Transcript Presentation - LOEX Annual Conference

LOEX 2014
Frances Whaley
Illinois Valley Community College
No place so close can take
you so far
Vision: Leading our
community in learning,
working and growing
Mission: IVCC teaches those
who seek and is enriched by
those who learn
 Academic
blueprint, faculty driven
 SOUP Computer & Information Literacy
 https://www.ivcc.edu/soup
 Evaluating Sources Project (ESP)

WWWs of web site evaluation
 Respecting


Intellectual Property (RIP)
Citing Sources
Avoiding Plagiarism Tutorial
Jason Beyer, Philosophy
 Mark Brown, English
 Mel Keiser, Art
 Keith King, Biology
 Betsy Klopcic, Psychology
 Kirk Lockwood, English
 Adam Oldaker, English
 Pat Pence, Nursing
 Tara Ptasnik, English
 Jeff Spanbauer, History
 Emily Vescogni, Learning Technologies
 Frances Whaley, Library

 Faculty
choice in implementation
 Accidental vs intentional plagiarism
 Ease of implementation
 Multi-disciplinary impact
 Content
MLA vs multiple
styles
 Modules vs entirety
 Learning vs
evaluation
 Replication vs
unique resource

 Access
Public vs college
 Single format vs
multiple
 Wide distribution vs
targeted
 Proof of completion
- student vs teacher

Team discussion
 3 writers (sub-team)
 1 editor/writer
 Faculty forum
 2 editors
 Team feedback
 Web master & educational technologist
 2 editors/writers & web master
 Team feedback
 Student pilot
 Faculty sessions
 Roll-out
 Faculty survey


“Between free speech and the
Internet, children and adults alike
need a filter system to dissect and
use the information around them.
Our tutorials are clear, concise and
easy to use. If individuals have the
opportunity to practice and apply
the tutorials we have created;
eventually, they will automatically
apply the skills we have taught
them, just like any other activity cooking, pitching, golfing, painting
or playing an instrument. Practice
is the key addressing and mastering
this topic. Most will not learn on
their own. Thankfully, IVCC has
embraced the plagiarism issue and
has created resources that faculty,
staff, students and even parents
can use.” – Michelle Story,
Computer Laboratory Instructor

“This tool reminds students that
what they learned about plagiarism
in English class still applies to their
other classes. It is a great way to
remind the students about avoiding
plagiarism. It also shows them how
to avoid plagiarism, and is a great
review for those students who
haven’t thought about plagiarism
in a while. We have a lot of nontraditional students who might not
have been in the classroom for a
while, and it is a good way to get
them back on track to understand
and avoid plagiarism. This tutorial
is an opportunity to remind my
students how to avoid plagiarism
without me having to use classtime to explain it myself. I didn’t
work directly on the tutorial, but I
enjoyed discussing the topic of
plagiarism with faculty members
outside of my discipline.” – Keith
King, Biology Instructor
 Adam
Oldaker,
English Instructor
 Co-chair of RIP
Team
 Tutorial draft
writer and editor
 Oldaker
clip 1
 Oldaker
clip 2
 Kirk
Lockwood,
English Instructor
 Tutorial draft
writer
 Primary editor
 Activity writer
 Blackboard
instructions writer
 Trainer
 Lockwood
clip 1
 Lockwood
clip 2

34 students – 3 library student workers, 31 students in two history classes.

34 responded the navigation was easy and the length was manageable.

33 responded the writing style and language were easy enough to read and understand. The 1 who
said it was challenging to read and understand took 41 minutes for the entire tutorial and still said
the tutorial would benefit students in all classes.

Students self-reported the amount of time it took per section to read the content and complete
the corresponding activity.
Section 2 average <7 min
Section 3 average <8 min
Section 4 average <10 min
Section 5 average <8 min
(Total calculated based on self-reported section times) Entire tutorial average <32 min

Per section the lowest time was 3 minutes to the highest of 25 minutes. For the entire tutorial
the highest time was 60 minutes

We asked if the tutorial would be beneficial to students in classes with writing assignments, in
classes with writing or presentation assignments, in all classes (including career and technical
education programs), or would not be beneficial to students.
15 – all 12 – writing or presentation assignments
5 – writing assignments 0 – not beneficial

We asked students to select all that apply regarding the tutorial content – if the tutorial contained
new information to me, repeated information I already knew, helped refresh information I had
forgotten, or needs more information to be useful to me. (the sum will be greater than 34)
15 – new
28 – refresh 22 – repeat 0 – needs more info to be useful
 “I
believe this tutorial is a wonderful idea
and should be required for all of the students
attending IVCC. This would be benficial
after winter and summer breaks because it
can be difficult to remember all of this
information. I never forget the main factors;
however, a quick refresher at the beginning
of every semester would benefit every
student with a better grade and every
teacher with a paper that is properly cited.
As a future educator myself, I believe this a
fantastic tool and great job by all of you who
were involved.”
 “I
liked that it was just straight forward and
easy to go through. Sometimes citing
correctly can be difficult, but I'd come back
to these pages if I was doing a paper to make
sure I was following the steps.”
 “The
tutorial was clearly written and easy to
follow. It is very useful for those who are
unfamiliar with or need a refresher on
plaigarism.”
 Revision





Make one menu button in Blackboard
Create an additional version besides Blackboard
Add a cumulative assessment
Renumber sections
Incorporate faculty survey responses as necessary
 Survey
classes of students
 Survey faculty again
 Faculty
interest
 Build team
 Build awareness
 Roles
 Communicate!!
 Pilot
 Assess
 Improve
 Communicate!!
 Common
area
 Cross disc; tech
 Workshops; emails
 Coordinator,
creators, editor
 Everyone might
need to know
 Develop tools; ask
 Stay focused
 Everyone might
need to know
 Last
stage of implementation is complicated
 An editor will never stop editing
 People are awesome & should be recognized
 People may disappoint; still make progress
 Blackboard just does weird stuff
 Know factors and timing for improvements
 Students don’t intuitively know how to avoid
plagiarizing
 Faculty need time to try new things
 Check to see what’s already out there
 Allot time for the entire process
Guest access to
Avoiding Plagiarism Tutorial
in IVCC’s Blackboard
provided upon request.
 Would
you like to use or adapt IVCC’s Avoid
Plagiarism Tutorial?
 What delivery format would you suggest we
use rather than Blackboard?
 How could you use a collaborative process
like this one at your institution?
 Frances
Whaley, Head Librarian
 Illinois Valley Community College
 [email protected]
 815-224-0263