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Objectives for this Activity: (as
presented to students before activity or in syllabus)
Listed in rationales in the activity
below. Additional objectives not listed include:
- Isolate and identify student misconceptions about copyright that can be addressed
during the course.
- Obtain an initial written sample from the students that can be compared
with later posts against suspected plagiarism.
- Provide the students a fun way to learn the asynchronous discussion
tool.
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Prerequisites for this Activity: (not necessarily presented
to students)
Student should have completed all activities for the given unit.
Materials and Resources:
What needs to be prepared in advance by the teacher? - The assignment page
What does the student need to bring to the lesson? - Complete prior readings
and activities.
Guiding Questions for this Activity: (may be presented
directly to students)
What did you learn during this unit? How will/does it apply to your practice?
Will/Have you been able to put any of this knowledge into practice?
Activity as Presented to Students: (usually in conjunction with the asynchronous
discussion forum)
Orientation: Copyright
Violation
Directions: Obviously, you are not expected to
know what is and what is not a copyright violation for sure at
this point. Still, take the time to search the Web for what
you think is a copyright violation. In this forum, post the URL
of the site and why you feel that it is a copyright violation.
Then respond to the possible violations of at least 2 other students
with reasons why you agree or disagree with the possibility of
their sites being a violation.
Rationale: The
rationale for this exercise is to discover what you currently
feel about copyright and Web uses of materials. It also lets
you begin to get to know the other students in the class and realize
that everyone has correct and incorrect conceptions of legal issues.
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Teaching Strategies:
What are some tips to help the lesson run smoothly?
- Make sure that you provide
adequate feedback on this activity so that students will maintain their
motivation to actively reflect on their learning.
- Come back to this activity later in the course, providing the students
the opportunity to reflect back on what they have learned and re-evaluate
prior decisions.
- To motivate students and start the course on a positive note, provide
a modest number of points toward the course grade through this activity.
Accommodations:
Probably none. Most disabilities have technology allowing Web browsing.
Ideas for Activity Evaluation and Teacher Reflection:
End of semester evaluations should
ask about the usefulness and learning accomplished through such activities.
Also, the responses in the forum will help guage how the students are
enjoying various aspects of the activity.
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