How to correct Plagiarism with P-12 students....

How to correct Plagiarism with P-12 students....

So often in my daily work I see patterns of plagiarism with the students that I supervise. As a former classroom teacher I taught the research process with both my elementary and secondary students. This is one the larger reasons I support having a Thesis requirement on advanced degree programs. I greatly appreciate having to write a thesis proposal for my Masters Degree, a full thesis for my Specialist Degree, the dissertation for my Doctorate Degree. It is very evident that where there is practice there is perfection. You must write professionally in professional settings and to do this you must have practiced extensively.

I enjoy writing which is the reason I focus so much on content and the construct of written communications. You will find that in most of my writing I do not quote as much as others do in general writing. In short, I write freely...I do not find the need to quote in my informal communications in that I always rephrase what I have read. However in more formal documents, I will cite my sources. Nonetheless, I do cite my sources as references in my various blog post. Again, these are often documents that I have read of which I do not need to cite as I am not using quotes.  This practice comes from repetitive practice. Having said, we must teach our students the correct processes in research and formal writing. This holds true to texting which is another post...

Having also been a high school assistant principal, I saw too many copy and paste documents submitted to teachers for evaluation. The sad issue was that the teachers accepted and graded the papers and awarded high scores. This in my view was deplorable. I addressed the matter with various teachers and I found that they did not know any better. Again, if there was more formal writing in college programs of adult students with thesis requirements we as educators would have a better command for the research and documentation process. Plagiarism is very common because it is not understood and recognizable by the common eye. Very often people talk the way they write. I can very easily spot the falsehoods in a person's written communication if they are speaking in the opposite voice. This is a first sign. Secondly when you have sources that do not match you may consider some form of plagiarism to exist. Again, without any training on the research process you will overlook these indicators. Lastly a very common eye-opener is the individuals' inability to discuss their work. In short, they have no idea where to begin a conversation about what they have submitted.

The correction process towards plagiarism is not an easy fix; however it can be done with more applied efforts in professional writing. In my school district we employ a concept of Power Writing. I am a advocate of this practice. However, we are having to really push the issue. Many educators write poorly and do not know it. They avoid writing and they do not correct their students. They allow students to write poorly and speak using incorrect english. Others write poorly and don't care. In both situations students fail to master the process therefore plagiarism exist. If we have more practice in writing we will see better results with our students. Therefore I am taking an active approach towards this issue. Again, the educator must be proficient. This is why I will begin, hosting writing series with my staff to determine the need for assistance and to better focus on how to improve the problems associated with plagiarism in P-12 educational settings. We will begin on this week in Career and Technical Education writing and correcting our works. With this corrective action we will improve the writing of our students and less the frequency of Plagiarism in P-12 settings.

Resources:
Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31-42.

Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director of Programs
Career & Technical Education - Macon County Public Schools
lowema@maconk12.org

Post-Doctoral Program
Walden University
M.S. Program Instructional Design & Technology

Developing Quality Instructional Programs; Online Learning and Program Evaluation.

Developing Quality Instructional Programs; Online Learning and Program Evaluation.



As I begin to explore the concept of online learning in various educational settings, I take many factors into consideration. I look at the level of infostructure, professional capacity, skill set of program administrators, and mostly the readiness skills and dispositions of the learners. The use of various mediums within the instructional range is and can be overwhelming for example: multimedia programs and software. In my experiences, there must be a well developed plan to assist new learners with this concept and to support their emergent learning needs. You will find that there are often common concerns among new and veteran learners with these and similar technical concepts.



Within the development processes the instructor must make certain that the learning environment is conductive for all learners. This is going to require that a revisit towards the program outcomes, procedures, communication platforms, etc are constantly addressed. Now, where to you address the program components and in what phase(s). Well, you develop an assessment plan which will serve as a program evaluation component and you will review this feedback on a regular basis. Particularly at the end of each term you and a team will determine where the greater need for assistance has developed. This will enable you to do a follow up with your learners and to provide an outreach to new learners in the beginning of the course and/or program.



When faced with concerns from learners you will find that having access to the programs and educational resources may be an issue. In many P-12 settings to include collegiate settings you will have individual learners who in 2016 that do not have access to the internet to access necessary online resources. In both rural and affluent communities this may be an issue. I am also finding it appropriate to use all modes of communication both online, phone (tele-conference), skype, etc to meet the learning needs of your students. Yet you are developing alternative assessment protocols towards meeting the needs of the learners' instructional, affective, and socio-emotional. needs. When learners have access and are comfortable with their access, true learning takes place.



The development of online learning resources requires extensive training and an appreciation for diversity. In my career, I have worked in many settings and with many people. What I have found to be very true, people (students/learners) respond to what they are either familiar with or what is presented to them in an approachable manner. With this, how you develop your program is a great start; however a better approach is what you develop and how the students receive it. Too often you have the best programs and the wrong delivery which may include personnel. I think we must plan to have the best delivery and the better programs. To do this, it will require more planning and support towards the learner and a more contingent review of the learners pre-learning needs which ultimately affect their outcomes. I hope that I have provided some insight towards what makes online learning a every evolving tasks. It is the perceptions about online learning that makes it difficulty. There has never been a difficulty in the learning and growing process. Programs must change, to do this successfully you have to embrace the feedback from your evaluations. Again, the best programs require retooling. How have you planned to retool your program and its delivery....




Resources:



Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279-284. Retrieved from the Walden Library using the Education Research Complete database.



Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.


Post by:

Melvin Alonza Lowe, III, EdD

Educational Director of Program

Macon County Public School District


Post Doctoral Student

Instructional Design & Technology

MS Program

Walden University

Introducing A Online Environment To New Learners; Concepts, Formats, and Acceptance...

Introducing A Online Environment To New Learners; Concepts, Formats, and Acceptance...

In 2016 we are still challenged with integrating new concepts and trends into education and learning environments. Specifically, individuals who have always participated in face-to-face classrooms are more likely not to want to transition to a fully online or blended learning environment. Therefore it is important to study ways in which these learning trends can effectively interface new and more non traditional mindsets. Knowing what technology you have is very important in the adoption of new programs and services. This not only allows for planning but it helps the educator develop a plan of action towards a successful implementation.

Communicating a program's goals and objectives is very important. In the world of online learning you must be very clear in your expectations and outcomes. In online learning you may also share a mixed (blended format) and/or you may foster a program that is completely online. This is where you must make certain that your communications are clear and concise. The learner should be given the opportunity to view and express their understanding of the course content, grading criteria, instructor expectations, and communication protocols. A poor understanding of these things will often equal a poor academic outcome, thus disposition towards online learning.

Based on my learning resources this week, I agree with one of the presenter as it related to icebreaker activities and allowing the learner to get to know you and vice versa. I will admit that I was not very fond of sharing a personal picture and sharing my educational background for many of the reasons shared by the presenters. With much consideration per the tone set by my Walden University instructors, I now feel comfortable sharing this information. I also admit that it was and is the disposition of the instructor that sets the tone for the learning outcomes. In my experiences with online learning at this university in comparison to another university, the quality of expression from the instructors is greater and it improved my learning and outcomes. Therefore, I am very supportive of now sharing a picture as well as personal information per my employment, academic credentials, etc. In fact, the more that I know professionally about who is teaching me makes me and it also allows me to feel comfortable when seeking assistance and receiving feedback from my instructor.

In all, you must approach online learning with each student one-by-one. Your goals must be clear and your sincerity must be transparent. The learning begins and continues regardless of if you are face-to-face, online in a live chat, or in a web-based format. It all reflects on how the instructor made the student feel about themselves, the course, and their benefits from the learning experience. Hopefully, if these suggestions are followed the outcomes will be favorable and the students will welcome online learning environments. I am in total support of what work best for the learner. Indeed online learning environments do work...

Resources:

Video: Laureate Education (Producer). (2010). Launching the online learning experience [Video file]. Retrieved from https://class.waldenu.edu

Posted by:

Melvin Alonza Lowe, III, EdD

Post-Doctoral Student

Walden University

MS Program -

Instructional Design and Technology

lowemelvin724@gmail.com

Online Learning Readiness and Sustainability; Are You/We Ready?

Online Learning Readiness and Sustainability; Are You/We Ready?

Mostly recently I began to implement a program that has traditionally been taught as a site-based course to a blended method of delivery. Yes, this was difficulty in that so many learners were conditioned to the older way of learning; the teacher physically in front of the student. The process of changing the mindset was not as easy as one would think. Time management and self-discipline were two of the bigger issues. Once those were addressed however a continuous concern, I began to see learning interface a new outcome.
 
As I have listened to the various views on leadership and online learning, I am finding that that the outcomes per each program are based on the expectations, visions, and goals of the organization. This is why I find constructive planning and assessment of needs important in the development of online programs and learning communities. There must be a well supported need and a structure to support the needs of the learner. Just saying we want something different is not a valid reason.

Secondly, when developing an online platform there must be room for growth and sustainability. A program will not advance if there are no means to continue implementation of services after a 1-3 year window. There must be adequate funding, professional learning, and communications of shared goals and objectives. This improves buy-in and outreach for persons who are transitioning over to online learning. I have seen this work, but it will take time which requires that you begin at the start of your programs' services.

Lastly,when introducing the concept of online learning, I can speak from first hand experiences. There must be a well communicated goal and plan. There must also be personnel who can manage and implement the programs' goals and objectives. Ultimately there must be evidence that a successful outcome is obtainable. Too often programs fail prematurely based on the lack of stakeholder affiliation with program developers, etc. The relationships that can develop from an online experience are very important to both the learner and the educator. Not only are these programs convenient they are vital for the success of a global ready society.

Resources:

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Posted by: 
Melvin Alonza Lowe, III, EdD
Post Doctoral Student
Walden University 
MS - Instructional Technology and Design
lowemelvin724@gmail.com
 

Charting New Directions In Leadership...

Happy New Year Everyone.


I am very pleased to be taking this course this semester (Online Instructional Strategies). Moreover, I have enjoyed my experiences with this program at Walden University. This M.S. Program has definitely enhanced my leadership in my current employment position. I am currently Educational Director of Programs for Career & Technical Education and Workforce Development for the Macon County Public School District in Tuskegee, Alabama. This is my seventeenth year in public education. I have taught both elementary and secondary students in general, special education and gifted education classes. I have worked as a Teacher, Reading Coach, Tutor Teacher, Assistant Principal, District Specialist, Coordinator and now Director. In my various roles, I have worked in three school systems. Additionally, I have taught at Faulkner University in Montgomery, Alabama, I have developed doctoral courses for Northcentral University, and currently I am adjunct teaching at Trenholm State Community College in Montgomery, Alabama. All of my educational preparations aided my career directions. I hold a Bachelors Degree in Elementary Education, a Masters Degree in Educational Administration and Supervision, a Education Specialist Degree in Educational Administration all from Alabama State University, and a Doctorate Degree in Educational Leadership from Nova Southeastern University.


I greatly appreciate the opportunities that have been afforded to me. In teacher leadership and district leadership the continued quest for education is paramount. Therefore when presented the opportunity to seek this degree I aggressively sought the challenge. There has been a change agent in my leadership and in the direction of career and technical educational in my school system. I give great credit to the instruction I have received at Walden University. In closing, I look to continue my learning this semester with this course and from my interactions with each of you. Let us have a great 8 weeks.

Resources:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.


Bests,

Melvin Alonza Lowe, III, EdD
Post Doctoral Student
Walden University
M.S. Program -
Instructional Design & Technology
lowemelvin724@gmail.com
lowemelvin724.blogspot.com

Building A PLC (Professional Learning Community); First By Building Capacity.

Building A PLC (Professional Learning Community); First By Building Capacity.

Building professional capacity in the workplace is a work in progress. It is not easily done as well as it is not often received well by all parties involved. First there must be a clear leadership vision set by the administration. Second there must be a well communicated plan that should foster buy-in from the total organization. Last, there must be a period of implementation with corrective action steps which will include restructuring. With these strategies, I have attempted to provide a redirection for the professional leadership and organization capacity within the Career & Technical Education Division of Instruction for the Macon County Public School System.

In my implementation I have provided proactive leadership to staff members, both certified and classified, building administrators, and community stakeholders regarding the goals set for CTE (Career & Technical Education). Implementation has met a level of resistance due to a lack of understanding of roles and responsibilities. Most recently in a professional learning activity I shared the job descriptions of staff to redirect misguided actions in terms or position and leadership. Additionally, I had to redirect efforts towards the best outcomes for the organization. Some of these actions included written notice. These were the actions needed to continue improvement and to redirect the goals for this organization.

Among my planning there has been a three year implementation which is part of my five year plan to improve the campus both with instructional goals and physical appearance. The focus has been to stabilize funding sources and spending, to include more teacher leadership and professional disposition. To also include, student leadership via credentialing and college enrollment in STEM areas. These areas have been paramount in the redirection of this organization. The resource link that I have included will be a guide for additional leadership actions and program development. I am asking that all staff view the document as it will be used continuously as we build capacity via professional actions in CTE.

Resource Link:

http://instituteod.com/news.php?id=192&cat_id=&p=2&search=

Posted by:

Melvin Alonza Lowe, III, EdD

Educational Director -

Career & Technical Education /

Workforce Development

lowema@maconk12.org

 

Post-Doctoral Student

Walden University

M.S. Program - Instructional Technology & Design

Melvin.lowe2@waldenu.edu 

Preparing To Manage Organizational Outcomes w/ Fiscal Accountability.

Preparing To Manage Organizational Outcomes w/ Fiscal Accountability. 

The following web-links can be used in a quest to better manage any organizations' fiscal accountability. I have viewed  both sites and I find that the best practices mentioned as well as the product software is of practical use. In my leadership role I manage both Federal and State Funds. I often manage private/local financial awards of which must be used for the purposes of public education. In my view of the web resources associated, I am finding that operations may vary however the open-book concept does not. Never should there be a need to explain or justify the use of public funds. In short, there should be a clear view that can be seen by all patrons and stakeholders. Fiscal Accountability is very important in organizational effectiveness. Both public and private businesses share in these practices. Again, I ask you to view the links and discover some resources that may be used to improve your financial management and leadership via better planning. 

www.forbes.com 
www.netsuite.com 

Posted by: 
Melvin Alonza Lowe, III, EdD
Post-Doctoral Student
Walden University 
M.S. - Instructional Technology & Design
lowemelvin724@gmail.com