Discussion

Discussion Question Blog

Communicating with your classmates in a Asynchronous environment can be a challenge. When we are in a F2F setting we see their body language, emotional response, and their verbal language. This makes the communication somewhat easier. Collaboration in the classroom is the key component to the online environment. Learning in a group of other learners broadens and deepens our understanding and knowledge of the course material. Constructive feedback and dialogue occur freely (Palloff & Pratt, 2005).

We will begin this discussion on the blog by reviewing the resources from this week. Think about your own experience in a F2F or online course you have taken Second review the following questions to help develop your response. Then continue to the discussion blog.

1.        What needs to be present when building a group discussion via distant learning?
2.        As an instructor and ID how will you encourage collaborative learning?
3.        What if any benefits are there when collaborating via online?

By Wednesday:

You will need to create the discussion post from your own experiences with online collaboration. List some examples of what you found helpful so that others can ustilize the information for future course collaboration.

By Sunday:

Respond to several of your classmates posts with a respectful, expanding the knowledge of the question, ask a question to deepen your understanding; be sure to use the resources from this week to support and site your response. Response of agree or good job are not acceptable.

Palloff, R., & Pratt, K. (2005). Learning together in community: Collaboration online.

Criteria	Exceeds Expectations 4	Meets Standard 3	Approaching Standard 2	Below Standard 1	Instructor Comments
Frequency of Posts	Participates multiple times throughout the week (4-5 posts over multiple days).	Participates 3-4 times but is not distributed over the week.	Participates 1-2 times for the week, only 1-2 days.	Does not participate at all.
Initial Assignment Posting	Posts well developed assignment that fully addresses and develops all aspects of the task	Posts well developed assignment that addresses all aspects of the task; lacks full development of concepts.	Posts adequate assignment with superficial thought and preparation; doesn’t address all aspects of the task.	Posts no assignment.
Follow-Up Postings	Demonstrates analysis of others’ posts; extends meaningful discussion by building on previous posts	Elaborates on an existing posting with further comment or observation.	Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion.	Posts no follow-up responses to others.
References	Uses references to literature, readings, or personal experience to support comments.	Incorporates some references from literature and personal experience.	Uses personal experience, but no references to readings or research.	Includes no references or supporting experience.
Clarity & Mechanics	Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.	Contributes valuable information to discussion with minor clarity or mechanics errors.	Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics.	Posts long, unorganized or rude content that may contain multiple errors or may be inappropriate.
Total

Discussion Rubric

Plagiarism Detection and Prevention

Most colleges and universities have strict rules and consequences for those students who engage in plagiarism acts. As more and more courses are being offered in distance learning formats it is even more essential for students and instructors to protect against plagiarism. Any student can access just about anything with today’s digital technology. Faculty and staff need to become more aware of the characteristics of plagiarism in order to be proactive in preventing it from happening. Boston University provides a video that shows plagiarism in today’s digital age.

What plagiarism detection software is available to online instructors?
Today there are many different software tools available for online instructors in order to help prevent plagiarism with students. Understanding the different tools will help with instructors to determine which one will work in each situation.
Some examples of detection software include:

Turnitin (www.turnitin.com)- this site allows for instructors to view student work against many other sources and student written papers. This program also assists with spelling and grammar mistakes.

Free Grammarly (www.grammarly.com)- this site allows for papers/documents to be copied and pasted into the site. The site checks for plagiarism, grammar & spelling mistakes. It checks over 2 billion documents for plagiarism.

Duplichecker (www.duplichecker.com)- this is a free online tool for detecting the use of copyrighted material.

Scanmyessay (www.scanmyessay.com) – allows for documents to be scanned over thousands of documents, allows for an unlimited length, resubmission, a side by side comparison of documents, provides links for plagiarized work, and is free.

How can the design of my assessments help prevent academic dishonesty? 

“Effective course design practices place a high priority on designing assessment experiences that matter to the student” (Boettcher & Conrad, 2010). Course assessments should be designed to align with the course goals and outcomes. Creating assessments that allow for student choice allows learners to develop a personalized and customized learning experience that requires innovative thinking (Boettcher & Conrad, 2010). Instructors can provide students with guidelines to follow or rubrics to assist the development of the project. If an instructor gives clear directions for an assignment there is less room for the students to “copy and paste” from other sources. Another way that instructors can prevent plagiarism is to have check points for student work throughout the entire course. When students are not overwhelmed with lengthy projects and assignments they are more likely to provide a true summary of what they learned.

What facilitation strategies do you propose to use as a current or future online instructor?
Some different strategies that I would implement in my online course is to use tools or software such as Turnitin or Scanmyessay. Using tools such as these will help to identify student work that is not written in their own words. I also feel that it is important to inform students that all work will be checked through a site such as these. When students know their work is going to be checked, I feel that they will be more cautious about using and citing sources. Secondly, I would schedule assignments throughout a course to measure the process of their work and not just the final product. Students should be able to revise and edit as they learn to ensure that the culminating activity reflects the student’s knowledge.  Lastly, within a course I feel that it’s important to spend time discussing copyright and plagiarism with the class. Being open about it and the consequences is essential for student success.

What additional considerations for teaching should be made to help detect or prevent cheating and plagiarism?

Providing clear guidelines and consequences for plagiarism is essential in any setting. Instructors should give clear guidelines for plagiarism, cheating and using someone else’s work without crediting the author. If clear expectations are set then there is no question if they are not followed by a student throughout the course. Instructors should confront students if they suspect any type of cheating or plagiarism has taken place. When the instructor contacts the student it should be direct and should address specific details from the assignment that was detected as plagiarized. Of course there should be consequences for plagiarism within the course. This will allow the instructor to direct the student to either redo the assignment or further disciplinary action to take place.

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Boston University. 2010, December. What is Plagiarism in the Digital Age. Retrieved from http://www.youtube.com/watch?v=OFtdZTG2-OM
Merriam-Webster Online Dictionary (2012). Plagiarism. Retrieved fromhttp://www.learnersdictionary.com/search/plagiarism

Impact of Technology and Multimedia

Impact of Technology and Multimedia

The impact of technology in the field of education has forever changed how as people we receive our education. Whether it occurs through face-to-face interaction or online technology, the impact of technology and multimedia has been felt throughout the field of learning. Technology and multimedia provide a wonderful opportunity for collaboration to take place between learners across the country and the world. Multimedia brings to the table opportunities that some would never experience if it were not for the technology we have today.

Before an online instructor implements technology, an online instructor needs to know what tools the learners are familiar with as well as what tools he feels comfortable using. There is no need to rush using tools that may not be comfortable with; however, it is important to encourage students to use graphics and audio and video media in their work as they are so inclined and as it fits the content and their own comfort and skill level. In fact, it is a good way for the instructor to learn the tools as well ( Boettcher & Conrad p. 106).

Accessibility of technology tools allows for collaboration, communication, synchronous learning, asynchronous learning, social networking, scoring tools, and assistive technology for assisting those with special needs.

As I work towards my degree in instructional design, I have discovered many tools that will assist me in my journey to becoming an online instructor. The following table contains a few which will ensure that my instruction will reach all types of learners.

TECHNOLOGY TOOL /USE:

• ·         Skype: Will give me the ability to hold meetings with students and parents face to face
• ·         Wikis: Allow for collaborative projects between peers
• ·         Blogs: Allow learners to leave comments about given topics
• ·         Video streaming; Supplement lectures and reading resources
• ·         Podcasting: Supplement instruction for my auditory learners

References:

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

Setting Up An Online Learning Experience

What is the significance of knowing the technology available to you?

There are, of course, many tools available to the online instructor. Those listed in the text include Course Management Systems (CMSs), audio software (Audacity), YouTube, Blogs, Social networking sites, &c. (Boettcher & Conrad, 2010, p. 59). Considering that the teacher in a traditional classroom once relied primarily on a textbook, it is actually quite amazing what the online instructor has available. If he or she will take the time to learn such technologies, the possibilities are, if not actually endless, then practically so.

On the other hand, if one does not have the time or interest to master a lot of tools for creatively presenting information, it is wise, as the text notes, to focus on essential tools (Boettcher & Conrad, 2010, p. 57). Better to master one or two that can be used routinely and effectively than to have a minimal knowledge of several.

Why is it essential to communicate clear expectations to learners?

Simply speaking from experience, clear communication allows one to focus on the task that needs to be done, rather than on trying to determine what the instructor (or whoever issued the expectations) intended. Particularly in the early stages of a class, it is important that students, who may already be challenged to adjust to the online environment, do not have the extra worry of having to try to figure out what is expected of them in the course. As the text points out, the syllabus is a great place to communicate much of this (Boettcher & Conrad, 2010, p. 74).

What additional considerations should an instructor take into account when setting up an online learning experience?

Presence needs to be established. The text described three aspects: social, cognitive, and teaching. Social presence concerns building rapport to serve as the basis for clear communication. Cognitive presence pertains to construction of meaning within the community of learners by means of sustained discussion. Teaching presence has to do with the inital layout of the course (syllabus, resource lists, discussion questions, etc.) and the continued instructional activity during the course (responses to student discussions, feeback on assignments, etc.). (Boettcher & Conrad, 2010, p. 54).

Getting to know the students is important. Suggestions provided in the video for this week included using students’ names in comments, and soliciting a personal bio from each student and using that throughout the course to learn about the students and “make informed comments and responses” when appropriate (Laureate Education, 2010).

Of the several tips provided in chapter 5 of the text, one that stood out to me was using the Vygotsky Zone of Proximal Development to learn where students are individually (#5, p. 79). I was interested to read the suggestions for doing this, such as asking students to post about their performance goals or to explain why they were taking the course. This seems a good technique for getting a feel for how familiar the student is with the subject matter.

References:

Boettcher, J. V.; Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.

Laureate Education (2010). Launching the Online Learning Experience. Online Instructional Strategies for Week 3

Online Learning Communities

How do online learning communities significantly affect both student learning and satisfaction within online courses?

Online learning communities significantly impact both student and student learning and satisfaction within an online course by bringing students together. The students along with faculty within this environment can explore content together to construct meaning and knowledge about the content.

What are the essentials elements of online community building?

The essential elements of online community building include the people, purpose, and process. The people are brought together and supported by the facilitator. The purpose is established and the process deals with the way the course is delivered. Included in this, is the ability for participants to draw information out of one another. Through this, participants can receive professional feedback from their peers. The role that the facilitator plays is important because it is essential for the learner to know how they will be supported in the learning community. Lastly knowing the rules of engagement is essential. How will learners engage? How often will learners be expected to participate? How often does the institution expect learners to participate for official purposes? Knowing the roles that each of these plays is essential to online community building

How can online learning communities be sustained?

Learning communities can be sustained by:

1) Mutual activities between the learners
2) Continuing reflecting
3) Transformed as learners
4) Increased self-direction
5) Reinforce their sense of presence
It is the responsibility of every learner and facilitator to create a successful learning community.

What is the relationship between community building and effective online instruction?

The relationship between community building and online instruction is very close. The facilitator is to be involved in the process of building the community. The facilitator sets the tone. It is their job to:

1. Make the course easy to navigate
2. Make the classroom feel warm and inviting rather than cold and formal
3. Visit the classroom multiple times per day during the 1st 2 weeks
4. Welcome students to post a bio
5. Relate to students personally
6. Develop an ice breaker


My role as a facilitator will be very important in designing an online course. With a plan and an understanding of student learning and the essential components, I feel that I now see the larger picture in planning an online course. Futhermore, I recognize the importance of not just transferring information from a course in a traditional setting, but designing a course to have the impact that is necessary for learning.

References

Video: “Online Learning Communities” (approximate length: 44 minutes).
Dr. Rena Palloff and Dr. Keith Pratt define “Online Learning Communities” and highlight the benefits of creating a learning community for facilitators of online learning experiences.

Video: “Evaluating Distance Learning Theory” (approximate length: 12 minutes).
Dr. Saba discusses the importance of evaluating online learning theory and provides a rubric for determining which theories are best for building teaching strategies.

 Connecting with students very early in the course, and keeping an eye on those who might be drifting away must be a bit of a challenge in the online environment. It is all too easy in this online environment to quietly slip away if there isn’t enough reason to be in the course, enough motivation to keep with it and most importantly, enough social interaction to ward off the dreaded isolation factor!

If you were an instructor for a course, and noticed students drifting away within the first week or two, what would you do?

Here’s an interesting reference about all the aspects of communicating with students online for teachers. I’d be interested to know if there are any important implications from your point of view about catching the ‘drifters’.

http://www.westga.edu/~distance/ojdla/summer122/betts12

Reference

Betts, K.(2009)Lost in Translation: Importance of Effective Communication in Online Education. Online Journal of Distance Learning Administration, Volume XII, Number II, Summer 2009, University of West Georgia, Distance Education Center. Extracted from:http://www.westga.edu/~distance/ojdla/summer122/betts12

Boettcher, J. & Conrad R. (2010) The Online Teaching Survival Guide. Jossy-Bass.

Welcome to my blog. I have recreated this blog for my course Online Instructional Strategies. Looking forward to the class and following all your blogs as well.

Cheers Shirelle