Try Microsoft’s Newest Presentation Program: SWAY!

I like this video to review some of the main features of SWAY.


Lesson Plan:


  • Students will create a student account on
  • Students will review our library’s Online Public Access Catalogue (OPAC) and re-learn how to access eBooks via InfoBase and databases, familiarizing themselves with the passwords in the process.
  • Students will learn to enrol in a class site on Turnitin and to submit assignments to a dropbox.
  • Students will learn essential self advocacy skills when dealing with Turnitin dropbox settings.


  • An effective communicator who presents information and ideas clearly and honestly with sensitively to others.
  • A collaborative contributor who respects the rights, responsibilities and contributions of self and others.

MINDS’ ON: Students are asked to go to and create an account. Students are reminded NOT to select account re-set questions that are overly personal. For example, they are not to provide their SIN or their mother’s maiden name as password reset questions. Both these questions are options.

ACTION: Students are to write a paragraph on a predetermined question, created in collaboration with the classroom teacher, usually dealing with their novel or drama study. They are to access secondary sources, literary criticism and/or academic journals through our library’s eBooks provider, InfoBase or our databases accessible through OPAC. They are asked to deliberately plagiarize sections and submit their “test paragraphs” via the Turnitin dropbox created by their classroom teacher.

CONSOLODATION: Students will review and compare the results of Turnitin’s “Authenticity Check.” They will learn to ask specific questions of their current teacher and of their future professors; questions like:

  1. Is it possible for me to see the results of the authenticity check?
  2. Is it possible for me to make corrections and re-submit my assignment based on the results of the authenticity check?
  3. Will you be including content included in quotation marks as well as content not included in quotation marks in the authenticity report?
  4. What constitutes “small matches” in your Turnitin dropbox?

A key learning for students and teachers will be that the use of Turnitin’s “Authenticity Check” in our secondary school setting will be for learning more about what constitutes as plagiarism. Applying Turnitin on any blended learning dropbox is not intended to be punitive. Turnitin can be a wonderful teaching tool for secondary students if it is used correctly.

Lesson Plan: Workplace Plagiarism


  • Students will understand the evolving meaning of plagiarism and be able to provide examples of it. New terms/concepts: collusion vs. collaboration; Creative Commons; open-source.
  • Students will be able to see the real world consequences of plagiarism in the workplace.
  • Students will be able to identify motivators for plagiarism and suggest ways to limit their own risk, temptation to plagiarize.
  • Students will practice using digital presentation tools to enhance their oral communication development.


  • An effective communicator who speaks, writes, and listens honestly and sensitively, responding critically in light of gospel values.
  • A collaborative contributor who respects the rights, responsibilities and contributions of self and others.

MINDS’ ON: Students are to complete the following Minds’ On Survey. Results will be projected and a brief overview of each question’s correct response will follow with opportunities for student feedback, discussion.

Screenshot (20)

The Minds’ On activity is created and shared through Office 365’s Survey feature. Students can view peer responses on the screen as classmates complete the survey.

ACTION:  In groups, students will review one of the following news articles dealing with workplace instances of plagiarism (most are from Ontario).

Their understanding of the article will be guided by the following three questions. Answers to these questions should be presented using a modern web 2.0 communication tool (PowToon, Prezi, PowerPoint, iMovie, MovieMaker, Sway, etc.)  to the class after approximately 25 min of in class preparation:

  1. What is the individual accused of plagiarizing? Be specific.
  2. What do you think motivated the individual to plagiarize? The article may not give specific reasons so, feel free to speculate. Suggest at least three motivations for the plagiarism.
  3. What were the consequences of the plagiarism?

CONSOLODATION: In an informal class discussion, ask students to reflect on commonalities in each of the case studies.

  • Did any of these individuals think that they would get caught?
  • What were some common motivators: stress; time crunch; pressure to preform? Are these similar to student experiences when tempted to plagiarize?

ASSESSMENT FOR LEARNING: ask each group: How many student groups actually cited the article in their creative presentation of the probing questions? If they did not, then there’s still room for more consideration of this issue.

NEXT LESSON: Learning more about Students will create a student account and submit an intentionally plagiarized test paragraph in the authenticity checker.

REFLECTION: I am always surprised at how often students do not cite the article in their presentations of the workplace plagiarism case studies. Even after considerable time is spend reviewing the importance of academic integrity and the serious consequences that can result, the informal nature of our learning seems to trump the required formal citation. Is my assessment for student learning in this lesson flawed?

The Computer in the Wall – Sugata Mitra’s Experiment

“There are places on the earth,  in every country, where, for various reasons, good schools cannot be build and good teachers cannot or do not want to go…” Sugata Mitra’s inspiration for “The Computer in the Wall Experiment.”