by the interactive technologies and it is quite possible that flaws of connectivist pedagogy will be overcome in near future and that will evolve it to next level.

Organizational skills and low-motivation level of K-12 students require very structured and detailed learning outcome with rubrics. Connectivist pedagogy works well at university level. I believe further studies on connectivist pedagogy will fine-tune this discipline and make it lot more adaptable at K-12 level. I hope that teacher colleges in future emphasize more on this and produce teachers who are equipped to use this at lower level.

Teaching Philosophy within an Online Context

Terry Anderson and Jon Dron have gone quite in detail to introduce the development in distance education over last five decades. Moreover, it is interesting to note that how changes in the philosophy of education reflected the development in the distance education system. Initially, it was postal correspondence type of distance learning where it was serving the Behaviorist- cognitivist approach to pedagogy. This group argued that learning should change one’s behavior.  So it didn’t value student-student and student-teacher interactions for leaning. In addition, it was assumed that knowledge in books should provide food for thought of individual learner.  Therefore, they as individuals should be able to know, comprehend, analyze, synthesis, and apply the learned knowledge.

Later social-constructivist emphasized more on student-student and student-teacher interactions to meet the goals of updated version of Bloom’s taxonomy. Technological developments in web 2.0 tools provided interactive solutions in the forms of chat groups, forums, blogs and comments, web-conferences.  Most recent type is connectivitist pedagogy, where students don’t need to learn new things; they can just go online and find the required information online. Everybody acts as a node on the information network and seeker can reach the provider online directly. Instructors role is reduced to a participant. I think technological developments over the past half a century has provided solutions to many problems that education faced and it has progressed in a very democratic way and has become more decentralized. Now, for the most part, control is in the hands of the real stake holder i.e learners.

I mostly use social-constructive type of teaching method. I am teaching high school students, who are not very well self-motivated. They require very structured plan. Moreover, detailed instructions about learning outcomes greatly make their life easy. There can be variety of different assessment tools but ambiguity in learning goals discourage the low-efficacy students of k-12.

3.4 Social Bookmarking

I found http://pinterest.com very useful took for social bookmark. It has very good user-friendly layout.  Moreover, It is very easy to organize into categories (boards) and add a new link(Pin) to the category. It is also possible to share picture right from one’s desktop.  Pinterest can pull contents from those links and show header information to visitors. You can access my board here https://www.pinterest.com/urusman/education-technology-in-the-curriculum/

Pinterest board links can be shared with class and students can see all important links, picture and documents in proper categories. This is very helpful for review before major tests in secondary school.

I have not used any social bookmarking service with my students yet because I am afraid that it will be blocked in China. I went to http://www.ebizmba.com/articles/social-bookmarking-websites to find social bookmarking website and was surprised to know that most of them are already blocked in China.

Web-Resource Criteria.

Authority, Timeliness, Accuracy  of Content Bias Sources

Poor
0 points
Fair
2 points
Good
4 points
Marks
Authority

 

 

 

 

 

 

No information about the author found on the page Author is known but his credentials are not strong enough to write about the topic. Author is affiliated to for-profit organization. Author has fairly good credentials and expertise in the field and he is not linked to for-profit organization.
Last updated

 

 

 

 

 

 

No information about update time found on the website or information is outdated. Currents events updated within six months but historical topics updated one to two years ago. Currents events updated within the last one month and historical events updated within six months.
Factuality of the contents

 

 

 

 

 

 

 

 

 

 

 

Information presented as facts are questionable, and are based mostly on the author’s opinions. It lacks supporting details like no data. The contents seems to be truthful, but the writer’s opinions are frequently revealed. Contents contain some cliché. Some supporting details are presented but those supporting details can not be verified from other sources. Has some information
about details and quality.
The contents provide facts and seems to be free from author’s opinions or bias. And has lot of data to support the statements. Contents contain suffeient details with data to support facts. Morover information can be verified from other sources.
Sources

 

 

 

 

 

 

 

 

 

Author fails to provide any references to the source of information or no reference information given on the web page. Only a few references support the content.

The author occasionally explains where information came from but does not provide direct links to original information.

The author clearly reveals the source of information and provides direct links to original information.
Motive Writer’s motive to sell a product or idea for his personal gain. The website tries to encourage the visitors to think a certain way. The motive of the website is to inform and educate its visitors.

 

Total Marks:

 

Website to analyze: http://www.medicinenet.com/diabetes_treatment/article.htm

Poor
0 points
Fair
2 points
Good
4 points
Points
Authority

 

 

 

 

 

 

No information about the author found on the page Author is known but his credentials are not strong enough to write about the topic. Author is affiliated to for-profit organization. Author has fairly good credentials and expertise in the field. 4
Last updated

 

 

 

 

 

 

No information about update time found on the website or information is outdated. Currents events updated within six months but historical topics updated one to two years ago. Currents events updated within the last one month and historical events updated within six months. 4
Factuality of the contents

 

 

 

 

 

 

 

 

 

 

 

Information presented as facts are questionable, and are based mostly on the author’s opinions. It lacks supporting details like no data. The contents seems to be truthful, but the writer’s opinions are frequently revealed. Contents contain some cliché. Some supporting details are presented but those supporting details can not be verified from other sources. The contents provide facts and seems to be free from author’s opinions or bias. And has lot of data to support the statements. Contents contain suffeient details with data to support facts. Morover information can be verified from other sources. 4
Sources

 

 

 

 

 

 

 

 

 

Author fails to provide any references to the source of information or no reference information given on the web page. Only a few references support the content.

The author occasionally explains where information came from but does not provide direct links to original information.

The author clearly reveals the source of information and provides direct links to original information. 4
Motive Writer’s motive to sell a product or idea for his personal gain. The website tries to encourage the visitors to think a certain way. The motive of the website is to inform and educate its visitors. 4

 

I think medicine net is a great website to search and cite information about diseases, their treatments and research in medical field.

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I find Delano criteria quite different from mine so I want to use his criteria to analyze information provided on medicinenet website.

  1. URL — .com (commercial) but many website like Wikipedia use .com as tld. So having .com tld does not necessarily mean their commercial motives.
  2. Author:  Robert Ferry Jr., MD— never heard of him, but clicking on this names shows his expertise in the field.  A quick google search results show that he is well known Professor of Pediatric Endocrinology
  3. Purpose:  To fact check — Inform, Teach,
  4. Links: To other articles that support information given on the website.
  5. Authority:  Professor of Pediatric Endocrinology
  6. Does it pass the smell test?  Yes, I think information given on the website are very objective and can be verified from variety of different sources.

It is very interesting to know that even thought I used quite different criteria to evaluate the medicinenet website but results turned out to be same. I think it is safe to conclude that a trustworthy website will always get good marks if any well-thought criteria is used to assess the website.