Helping Students Evaluate Internet Materials

Many students now use the internet to find materials for their papers, which would be fine if they used valid, reliable sources. Despite me explaining to students the difference between peer-reviewed journal articles and everything else, and a very explicit, written policy on my syllabus about using Wikipedia, they continue to use any old thing they find including Wikipedia. In fact studies have found that students use the first things they find, rather than assess their quality. In Spring 2012, I added to my HS5 Systems course a unit on “Evaluating Web Resources” since they have to use material to create their own web page.

These new resources included:

• Choose the Best Search for Your Information (Noodletools.com)
• Tutorial on How to Choose Credible Sources (Sophia.com)
• UC Berkeley - Evaluating Web Pages: Techniques to Apply & Questions to Ask
• John Hopkins - Evaluating Information Found on the Internet
• UC Santa Barbara - Evaluating and Citing Online Resources

Student response to these resources were so positive that I added them to the CA8 Moodle shell in the Spring 2012 and they appeared on all my course shells beginning with the Fall 2012.

In HS5 Systems course one of the questions on their assignment asks them to explain how they evaluated the sources they included on their web page. This question might be included in other course assignments to encourage students to evaluate the web resources they use.

Turning Plagiarism into a Learning Experience

After reading the article by Karon (2012), A Positive Solution for Plagiarism, I began thinking about how I can turn incidents of plagiarism into a learning experience for the students involved. Karon suggests that the first paper students write in lower level writing courses should be about plagiarism. This is based on the assumption that in many cases students do not understand what constitutes plagiarism. I am not sure this is true, but it begins with a positive approach that we need to teach students what plagiarism is before we can punish them for engaging in it. For the purposes of this discussion I am only using plagiarism to refer to using large portions of text or online materials without citations. And while citations might not be in correct APA style, if the student attributed the work to another, I do not consider that plagiarism. Such students need to learn to APA citation style. On the other hand, using another student’s paper or purchasing a paper is clearly academic dishonesty and does not allow for the student to use the defense that they did not know that what they were doing was wrong. This behavior requires appropriate academic discipline.

But I am not a teacher of writing and most of my students are in upper level courses. So while I can hope that others have taught students not only about plagiarism, but also strategies to avoid it, each year Turnitin finds multiple cases of plagiarism in the papers I review. This occurs even when I tell students what Turnitn will do and I allow them to submit their papers multiple times before the due date so that they can see their own originality reports and correct potential plagiarism.

Historically, the first time a student plagiarizes in my course, I have told them that I will not grade their paper and that they must fix their errors and resubmit the paper. Until they do so, they have earned “0” for the assignment because an “F” indicates they have tried to do the assignment and did it poorly, but such papers do not have extensive plagiarism. But aside from highlighting the plagiarism in Turnitin, I have not taught them how to fix their papers. Does such a student know how to fix their papers? The cynic might say yes, but maybe the student does not understand plagiarism or how to fix it. Many times students say “but I used the textbook”, “I did all the readings” and “I worked hard on this paper”.  They almost never say “What is Plagiarism?”

So maybe I have to be prepared to help students learn what plagiarism is and how to avoid it. I can turn their acts of plagiarism into a learning experience. So based on the suggestion of Karon, I have developed an assignment with resources to help students learn about plagiarism and fix their papers. Using Storify.com, I put together some web resources on plagiarism and how to avoid it, which can be viewed by all students. I plan to add a link into all my Moodle courses. The Storify page offers students the opportunity to understand plagiarism before they write papers. I have included the plagiarism paper  requirements to for those who need them. I hope that the publication of the additional work may also act as a deterrent. Of course these papers must be submitted through Turnitin.

After reviewing the materials, students who have been found to plagiarize are required to write a 3-5 page paper on plagiarism with relevant references in proper APA style. Each paper must include:

·      a definition of plagiarism,

·      identification of the kinds of plagiarism found in the student paper that was submitted and the means for correcting it

·      discussion of three strategies that could be used to avoid plagiarism in the future.

Since I use Turnitin for grading student papers, I have created a grademark that I can place on plagiarized papers that directs the student to complete the paper on plagiarism and the Storify resources. 

The writing of this paper is no guarantee that the student will be allowed to rewrite the paper, because I want them to understand the gravity of the their behavior and want them to take the written assignment seriously. After this paper is submitted, I will inform students whether they will be allowed to fix their plagiarized paper and resubmit it for review. Not only does this assignment require the student to demonstrate that they understand plagiarism and what portions of their writing are plagiarized, but it also asks them to show that they have some understanding of how to fix the paper. If they are unable to do so, I will refer them to the Learning Enhancement Center for additional work.

What to do about patterns of plagiarism? I indicate to students that a second incident of plagiarism with result in academic review and possible discipline. While writing this paper, I began thinking about students who have multiple episodes in different classes with different faculty. While we might not wish to initiate academic sanctions against a student with one incident, we might want to track events in some way to determine if students have multiple incidents. For example, while I may use Turnitin, others may not so do not know a student is plagiarizing. Or the student tries to plagiarize in every class to see if they can get away with it. Since we do not have faculty meetings to discuss students or their progress, maybe we need to report all instances of plagiarism to department chairs, who can decide if further academic discipline is needed.

I would like to hear how others deal with plagiarism in their classes. Please feel free to use my storify page - What is Plagiarism and How to Avoid It and/or my assignment in your classes. Let me know if you have other links or resources that could be added and shared.

Using Social Media for Project Publication

I’m eager to share the success and hurdles I’ve experienced using technology in new ways this semester. I am experimenting with social media as a teaching tool in my Critical Thinking & Writing through Literature class. While launching this social media element was daunting to me, I was impressed with the successes reported from other institutions, as well as our own Lynn Sally. 

Most of my class readings and resources explore how great writers across time use literary devices and insight to speak out as critics of corrupted leadership and narrow thinking. That is a tall order for any student, and quite a new practice for many of our students. As this is a course I regularly teach, I am always keen to explore how the delivery of content and expectations for engagement radically shape the depth of critical inquiry around a topic or reading.  

This is best illustrated through our “Signature Assignment” (self-directed learning project), which focuses on social justice issues. In the past, these culminated in class discussion and PowerPoint presentations.

I have grown more and more frustrated with the “dead-end” feeling of this presentation format. For all of their great probing and creation of meaningful testimonies to individuals who are boldly “speaking truth to power,” the final product was limited to those in the room and a PowerPoint file… now collecting dust at the bottom of my desk drawer. This format fanned their inspirations only to become yet another project that died at the classroom door.

Enter Social Media. This spring term, for our Truth to Power projects, students

• chose one individual or small group that they think played a significant part in 2011/2012 in helping to “re-write” how we think about power, institutions of power and inequality

• used Bloom’s Taxonomy- Levels of Learner Knowledge to fuel their critical inquiry.

• were required to use Twitter to engage with class material outside of class and gradually to engage with their topic through Twitter.

The final for this project was a multimedia analysis of their projects distributed back into the world via another social media, i.e. YouTube, Blog, Storify, Tumblr, Prezi, Paper.li, etc.

Resistance was strong at the beginning, as students could not grasp the relevance of the social media component and/or were intimidated by the new online platforms. But truly, in week 4, when 15 students posted on Twitter their deep reflections to our Plato reading, my jaw dropped with a “holy shizzle, this works.” Of course, our next class session was totally radicalized by the dynamic on-line feed that proceeded our meeting.

The most incredible shift, however, came just this week, when students presented their published analysis of their topics to the class. Not only were we already invested in one another’s topics, but the testimonies were beautifully crafted, the writing was (mostly) very strong, and the class was amazingly empowered by becoming directly involved with a movement because of their online publication. (In fact, tears were shed.)

Here are links to two projects:

http://prezi.com/ypc6ia0tlwoe/the-april-6-youth-movement/

http://storify.com/BoogieManL/dying-to-be-pure

(This work was made accessible to general public by the students)

They got it. They got that the potential impact of their writing is powerful, that it creates ripple effects around the world and can influence someone (or a movement) without them even knowing. They are taking new-found responsibility for their writing. Never before in my teaching have I seen my students grasp the immediacy and far-reaching impact of their writing and language so well. 

Here is one success story of a course- students- being transformed by paying attention to relevance of course material, pushing comfort levels, bridging unforeseen connections and building peer community outside of the classroom. In an email today, a student wrote:

I found the Signature Assignment to be an eye opening experience. After I fully understood what the project was about, I realized how this assignment was truly innovative. Never did I think Twitter would be an integral part of my college studies. I especially enjoyed using social media at the completion of the project by sharing with the online community. It was interesting to research a group who was making a change in the world. During the time of the Arab Spring, I followed the coverage and thought I fully understood its purpose. Little did I know what was shown on television was a one-sided filtered agenda of what was happening. Your project exposed me to a grassroots revolution from the ground up. It brought to my awareness that true change can really happen if one is determined enough to speak up and speak out. And it is a sign of our times that social media can facilitate the mission statement of any cause. This class component enriched my learning experience and I'm sure it will do the same for future students.

I will be updating this assignment by

• giving more directed prompts for Twitter posts

•  giving more demonstrations for using Bloom’s for guiding critical inquiry

• assigning project benchmarks that link directly to in-class learning objectives

•  share examples of past student publications to help make a rather abstract assignment more concrete and inspiring

I’d love to hear any feedback and suggestions for moving forward!

Parker Pracjek, Academic Coordinator, Learning Enhancement Center

Using Social Media for Social Change

At the regional PCA/ACA this week, I presented a paper on my experiment with using Twitter in a Common Curriculum Course, Critical Thinking & Writing through Literature, and a BAUS first semester course, Self-Assessment through Writing and Technology.  I presented my paper, “Writing & Thinking in 140 Characters or Less:  Twitter as Purpose-Centered Education,” on a panel with a Carol Bernard who presented on a study she did using a Facebook teacher page and Lindsay Illich who presented on using Word Clouds to help teach composition. 

You can create a word cloud out of a text through the website www.wordle.net, and the image that is produced will show you the primary words used in a particular text.  This could be an interesting exercise for analyzing the differences between two political speeches, for example, and it made me think that Word Clouds would be a great inclusion in the Public Speaking common curriculum course which is currently being developed at my college.  It is exciting to see other educators’ use of technology to enhance the classroom experience, and I was interested in the ways that colleagues have thought so deeply about how to teach students to think and write through these technologies.  It also got me to thinking about whether I practice what I preach.

As MCNY promotes Purpose-Centered Education that fosters students to become socially engaged change agents, this seemed a logical extension to move towards using Twitter and social media more broadly for productive ends.  Social activism does not have to happen simply in the traditional “internship” model on which the college – in the past – has been based.  As a cursory glance at revolutions around the world indicate, social media has been central to many – if not most – of our modern movements for change. 

This semester, I assigned Twitter for the Critical Thinking Signature Assignment, and asked the students to create a project called “Using Social Media for Social Change.”  They were asked to research a topic that was either 1) connected to their Constructive Action or 2) of political or personal interest to them.  They were then asked to follow that topic through their involvement with Twitter, by following leaders and organizations, retweeting, and generally getting involved in a topic through social media sight.  As they researched, read, and got involved, at the end of the semester they are asked to use social media to sum up their findings, and to recirculate that through a social media sight such as YouTube, Tumblr, Prezi, or a host of other options.  The idea is that their research would then be recirculated through the social media that they did their project.

I realized, perhaps too late, that asking students to bring about some type of social change – despite the medium – is daunting.  It’s not that using Twitter or using Twitter for productive ends is beyond students, but rather that I don’t know if I succeeded in breaking that down – just like one would break down a research paper in a composition class – into steps.  Some of the questions that have arisen include:  how do we get students to use social media critically?  What type of additive assignments can be given to help students establish, research, and develop their topics? In short, how do we get students to “start a revolution” or movement online?

Here are some ideas of how I will update this assignment in the future:

1)       Suggest Topics.  Though it may seem limiting, I realized that giving students possible topics may be useful for some.  “If you could change the world, what would you change?” question is admittedly both daunting and seemingly impossible.  Suggesting topics will give options to those students who find difficulties coming up with their own.  It also allows us to connect to what is happening politically and socially both locally and globally, and to place our conversations in class in a larger context.  The topics can give students options, and can help them brainstorm their own take on the suggested topics.

2)      Show Examples.  I tried to model in class how I was using social media for productive ends by showing students who I was following, and what I had learned about current events or topics of interest to me through Twitter.  But a don’t know if this was entirely successful.  In hindsight, I think a list of concrete examples of others using social media for social change would have helped students understand the concept.  These concrete examples could include

a.       celebrities who use Twitter to support causes;

b.      individual or organization who use  their Twitter feeds for activism;

c.       examples of viral videos, etc. that have helped broadast social issues;

d.      online “boycotts” and “buycotts” as strategies for supporting issues important to students as consumers;  

e.      examples of revolutions and movements around the globe broadcast on social media 

This list could, in turn, be placed on a collaborative editing cloud such as Google Docs, so that students and instructors could contribute examples that they come across.

It may be the end of the semester, but it’s never too late to think about and implement changes in the classroom.  I will run this by students this week in class, and see what they think.  I am sure they will have suggestions that will improve the classroom for all.