Part 1: Identification of Learning ProblemGeneral AudienceThe primary audience is teachers of the core subjects (English, Math, Science, and Social Studies) at McEachern High School in Cobb County, Georgia. There are just under 200 teachers at the school. There are 13 English teachers, 15 Math teachers, 14 Science teachers, and 14 Social Studies teachers. Their teaching experience ranges from first-year novices to 20+ years veterans; the average tenure is approximately 17 years. Problem IdentificationAll Cobb County schools have been provided access to the online Blackboard Classroom program in order to facilitate a statewide initiative to incorporate technology into every classroom. While most teachers seem to embrace this technology, there are many who are reluctant to add anything new into their curriculum or feel they do not have the time to learn anything new when it seems they are always in training for something that is difficult to implement. There are many advantages to using Blackboard in the classroom that will aid teachers in grading and assigning classwork and homework. Once teachers have learned these tools, they should embrace this program.A brief interest survey was emailed to the members of each of the core subject departments, and the majority of the responses indicated knowledge of the schools access to Blackboard. The majority also said they created a shell for each of their classes, but less than half sent their roster lists to the schools Blackboard coordinator to be added to the program. If there are no rosters in the shells, the students cannot obtain or submit assignments via this program. Those that either had no knowledge of the program or had not done anything other than set up a shell indicated through the survey that they did not have time to invest in figuring out how set one up. Most of the others surveyed who indicated they had sent their rosters to the coordinator said they did not know how to do anything besides create an assignment students could view at home but turn in to them in class, not via Blackboard. Of particular interest on the survey was the lack of knowledge of the Safe Assign Anti-Plagiarism feature. Teachers in all core subject areas, as a part of the Write-Across-the-Curriculum initiative of Common Core, are required to have their students write essays related to their curriculum. As access to the Internet expands, so does the opportunity for students to plagiarize these papers. Most teachers spend a great deal of time trying to detect plagiarism with Google searches or other Internet-based programs that have varying levels of detection abilities. Some older, veteran teachers still use hard copies of sources provided by their students to search for evidence because they are doing what they have always done, and the Internet is too intimidating. Either method is time-consuming and frustrating. Safe Assign is a built-in feature to Blackboard, and students can be require to turn in essays through a special portal, and their submissions will be checking against the entire Web and any other papers in the schools Blackboard database. 100% of the survey participants indicated an interest in a short online instructional module to teach them how to navigate the basics of creating and setting up Safe Assign assignments, receiving assignments from students, and resubmitting graded submissions in order for students to receive feedback. If these teachers are shown how easy Safe Assign is to use, through a quick and simple learning module, more would take advantage of this technology provided by the county.Instructional Goals Students will be able to define the functions of Safe Assign in Blackboard Classroom. Students will be able to create a Safe Assign task in Blackboard Classroom. Students will be able to interpret a Safe Assign task in Blackboard Classroom.

Part II: Learner AnalysisIntroductionThe group of learners identified is teachers of the core subjects (English, Math, Science, and Social Studies) at McEachern High School in Cobb County, Georgia. There is a total of 56 teachers across the four core subjects; 15 are males, and 41 are females. 46 are Caucasian, and 10 are African-American. The age range of the teachers is 25 to 64, and range of years of teaching is first year novice (5) to 20+ years veteran (21). This data was obtained through the Staff Directory on the schools website and a survey sent via email. Entry Skills and Prior Knowledge Entry skills that include basic computer operation (turning on, logging on, navigating the school website) Locate Blackboard Portal on school website Know Blackboard username and password Distinguish class shells from each other and school and department shellsThis information was gathered from a skills pre-test given school-wide during pre-planning.Attitudes Toward Content and Academic MotivationThe majority of the teachers understand the need to learn the functions of Blackboard, and most of them are eager to implement as many of the available tools as are practical and useful to them. 56% were unaware of the Safe Assign feature. Of that percentage, 81% indicated a strong desire to learn about it and implement it as soon as possible. 10% indicated a moderate desire to implement it at some point this school year. 5% indicated little desire to implement it at any time during the school year, and 4% neglected to answer. This data was gathered from a survey sent via email.Educational Ability LevelsBecause the learners for this specific module are teachers, their educational ability was measured by years of teaching experience. This information was gathered from the email survey used to gather the data in the previous section. 11 have 0-5 years; 14 have 6-10 years; 11 have 11-15 years; 10 have 16-20 years; 5 have 21-25 years, 3 have 26-30 years, and 2 have 31+ years experience. General Learning PreferencesDue to time constraints consistent with every teacher surveyed, all teachers indicated interest in online learning environments; however, the majority of the teachers in the 26-30+ years experience range expressed a desire to have a certain day afterschool designated for time in the computer lab with a expert available for troubleshooting. This information was gathered from the email survey used for the previous section.Attitude Toward Teachers and SchoolAll teachers surveyed have respect for each other as educators and are willing to learn from one another as well. All teachers, too, continue to have a desire to grow in some capacity in their knowledge of technology and their ability to continue to provide relevant information and resources for their students. Group CharacteristicsMcEachern High School in located in Powder Springs, Georgia and has 2,206 students enrolled. There are 56 core subject teachers to serve all of these students throughout the semester. The majority of these teachers are Caucasian, the rest are African-American. All are English-speaking. One teacher has a hearing disability. All teachers have access to at least one county-issued laptop and one desktop computer in his/her classroom.

Part III: Task AnalysisTask AnalysisI conducted a topical and a procedural analysis for this plan. The topical analysis relates to the first and third instructional goals, and the procedural analysis for the second goal, as each teacher will be applying different topics according to his/her core subject area. In order to ensure I did not omit any relevant steps from the outline, I opened Blackboard and completed the procedures as I created the outline. I then went back and started at the beginning using just my outline to revise, add, or delete steps where necessary. Task Analysis Outline1. Define the functions of Safe Assign in Blackboard Classroom.1.1. Title1.2. Points Possible1.3. Text1.4. Available1.5. Availability Dates1.6. Drafts1.7. Students Viewable1.8. Urgent Checking1.9. Optional Announcement1.9.1. Create1.9.2. Subject1.9.3 Message

2. Create a Safe Assign task in Blackboard Classroom.2.1. Click on desired class shell2.2. Choose SafeAssignment from Assessments dropdown menu located under class title2.3. Enter information requested2.3.1. Name2.3.2. Points Possible2.3.3. Due Date2.3.3.1. Click on calendar icon to choose date2.3.3.2. Click on clock icon to choose time2.4. Type desired instructions in text box2.5. Track number of views2.5.1. Leave unchecked if not desired2.5.2. Check box if tracking is desired2.6. Choose Availability Dates2.6.1. Enter Display After date2.6.1.1. Click on calendar icon to choose date2.6.1.2. Click on clock icon to choose time2.6.2. Enter Display Until date2.6.2.1. Click on calendar icon to choose date2.6.2.2. Click on clock icon to choose time

2.7. Allow Drafts2.7.1. Leave unchecked if final copy is only submission2.7.2. Check box if allowing draft submissions2.8. Determine if students can view reports2.8.1. Click Yes to allow2.8.2. Click No to not allow2.9. Determine Urgent Checking2.9.1. Leave unchecked if assignments are not a priority in line to be graded2.9.2. Check box if assignments are a priority to be graded2.10. Create Optional Announcement2.10.1. Click Yes to create announcement2.10.1.1. Type announcement in text box2.10.2. Click No if no announcement is needed2.11. Click Submit button in bottom right corner of screen3. Interpret a Safe Assign task in Blackboard Classroom.3.1. Report Information3.1.1. Author3.1.2. Percent of Matching Text3.1.3. Date submitted3.1.4. Download report3.1.5. Email report3.1.6. View printable version3.2. Suspected Sources3.2.1. Select sources3.2.2. Exclude from review3.2.3. Process paper again3.3. Manuscript TextSubject Matter Expert (SME)The SME for this instructional plan will be Christi Osborne. She is currently an Assistant Administrator at McEachern High School in Powder Springs, Georgia. She is also the Blackboard Coordinator for the school. Anyone with questions about the program or who wishes to set up class shells and submit class rosters may contact her via email. Before coming to McEachern, she working at the Cobb County BOE Central Office, and one of her duties was the County Blackboard Administrator.

Topic AnalysisTitle

Points Possible

Text

Define the functions of Safe Assign in Blackboard Classroom

Available

Optional Announcement

Availability DatesUrgent Checking

DraftsStudents Viewable

Topic AnalysisPercent of Matching TextAuthor

Report Information

Process Paper AgainEmail ReportDownload Report Exclude from ReviewSelect SourcesDate SubmittedManuscript TextSuspected SourcesInterpret a Safe Assign task in Blackboard Classroom

Procedural AnalysisName

Check box if yesLeave unchecked if noChoose availability datesDue DatesPoints PossibleEnter information requestedType desired instructions in text boxTrack number of viewsChoose Safe Assignment from AssessmentsClick on desired class shell

Click calendar & clock icons to choose date & timeType text in textboxClick Yes to create announcementClick No if there is no announce-ment neededLeave un-checked if not grading priorityCheck box if grading priorityDetermine Urgent CheckingCreate Optional AnnouncementClick Submit!Click No to not allowLeave un-checked if final onlyCheck box if allowing draftsClick Yes to allowDetermine if students can view reportsClick calendar & clock icons to choose date & timeAllow DraftsEnter Display Until DateEnter Display After Date

Part IV: Instructional ObjectivesTerminal Objective 1: To correctly label the functions of Safe Assign in Blackboard Classroom.Enabling Objectives:1A. To identify the purpose of the Safe Assign function in Blackboard. (Cognitive domain)

1B: To identify the set up menus for Safe Assign. (Cognitive domain)

1C. To label parts of a Safe Assign task. (Cognitive domain)

1D. To define the functions of the parts of a Safe Assign task. (Cognitive domain)

Terminal Objective 2: To create a Safe Assign task on Blackboard.Enabling Objectives:2A. To examine acceptable examples of a variety of Safe Assign tasks. (Cognitive domain)

2B. To explain the procedures for creating a Safe Assign task. (Cognitive domain)

2C. To employ appropriate procedures to create a Safe Assign task. (Psychomotor domain)

Terminal Objective 3: To correctly interpret a Safe Assign feedback reportEnabling Objectives:3A. To view examples of feedback reports. (Cognitive domain)

3B. To define terminology and symbols of reports. (Cognitive domain)

3C. To correctly describe results of an example report. (Cognitive domain)

Classification of Instructional ObjectivesContentPerformancePerformance

RecallApplication

Fact1, 1B, 3B

Concept2

Principles2A, 3, 3A, 3C

Procedure1A, 2B, 2C

Interpersonal

Attitude

Relationship Between Instructional Objectives and Standards

Instructional ObjectivesAmerican Association of School Librarians Standards

11A1B1C2.1.2. Organize knowledge so that it is useful.

22A2B2C1.1.8. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

33A3B3C2.1.4. Use technology and other information tools to analyze and organize information.

Part V: Development of Assessments

Instructional StrategiesGoalsObjectivesUDLAssessments

Lesson 1:Introduction to Functions of Safe Assign in Blackboard ClassroomStudents will be able to define the functions of Safe Assign in Blackboard Classroom.

Objective 1: To correctly label the functions of Safe Assign in Blackboard Classroom.1A. To identify the purpose of the Safe Assign function in Blackboard. 1B: To identify the set up menus for Safe Assign.1C. To label parts of a Safe Assign task. 1D. To define the functions of the parts of a Safe Assign task.

Multiple means of representation

1) The student will be given simple descriptions of the various functions of Safe Assign and be required to match the description with the name of its function, or 2) The student will be shown a number-labeled screen shot of a Safe Assign assignment window and will be required to match a list of functions to the numbered parts.

Lesson 2: How to Read and Understand a Safe Assign Feedback ReportStudents will be able to interpret a Safe Assign task in Blackboard Classroom.

Objective 3: To correctly interpret a Safe Assign feedback report3A. To view examples of feedback reports.3B. To define terminology and symbols of reports. 3C. To correctly describe results of an example report.

Multiple means of representation

1) The student will view screen shots of sample Safe Assign reports and determine if the flagged items detected are (A) plagiarized or (B) incidental, or 2) The student will read descriptions of flagged items in a Safe Assign report and determine if they are (A) plagiarized or (B) incidental.

Lesson 3: How to Create a Safe Assign Assignment in Blackboard ClassroomStudents will be able to create a Safe Assign task in Blackboard Classroom.

Objective 2: To create a Safe Assign task on Blackboard.2A. To examine acceptable examples of a variety of Safe Assign tasks. 2B. To explain the procedures for creating a Safe Assign task.2C. To employ appropriate procedures to create a Safe Assign task.

Multiple means of representation1) The learner will create a Safe Assign task in Blackboard by entering all required and/or optional information in the provided areas of the task portal.

Objective 1: To correctly label the functions of Safe Assign in Blackboard Classroom.Lesson 1 Assessment:Match descriptions with the appropriate functions of Safe Assign.A. TitleD. AvailableG. Students ViewableB. Points PossibleE. Availability DatesH. Urgent CheckingC. TextF. DraftsI. Optional Announcement1. Type a name for the SafeAssignment.2. Select Yes to create an announcement about the SafeAssignment; Type a subject for the announcement; Type a message for the announcement.3. Select whether the SafeAssignment is visible to students.4. Determines whether or not students are allowed see the report generated when their papers are submitted.5. Type the point value for the SafeAssignment. This value is shared with the Grade Center column created for the SafeAssignment.6. Type instructions for completing the SafeAssignment.7. Use these controls to set the date range when students can interact with the SafeAssignment. You can set only a start date or only an end date.8. Sets papers to a high priority in the queue.9. Allows students to validate their paper without submitting it to the institutional database. This is useful as an instructive tool to help students learn how to attribute papers properly. You have access to see draft submissions.Answers:1. A 2. I 3. D 4. G 5. B 6. C 7. E 8. H 9. F

Lesson 1 Differentiated Assessment:(When this is actually online, the screenshot will be larger and more easily viewable Quiz will be in Landscape View in order for all parts to be on right side of screenshot.)1.2.3.4.5.6.7.8.9.

__1___Type a name for the SafeAssignment.__9___ Select Yes to create an announcement about the SafeAssignment; Type a subject for the announcement; Type a message for the announcement.__8___ Select whether the SafeAssignment is visible to students.__4___ Determines whether or not students are allowed see the report generated when their papers are submitted.__2___ Type the point value for the SafeAssignment. This value is shared with the Grade Center column created for the SafeAssignment.__3___ Type instructions for completing the SafeAssignment.__5___ Use these controls to set the date range when students can interact with the SafeAssignment. You can set only a start date or only an end date.__7___ Sets papers to a high priority in the queue.__6___ Allows students to validate their paper without submitting it to the institutional database. This is useful as an instructive tool to help students learn how to attribute papers properly. You have access to see draft submissions.

Objective 3: To correctly interpret a Safe Assign feedback report.Lesson 2 Assessment:1. Look at the SafeAssign report result below and determine if the flagged item is A) Plagiarized, or B) Incidental.

2. Look at the SafeAssign report result below and determine if the flagged item is A) Plagiarized, or B) Incidental.

3. Look at the SafeAssign report result below and determine if the flagged item is A) Plagiarized, or B) Incidental.

Answers: 1. A 2. A 3. B

Lesson 2 Differentiated AssessmentRead the following descriptions of SafeAssign report results and determine if the flagged items are A) Plagiarized, or B) Incidental.1. The following quote with a blended lead-in is flagged in the Safe Assign report: It is evident throughout the entire novel that by controlling all information Big Brother controls responses of citizens (Davis n.pag.). The report states a 75% match with another students paper. The other student used the same source but a different lead-in and parenthetical documentation. For this assignment, students were using the same resource databases and had the same novel as the primary source.2. The following quote with a somebody says lead-in is flagged in the SafeAssign report: In the end the Party would announce two and two made five, and you had to believe it, explains Winston (Orwell 80). The report states a 74% match with Sparknotes. Sparknotes has a section that lists significant quotes from a piece of literature.3. The following sentence is flagged in the SafeAssign report: The constant altering and falsification of the past has caused Big Brother to always be looked upon in a bright, angelic light. There are no quotation marks used, and there is no parenthetical documentation of a source to denote a paraphrase. The report states a 67% match with wordpress.com blog of significant quotes.Answers: 1. A 2. A 3. B

Objective 2: To create a Safe Assign task on Blackboard.Lesson 3 Assessment:In Blackboard create a SafeAssignment using all functions required. Use an assignment of your own design. Once all information has been entered, click the Submit button in the bottom right corner of the box. If the Successfully Submitted green bar at the top of the screen does not appear, fill in missing information identified in red and resubmit until green bar appears.(Because this task is a programmed operation, there does not appear to be an opportunity for differentiation for this assessment.)

Part VI: Content Sequencing and Instructional StrategiesInstructional SequenceSequenceDescriptionObjective

1Identify, label, and define the various functions of Safe Assign1

2Identify, label, and define the parts of a Safe Assign feedback report3

3Create a Safe Assign task2

This learning unit uses task expertise sequencing from the Elaboration Theory. The learner will begin with the simplest tasks related to solving the problem and end with the most complex tasks. The simple tasks will be achieved through review and recall. Each successive task will require more analysis and application. The final task will be the most complex to complete and involve abstract analysis.Lesson 1: Introduction to Functions of Safe Assign in Blackboard ClassroomObjective 1: The student will correctly label the functions of Safe Assign in Blackboard Classroom.Objective 1A. The student will identify the purpose of the Safe Assign function in Blackboard.Objective 1B. The student will identify the set up menus for Safe Assign.Objective 1C. The student will label parts of a Safe Assign task.Objective 1D. The student will define the functions of the parts of a Safe Assign task.

Initial Presentation: Learners will log into the training module of Blackboard Classroom and read the article Safe Assign on the Blackboard Help Site.

Motivational Strategy: Once learners know what the main function of Safe Assign is, have each learner brainstorm at least one assignment/task he/she in which Safe Assign would be beneficial.

Generative Strategy: Before reading the Safe Assign article, in a Discussion Forum have learners post at least one thing they already know about Blackboard Classroom and at least one question they have about its functions. Each learner must respond to at least one other learners known fact and answer at least one other learners question. Submissions of brainstorming ideas would be turned in through another Discussion Forum in order for all learners to view and generate an ideas list. Each learner would be required to comment on at least one other learners idea.

UDL: For those learners who have not used their Blackboard shells yet, they will start with choosing what they need to know from the list of Blackboard Tutorials and Videos in Blackboard 9.1 Resources in their Blackboard Support Shell. For auditory learners a recording of the Safe Assign article will be provided through the Module Shell. (Rose & Gravel, 2012)

Lesson 2: How to Read and Understand a Safe Assign Feedback Report

Objective 3: The student will interpret a Safe Assign feedback report.Objective 3A. View examples of feedback reportsObjective 3B. Identify and define terminology and symbols of reportsObjective 3C. Describe results of an example report

Initial Presentation: Learners will log into the training module of Blackboard Classroom and read the article Running SafeAssign Originality Reports on the Blackboard Help Site. Learners will view examples of SafeAssign reports in a Powerpoint presentation. Examples will range from plagiarized to incidental submissions.

Generative Strategy: In a Discussion Forum each learner will summarize what he/she has read in the Help Site article. Each learner must respond to at least one other learners post. Each learner will also choose one of the example SafeAssign reports from the Powerpoint to describe in detail and explain why he/she answered Plagiarized or Incidental. Each learner must respond to at least one other learners post.

UDL: For auditory learners a recording of the Running SafeAssign Originality Reports article will be provided through the Module Shell. (Rose & Gravel, 2012)

Lesson 3: Create a SafeAssignment in Blackboard

Objective 2: The student will create a Safe Assign task on Blackboard.Objective 2A. The student will examine acceptable examples of a variety of Safe Assign tasks.Objective 2B. The student will explain the procedures for creating a Safe Assign task.Objective 2C. The student will employ appropriate procedures to create a Safe Assign task.

Initial Presentation: Learners will log into the training module of Blackboard classroom and review the article Creating SafeAssignments on the Blackboard Help Site. Learners will then view examples of SafeAssignments in a Powerpoint presentation. Generative Strategy: In a Discussion Forum each learner will summarize what he/she has read in the Help Site article. Each learner must respond to at least one other learners post.

UDL: For auditory learners a recording of the Creating SafeAssignments article will be provided through the Module Shell. (Rose & Gravel, 2012)

Reference ListRose, David H. & Jenna W. Gavel. (2012, February). Curricular Opportunities in the digital age. Students at the Center: Teaching and Learning in the Era of the Common Core. Retrieved from http://www.studentsatthecenter.org/sites/scl.dl-dev.com/files/field_attach_file/Exec_Rose%26Gravel_041312.pdf Part VII: Design of Instruction

Instructional StrategiesGoalsObjectivesUDLAssessments

Lesson 1:Introduction to Functions of Safe Assign in Blackboard ClassroomStudents will be able to define the functions of Safe Assign in Blackboard Classroom.

Objective 1: To correctly label the functions of Safe Assign in Blackboard Classroom.1A. To identify the purpose of the Safe Assign function in Blackboard. 1B: To identify the set up menus for Safe Assign.1C. To label parts of a Safe Assign task. 1D. To define the functions of the parts of a Safe Assign task.

Multiple means of representation

1) The student will be given simple descriptions of the various functions of Safe Assign and be required to match the description with the name of its function, or 2) The student will be shown a number-labeled screen shot of a Safe Assign assignment window and will be required to match a list of functions to the numbered parts.

Lesson 2: How to Read and Understand a Safe Assign Feedback ReportStudents will be able to interpret a Safe Assign task in Blackboard Classroom.

Objective 3: To correctly interpret a Safe Assign feedback report3A. To view examples of feedback reports.3B. To define terminology and symbols of reports. 3C. To correctly describe results of an example report.

Multiple means of representation

1) The student will view screen shots of sample Safe Assign reports and determine if the flagged items detected are (A) plagiarized or (B) incidental, or 2) The student will read descriptions of flagged items in a Safe Assign report and determine if they are (A) plagiarized or (B) incidental.

Lesson 3: How to Create a Safe Assign Assignment in Blackboard ClassroomStudents will be able to create a Safe Assign task in Blackboard Classroom.

Objective 2: To create a Safe Assign task on Blackboard.2A. To examine acceptable examples of a variety of Safe Assign tasks. 2B. To explain the procedures for creating a Safe Assign task.2C. To employ appropriate procedures to create a Safe Assign task.

Multiple means of representation1) The learner will create a Safe Assign task in Blackboard by entering all required and/or optional information in the provided areas of the task portal.

Part VIII: Evaluation Plan

After the learners have completed the module, I will provide a link via Blackboard to an evaluation survey on SurveyMonkey.com. Because of the nature of the learning problem (All Cobb County teachers are provided with a Blackboard Classroom account, but most do not know how to use it, and some do not want to take the time to learn how to use it.), my SME will have access to my module on Blackboard and can provide timely feedback through a Discussion Board in the module, she can send me county emails, or just come by my classroom. I will also ask her to take the same survey the learners will take.This is the link to the survey: https://www.surveymonkey.com/s/V5L3GZT I will review the survey results to determine if the module was useful to the faculty. SurveyMonkey has a built it Analyze function, which is very convenient and time-saving. For the survey questions that ask the learners to rate certain aspects of the module, if the majority of the responses are in the top 3 positive rankings, I will report that most participants feel the module was useful. Any responses below the top 3, I will go back into the module and determine how those problem areas can be rectified or possible consider eliminating them altogether. By adding in a few free response questions, I will be able to consider specific positives and negative, which will help determine what is relevant and what is not. URL to Google Site Using SafeAssign in Blackboard:https://sites.google.com/a/georgiasouthern.edu/using-safeassign-in-blackboard/