final instructional design project-plagarism-jenni borg

7/30/2019 Final Instructional Design Project-plagarism-jenni Borg

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Jenni Borg

Instructional Design

EdTech 503

December XX, 2012

Instructional Design Project:

Plagiarism


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Jenni Borg 2012 Page | 2

TABLE OF CONTENTS

SYNTHESIS/REFLECTION: ........................................................................................................ 4

PART 1: TOPIC .............................................................................................................................. 6PART 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:2NEEDS 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:ARCSTABLE ................................................................................................................................................. 17

PART 4. INSTRUCTOR GUIDE ................................................................................................. 19

PART 5. LEARNER CONTENT ................................................................................................. 23

PART 5A.LEARNING MATERIALS...................................................................................................................................... 23

PART 5B.FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS.................................................................................... 23PART 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 ....................................................................................................... 28PART 7C.COMMENTS ON CHANGE.................................................................................................................................. 29

PART 8. AECT STANDARDS GRID ......................................................................................... 30

APPENDICES .............................................................................................................................. 33

APPENDIX A ETHICS SCENARIOS......................................................................................... 33


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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 Iinitially 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 itsculminating 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 ofplagiarism 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 exactlystudents 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 observewhile she taught this to a 9

thgrade 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 videothat 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. FormativeEvaluation 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 paperthey can refer to this as a model


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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 hopeto keep adding and making this instructional design better and better.

Smith, P. L., & Ragan, T. J. (2005).Instructional Design. 3rd Edition. Hoboken, NJ: JohnWiley& 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 anexponential 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


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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 clickingHERE. 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
http://www.surveymonkey.com/s/3SJXQXNhttp://www.surveymonkey.com/s/3SJXQXNhttp://www.surveymonkey.com/s/3SJXQXNhttp://www.surveymonkey.com/s/3SJXQXN


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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?

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 2below.

0

2

4

6

8

10

12

14

16

Writing Cheating Copying Lying ALL

Class 1

Class 2

Class 3


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

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 3below shows the responses of the students.

0

5

10

15

20

25

Author first

name

Author last

name

Title Year Publication

Class 3

Class 2

Class 1


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

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?

Answers

NO

YES


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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 - 34610th - 323

11th - 30412th261

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.

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.

Students by Gender

Male

Female

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 fiveparagraph 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. Define plagiarism.

2. Write how to include proper citations in order to avoid the appearance of plagiarism.

3. Make a project plan to avoid the temptation of plagiarism

4. Scavenger hunts on the web how to avoid accidental plagiarism.

5. Read and analyze why you need in-text citations and Works Cited.

6. Write and show in a research paper how to construct in-text citations and Works Cited.

7. Write and show how to use MLA format correctly in a research paper.

8. Scavenger hunts on the web in order to utilize online technologies to learn aboutplagiarism.

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 increasingcomplex structures of human capabilities.

2. Learning is the mechanism by which an individual becomes a competently functioningmember 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 cognitiveprocessing undertaken by the learners.


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Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

ObjectiveBloomsTaxonomy

Classification (b)

Format of

Assessment (c)

Description of

Test form (d)

Sample Items (e)

1 Knowledge Performance Recall Items Examples of

plagiarism willbe identified

2 Application Paper and Pencil Web-basedscavenger hunt

Write citation ona research paper

3 Synthesis Paper and Pencil Web-based

scavenger hunt

Make a project

plan

4 Knowledge Performance Web-based

scavenger hunt

Scavenger hunt

to find examples

5 Analysis Performance Web-based

scavenger hunt

Reading and

analysis of in-

text citations

6 Application Performance Web-based

scavenger hunt

Will apply in-

text citations in a

research paper

7 Application Performance Web-based

scavenger hunt

Will apply MLA

format in a

research paper

8 Analysis Performance Web-basedscavenger hunt

Scavenger huntto find examples

9 Knowledge Performance Web-based

scavenger hunt

Scavenger hunt

to find examples

10 Application Paper and Pencil Web-based

scavenger hunt

Online resources

a game to utilize

OWL at Purdue


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Part 3c: ARCS Table

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

The instructor will gain student attention and

give a quick overview of information regardingthe topic of plagiarism. Instructor will click

HEREto access video.

The instructor will then pair students together

for a variability activity. The instructor willguide students through scenarios of plagiarism

where students have to decide if is cheating or

not. Instructor will clickHEREto access the

scenarios.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

Instructor will take students to a computer lab

or use laptop computer (whichever the schoolprovides).

Once students access computer they will log-

on to a scavenger hunt website that will be the

basis of the instruction to follow. To access thewebsite to the scavenger hunt clickHERE.

CONFIDENCE

C.1. Learning requirementsC.2. Success opportunities

C.3. Personal control

Students will have a rubric to follow that they

can check-off when they complete a task.

The instructor will have students print off aworksheet that will guide them through the

scavenger. The worksheet can be accessed on

the scavenger hunt pageHERE.

Students are required to finish at least half of

the worksheet per day.

SATISFACTIONS.1. Natural consequences

S.2. Positive consequencesS.3. Equity

This project will be usable in every class that

requires research and writing skills throughout

the remainder of their academic andprofessional careers.

Positive consequences will be receiving highmarks on assignments and feeling good about

projects and papers.
http://www.youtube.com/watch?v=tUSaQ5-mDRIhttp://www.youtube.com/watch?v=tUSaQ5-mDRIhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://www.youtube.com/watch?v=tUSaQ5-mDRI


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Self-evaluation with the rubric and feedbackfrom instructor will help guide students. Click

HEREto access the rubric.
http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988


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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 schoolprovides them.

2. The instructor will gain student attention and give a quick overview of information

regarding the topic of plagiarism. Instructor will clickHEREto 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 clickHEREto 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 toohard.

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
http://www.youtube.com/watch?v=tUSaQ5-mDRIhttp://www.youtube.com/watch?v=tUSaQ5-mDRIhttp://www.youtube.com/watch?v=tUSaQ5-mDRIhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://contributor.yahoo.com/user/41451/matthew_schieltz.htmlhttp://contributor.yahoo.com/user/41451/matthew_schieltz.htmlhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://www.youtube.com/watch?v=tUSaQ5-mDRI


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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. ClickHERE

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 computer2. 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.
http://www.youtube.com/watch?v=n3_tin1ik6Ehttp://www.youtube.com/watch?v=n3_tin1ik6Ehttp://www.youtube.com/watch?v=n3_tin1ik6Ehttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://www.youtube.com/watch?v=n3_tin1ik6E


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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. A works cited page2. Sources properly cited (students can refer to worksheet if they get stuck)

3. Students must correctly cite in-text citation in paper

4. Student must access OWL at Purdue at least two times while writing their paper

5. Students will complete research

6. 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. ClickHEREto 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. Lawyers (must have correctly researched and cited sources)2. Novelists

3. Journalists (especially need to cite their sources correctly)

4. Professors

5. Salesperson (when referring to how much a car is worth they cite a source)

6. 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.
http://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarized


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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. ClickHEREto access video.2. This worksheet will be used to go over plagiarism scenarios. ClickHEREto 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 clickHERE.

4. This worksheet will be used to complete the scavenger hunt. To access clickHERE.

5. This rubric will be used for student evaluation. ClickHEREto access the rubric.

6. This video will be used to conclude. ClickHEREto view the video.

Part 5b. Formative and/or Summative Assessment materials

Formative:

1. This rubric will be used for student evaluation. ClickHEREto 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 clickHEREor

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.
http://www.youtube.com/watch?v=tUSaQ5-mDRIhttp://www.youtube.com/watch?v=tUSaQ5-mDRIhttp://www.youtube.com/watch?v=tUSaQ5-mDRIhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://www.woodtv.com/dpp/news/local/ottawa_county/public-comments-urge-firing-supt-who-plagiarizedhttp://www.uen.org/Rubric/rubric.cgi?rubric_id=17988http://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger.htmlhttps://docs.google.com/document/d/11kfm6sVMJSXzgmxFulyikJiVPfUDJ1A5BTu0_o0yVw4/edithttp://www.youtube.com/watch?v=tUSaQ5-mDRI


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

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

3. Are the objectives clear and useable?

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

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

learning environment?

6. Does the web-based scavenger hunt and worksheet allow for student-centered learning?7. Does the overall process achieve its goal?

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

properly?

9. 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. Was this project fun?

2. Were the videos funny and did you learn from them?

3. Was the scavenger hunt easy to complete?

4. What was hard or what did you not understand while doing the project?

5. 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:



3. Are the objectives clear and usable?




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

7. Does the overall process achieve its goal?


properly?


I will then ask her students the following questions:

1. Was this project fun?

2. Were the videos funny and did you learn from them?

3. Was the scavenger hunt easy to complete?

4. What was hard or what did you not understand while doing the project?5. 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 clickHERE. Or view below:

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

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

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


*

3. 3. Are the objectives clear and usable?


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


*
http://www.surveymonkey.com/s/9GNV86Yhttp://www.surveymonkey.com/s/9GNV86Yhttp://www.surveymonkey.com/s/9GNV86Yhttp://www.surveymonkey.com/s/9GNV86Y


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

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

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


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


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

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

*9. 9. What would you add or change to help student learning becomemore 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:


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.


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.


The objectives were clear. I knew what the project was trying to accomplish.


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.



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.


Absolutely, all I said was here is the website, read the directions, and fill out this

worksheet. Then, they were off.


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.


properly?

I would think so.


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 learningby 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 ofanalyzing, designing, developing, implementing, and evaluating instruction.

1.2 Message DesignMessage 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 activitieswithin a lesson.

1.4 Learner Characteristics

Learner characteristics are those facets of the learners experiential background that impact theeffectiveness of a learning process.

STANDARD 2 DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materialsand 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 microprocessor-based 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 resourcesfor learning by applying principles and theories of media utilization, diffusion, implementation,

and policy-making.

3.1 Media Utilization


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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 InstitutionalizationImplementation 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 RegulationsPolicies 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 ManagementProject management involves planning, monitoring, and controlling instructional design and

development projects.

4.2 Resource ManagementResource 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 bywhich 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, orprocessing 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 pre-specified content.


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5.3 Formative and Summative EvaluationFormative 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.Long-

range is usually defined as a future period of about three to five years or longer. During strategicplanning, 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 onthe lines provided. Assume every student says their finished game is their own

work.

Example: A student says that he wrote the playHamlet.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 permissionfrom 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 musicherself.

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.


Explanation: Anything posted online, even if unpublished, is still protected by copyright laws.

Additionally, using another persons ideas and changing a few details is stillessentially plagiarism.

10. A student creates original backgrounds and sprites, but bases his music off of The Lord of theRings.


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 theillusion 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

Clickhereto 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?
http://edtech2.boisestate.edu/jenniborg/502/Scavenger_Worksheet.doc.docxhttp://edtech2.boisestate.edu/jenniborg/502/Scavenger_Worksheet.doc.docxhttp://edtech2.boisestate.edu/jenniborg/502/Scavenger_Worksheet.doc.docxhttp://www.plagiarism.org/plag_article_plagiarism_and_the_internet.htmlhttp://www.plagiarism.org/plag_article_plagiarism_and_the_internet.htmlhttp://www.plagiarism.org/plag_article_plagiarism_and_the_internet.htmlhttp://www.writing.northwestern.edu/avoiding_plagiarism.htmlhttp://www.writing.northwestern.edu/avoiding_plagiarism.htmlhttp://www.writing.northwestern.edu/avoiding_plagiarism.htmlhttp://www.writing.northwestern.edu/avoiding_plagiarism.htmlhttp://www.plagiarism.org/plag_article_plagiarism_and_the_internet.htmlhttp://edtech2.boisestate.edu/jenniborg/502/Scavenger_Worksheet.doc.docxhttp://edtech2.boisestate.edu/jenniborg/502/Scavenger_Worksheet.doc.docx


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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 clickhereto 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 1-2below: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.
http://www.educationworld.com/a_curr/curr390.shtmlhttp://www.educationworld.com/a_curr/curr390.shtmlhttp://www.educationworld.com/a_curr/curr390.shtmlhttp://mail.baylorschool.org/~jstover/plagiarism/consequences.htmhttp://mail.baylorschool.org/~jstover/plagiarism/consequences.htmhttp://mail.baylorschool.org/~jstover/plagiarism/consequences.htmhttp://edtech2.boisestate.edu/jenniborg/502/scavenger_answer.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger_answer.htmlhttp://edtech2.boisestate.edu/jenniborg/502/scavenger_answer.htmlhttp://jigsaw.w3.org/css-validator/check/refererhttp://validator.w3.org/check?uri=refererhttp://jigsaw.w3.org/css-validator/check/refererhttp://validator.w3.org/check?uri=refererhttp://edtech2.boisestate.edu/jenniborg/502/scavenger_answer.htmlhttp://mail.baylorschool.org/~jstover/plagiarism/consequences.htmhttp://www.educationworld.com/a_curr/curr390.shtml


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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. VolumeXXIV, Number 9, May 2008, p. 14.

Exceeds Criteria Meets Criteria Approaches Doesn't Meet

Title of Page Works Cited title is

centered at the top

of the page.

Works Cited title is

not centered or

another title isused.

The page has no

title.

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

is reversed, with

the first line

indented and the

following line at the

margin.

No indentation of

lines.

Completeness of Citations All citations have

all the required

elements.

Most citations

have all the

required elements.

Some citations

have all the

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

contain the proper

Most citations

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 theUtah Education Network

Comments, e-mail:[email protected]
http://www.uen.org/index.htmlhttp://www.uen.org/index.htmlhttp://www.uen.org/index.htmlmailto:[email protected]:[email protected]:[email protected]://www.uen.org/http://www.uen.org/mailto:[email protected]://www.uen.org/index.html


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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/reasons-

not-plagiarize-335686.html.

3. Smith, P. L., & Ragan, T. J. (2005).Instructional Design. 3rd Edition. Hoboken, NJ:

John Wiley& Sons, Inc.
http://www.plagiarism.org/plag_facts.htmlhttp://www.plagiarism.org/plag_facts.htmlhttp://contributor.yahoo.com/user/41451/matthew_schieltz.htmlhttp://voices.yahoo.com/reasons-not-plagiarize-335686.htmlhttp://voices.yahoo.com/reasons-not-plagiarize-335686.htmlhttp://voices.yahoo.com/reasons-not-plagiarize-335686.htmlhttp://voices.yahoo.com/reasons-not-plagiarize-335686.htmlhttp://voices.yahoo.com/reasons-not-plagiarize-335686.htmlhttp://contributor.yahoo.com/user/41451/matthew_schieltz.htmlhttp://www.plagiarism.org/plag_facts.html

final instructional design project-plagarism-jenni borg

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