Job Task Analysis Example for Instructional e-learning design

Angela Rupert

The Plagiarism Pledge

Instructional eLearning Design Case Study on Attitude Change

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Executive Summary: An academic institution of higher education offering academics in mathematics, science, and technology. The university requires copy write and plagiarism awareness training for entry level students at both the undergraduate and graduate level. With internet and technology rapidly changing, the university seeks to familiarize students with the proper way to reference writing and media in essays, blogs, podcasts, wikis and other mediums.

Business Need: An institute of higher education seeks a learning solution for student understanding of the ethical implications of plagiarism in order to reduce academic instances of plagiarism.

Learning Opportunity: A learning module outlining the consequences of plagiarism as a career and reputation killer will teach students to take responsibility for their own work.

Expected Benefits: Students will take more care to cite sources when borrowing ideas inspired from other authors. Campus professors will reduce the number of confrontations when verifying student sources for authenticity.

Audience Analysis: A typical student at the university is an undergraduate in their early twenties. A secondary audience is the graduate student, average age in their forties. Males and Females are nearly evenly split in both categories. 


Older students may not be familiar with referencing media in blogs, podcasts, wikis and other technology based mediums. The upcoming generation is more technology savvy, having quickly caught on to the copy and paste features of word processing. On occasion, incoming freshman may have slipped through high school with teachers too busy to verify student sources.

Project Design: An asynchronous e-learning module will illustrate to incoming students what plagiarism is and why they need to be more conscientious writers.  An e-learning module will incorporate open-source media and digital imaging on a power point presentation.

Project Success Measures: The campus librarian will track the number of student plagiarism responses before and after the training.

Out of Scope: The e-learning module will be short in length and will not get into the specifics as to how to avoid copyright infringement and any rules about what constitutes fair use laws.

Estimated Project Costs: Project costs should not exceed the price of any e-learning module or software that will be needed to be purchased for the final portfolio. 

Course Goals:  While broadening student awareness of the ethical implications and consequences of plagiarism, at the end of the course, students will be motivated to properly cite research writing and media sources.

The pilot will be delivered during the spring semester of incoming students during orientation.

Course Objectives:  After plagiarism training, the students will be able to:

  Identify the consequences of plagiarism.

·         Identify what constitutes plagiarism.

·         Omit plagiarism discipline at the university.

·         Demonstrate how to catch plagiarism using search engines.

·         Take ownership of research writing assignments.

Performance levels are determined during the subsequent courses.  University officials shall outline the rules and consequences of plagiarism discipline.  

Job Task Analysis

Task	After plagiarism training, the students will be able to:	Frequency 4  3  2  1	Importance 4  3  2  1		Learning 4  3  2  1		Risk 4  3  2  1
Identify what constitutes Plagiarism	Identify the definition of plagiarism. Relate common examples of campus plagiarism. Distinguish between blatant plagiarism and negligence	3	4		4	4
Identify Consequences of Plagiarism	Prevent plagiarism discipline at the university. Recall examples of high profile plagiarism as career killers. Identify the consequences of negligence and carelessness Demonstrate how professors catch plagiarizers using search engines.	3	4		4	4
Use Original Ideas	Create an original idea Check the internet to make sure that the idea is unique. Use sources to support unique ideas. Submit original ideas for peer review.	4		4	4	3
Paraphrase	Write using their own words. Rephrase from memory. Cite source within the text and on the bibliography page. Cite other people’s ideas.	3		4	4	4
Avoid Quilting	Avoid patching together other people’s ideas. Avoid piecing together sentences from different sources. Use sources to support their own ideas.	3		4	4	4
Cite Resources	Correctly format sources on a bibliography page. Use parenthetical citations to acknowledge sources of originating ideas. Cite during the writing process.	4		4	2	3
Identify what is not plagiarism	Paraphrase using own words while citing other’s ideas. Document common knowledge. Use multimedia in compliance with fair use laws.	3		3	3	2
Direct Quotations	Use Quotations in under 15 percent of paper. Incorporate identifying tags. Cite sources within text and on the bibliography page.	2		4	2	2
Use Open Source Citation Websites for Ease of Use	EasyBib CitationMachine HU Library	3		2	1	2