5210 Project A Review: Retooling plagiarism instruction using digital instructional design methods

This project is based on an actual request and work project that is happening at my University this semester. Project A and this class gives me more impetus to get it all right. I receive many requests for instructional design projects, but I’ve never been as intentioned with my build, project management, and assessment as this project.

I worked to include additional research and personal communications throughout the project to show the different stakeholder conversations that happened and will continue to happen which made this assignment stronger. But the build in Canvas has not been adopted by any faculty yet which I would count as a failure so far. I am refining the instructions to send to faculty as I think the lack of adoption is due to unfamiliarity with Canvas and disruptions from Winter Storm Uri. This project is still a work in progress at my University even though I turned in the project for this course. I will be presenting this project to faculty in two week for review and feedback and relaunching it to campus faculty in August aiming for 80% adoption by faculty teaching first-time-in-college students. I hope to gather data and publish a paper based on these results. I hope to reduce plagiarism and increase visits to learning support services.

The strongest part of the instructional design is the way the three components work together including the asynchronous Canvas module, activity-based in class seminar, and reflective written piece/survey. The weakest part of this design is getting the students to complete the reflection. The timing may need to change to give them time to apply the learning techniques with their course assignments before asking them to reflect.

I always try to align my work projects with PhD course assignments as much as possible to the sake of my sanity. This work has prompted requests for more instruction to be flipped using this framework which could be the beginning of Project B as the request is for more topics that combine into foundational Information Literacy instruction.