Prevention of Plagerism

Blog Assignment: Plagiarism Detection

Plagiarism and cheating can be a problem in any classroom, so it is important that instructors take proper steps to avoid this dishonest behavior. Many believe that this is much more of a problem in an online setting versus a traditional classroom, but this is not always true.  Dr. Pratt and Paloff explain that, “learners cheat about as often in an online environment as they do in a traditional environment (Laureate Education, 2012).” I believe that it is even easier to cheat in a traditional classroom experience because there is no plagiarism software to assist instructors in detecting dishonesty.

There are a variety of plagiarism detection software available for online instructors.  The plagiarism software that is used by our university has proven to be very efficient.  Jocoy and  DiBiase explain a variety of benefits by stating, “Turnitin.com met several of our needs: it is easy to use, it accepts papers in HTML format, and it allows for selected websites to be excluded from searches, a feature we needed so that the search did not simply match our students’ papers to their own postings of their

papers in their e-portfolios, which were publicly available webpages (p.8).”  This software also creates a detailed report depicting the percentages of information that came from different types of sources.  As a high school teacher, my district does not have access to any plagiarism software; however I conduct my own investigations using Google as a tool.  When I encounter the same literature on the computer I use the website that found to confront the student about the dishonest behavior.  Usually it takes only on incident for a student to deter from any further attempts.

The design of assessment can also prevent plagiarism and dishonesty. Dr. Pratt and Dr. Paloff  explain that assessments can be designed to discourage cheating by incorporating collaboration (Laureate Education, 2012).  If students are allowed to work together and use each other’s information, plagiarism will be kept to the minimum because student s do not need to do it.  In addition traditional examination is becoming more and more obsolete because it does not simulate real-world workplaces.  In real-world workplaces, employees must work together and build upon each other’s other work rather than constructing individual projects.

        

One of the strategies that I plan on using as a future online instructor is to create a lesson defining plagiarism and how to avoid it. Many students do not understand what plagiarism consists of, so informing students in the beginning of the course is the best way to avoid misunderstandings. This information can be disbursed through the orientation module, since students need to be informed about this information for the onset of the course.

The best way to detect or prevent cheating is to keep a prominent presence in classroom discussions and really get to know how your students write.  As a high school teacher, I don’t need any kind of software to detect if cheating or plagiarism has taken place, because I know how my students write and their personality traits.  In an online experience in which a shorter semester takes place, this may not be possible.  In this case, it is important to use and require all students to submit their work to plagiarism software.   Just the mere fact of the students feeling like they are being, “watched” by this software will deter any kind of cheating. 

In summary, plagiarism is not something instructors must be reactive to but rather proactive.  Instructors can prevent plagiarism and cheating by keeping their students informed about the behavior is not tolerated in an online setting. 

Resources

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and Cheating. Baltimore, MD: Author

Impact of Technology and Multimedia- Week 5

Technology plays a large role in online learning because it assumes the characteristics of a traditional learning environment.  Technology not only enhances the presentation of the content by giving students means to view information in an audio visual format but it also allows students to create final products that exhibit their learning.   Technology also provides distance education with flexibility and accessibility. Boettcher and Conrad (2010) explain that with today’s technology such as smartphones, IPods, and other mobile devices learners have many options on who will they learn from and where education will take place (p.8).  Assessment is also facilitated through the use of technology. Assessment can be continuous and allow students to learn from their work rather completing an assignment for the sole purpose of a grade.  With online quizzes, tests, and discussion posts, students can receive quick feedback that will guide them through the course content. Flexibility is also a benefit from the use of technology because it allows students to communicate easily across distance as well as participate in a course asynchronously.

There are many considerations that an instructor must take into account before implementing technology.  For instance, an instructor must motivate the students as well as meet the needs of their learner from the onset of the course.  Boettcher and Conrad (2010) describe this aspect Phase 1, in which instructors begin to construct a background knowledge of their students to better engage their learning and build relationships to support their learning. Phase 2, called “Keeping the Ball Rolling” in which the instructor must consider how to continually guide and challenge students as they establish a weekly schedule. Lastly in Phase 3, called “ Letting Go of the Power,” the instructor must consider how to teach  their students to take the information they learned to extended it beyond the constraints of the classroom.

Usability and accessibility is a double edged sword.  The benefits of technology is that it allows students and instructors to access work from anywhere at any time, in essence creating their own schedule.  This opens doors to many students who live in countries where education is limited due to remote locations or political constraints.  However working with technology can also become frustrating when machines do not work as we would want them too. Conrad and Donaldson (2011) explain, “ it is important to provide instructions in advance for an alternate class activity in case the synchronous session is interrupted due to network problems(p. 25).” As an instructor, it is important to understand that access and usability may sometimes stall course work.

The technological tools that are most appealing to me are course management systems and how they could be used in a blended education setting as well as the use of games and simulations to teach content.  As a high school teacher, I strive to infuse as much technology into the classroom as possible to engage my students as well as support their learning.  Even though currently my district has limited access to technology, I want to incorporate what I can to motivate and challenge my students.

In summary, distance education could not be possible without the technology that has been brought to the fore front.  Technology offers students many opportunities that would have never been possible before. It has given a new face to education that will bring profound effects to accessibility in attaining higher levels of education.

Resources

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

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

                                                         

Setting up Online Learning Experiences

Setting up Online Learning Experiences There are a variety of steps that an instructor must consider when setting up an online learning experience. These steps include setting clear expectations, considering the type and quantity of technology that will be used in the course, establishing social presence, and understanding the proper behavior an instructor must portray when addressing online students. All these components can set the stage for an effective online learning experience.

Technology has allowed us to make connections that make distance education an effective method of education. It is important to know all of the possible technological tools that allow instructors to connect with students to foster educational discussion. This can also be a double edged sword however because introducing too much technology right in the beginning of the course may lead to confusion. Starting off with the basic tools and then building upon them with different types of technology is a good way to enhance learning. For instance, audio and visual technology can be used to record an instructor’s voice, so the students are more connected to the instructor. Synchronous meetings can also be made over distance, so that students feel like they are experiencing aspects of a traditional classroom. The quantity and type of technology that is used in a course is a pivotal decision for an instructor in which can motivate and encourage students.

Creating themes in the beginning of the course is very important to establish appropriate distance learning behavior. It is important to communicate clear expectations to the learners especially in a distance learning experience where much of the work requires independent study. Since miscommunication can occur due to time zone differences and using new technology, outlining expectations in the beginning of the course will set the tone for the remainder of the class. Boettcher and Conrad (2011) explain, “clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course (p.55).” In other words, knowing all the rules of the game gives you a head start to achieving success in the course.

Some additional considerations that instructors need to address when creating an online learning experience is for an instructor to create social presence. This can be done by creating a getting –acquainted posting before the course begins, using the announcements tool 3 to 4 times a week, or creating and participating in icebreakers. Establishing relationships with students is key to enhancing learner satisfaction and effective in learner the content.

In summary, I have learned about a number of strategies that can enhance a distance learning experience. What I learned the most is that there are a number of small steps that an instructor must take to better relate to his or her students that would not be as important in a traditional classroom experience. For instance, the desire for anonymity had never occurred to be especially in reference to race. From these resources, I now understand how physical appearance may change to interaction in the classroom. In essence I have learned that it is important to consider the small steps, like addressing and every student by name and referring to bios throughout the course to make personal connections. Dr. Paloff and Pratt explain the importance in, “making personal connections to students to avoid “cookie cutter” experiences in the online environment (Laureate Education, 2012). Creating a personal relationship with students is the key to creating an environment of learning.
Resources

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

Laureate Education, Inc. (Executive Producer). (2012). Evaluating Distance Learning Theory . Baltimore, MD: Author

Online Learning Communities

Online learning communities do impact student enjoyment and learning of an online course. Dr. Palloff and Dr. Pratt define a learning community as “a community of student and faculty who explore content together to construct meaning and knowledge about that content (Laureate Education, 2012)”. These learning communities provide a place where students and instructors can participate as equals in working through the content and the course itself. This interaction fosters educational discussions among colleagues as well as provides a community of support for colleagues that encourage learning and discovery. The essential elements of online community building include creating rules of engagement, providing online training, understanding the goals and benefits of online learning communities, and understanding the facilitator’s role in the learning community. The rules of engagement show the learners how to engage which include: how often to engage, the expectations held of the instructor for the participation, and how often does the institution expect learners to participate. Another component of building an online community is to provide proper training to demonstrate how to use the technology to properly engage in discussion. Learners also need to understand the ultimate goals of the learning community. Dr. Palloff and Dr. Pratt explain that “the power of learning communities is learner-to-learner engagement”( Laureate Education, 2012). The goals of these learning communities is to allow students to become more self-directed and create a sense of presence in the online classroom, The success of the learning community is based on every student’s participation in discussion. Learners must also understand the benefits in participating in these communities which include: student satisfaction, sense of community, and social pressure to succeed in the class. Lastly, understanding the facilitator’s role is essential because he or she is an important factor to the success of learning community. The instructor can make the course a pleasant and inviting by welcoming student participation as well as making their own presence visual by visiting the discussion forum many times. Online communities can be sustained by allowing learners to feel like they could easily participate. For instance the online community must be easy to navigate. If students encounter too much technology in the beginning of the course, their struggle will make them hesitant to continue the course in fear that the level of difficulty will only increase. Online communities must also be warm and inviting. This can be done by having an instructor write welcome letters as well as make their presence visual by becoming an equal participant in the discussion. Boettcher and Conrad (2010) explain some strategies to shape a learning community which include: “supporting and encouraging peer to peer discussion and collaboration, posing open-ended questions, and encouraging the linking of course content to current events and problems (p. 225). Another element that can allow for sustained online communities is providing an area in which students can get to know one another so they can feel more comfortable with participation with their colleagues. There is a significant relationship between community building and effective online instruction. For example, online communities actually increase participation and scholarly discussion among students. Students who may be timid in a traditional classroom may find it easier to participate in an online setting. Learning communities also offer support for students to succeed in the course, by allowing them to seek help from colleagues. Lastly many learners find that participating in learning communities to be a satisfying activity. Baghdadi (2011) explains “this aesthetically pleasing environment, in which learners feel secure and share information in positive ways, drives them to build their own networks of friends and colleagues fostering further their academic, professional, and even social endeavors “(p. 12). Student satisfaction leads to increase participation in his or her learning. In summary learning communities offer a variety of benefits to online learners and can be an effective way to increase student and instructor interaction in an online setting. These resources have shown me that learning communities do have a variety of components and do require specific activities to sustain participation. To be an effective instructor I now understand the importance of using learning communities. Learning communities provide support that is lacking in a traditional classroom experience and encourages scholarly discussion that supports the learning of the content. Resources Baghdadi, Ziad D. Turkish Online Journal of Distance Education (TOJDE). Oct2011, Vol. 12 Issue 4, p12-16. 5p. Boettcher, J & Conrad, Rita.(2010). The Online Teaching Survival Guide Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass. Laureate Education, Inc. (Executive Producer). (2012). Evaluating Distance Learning Theory . Baltimore, MD: Author

Week 8- Reflection on Perceptions of Distance Learning

Distance education is becoming more prevalent in the workplace as well as in institutions of higher learning. Schmidt and Gallegos(2001) explain that “In the United States it was found by the United States Department of Education that many institutions that offered distance education courses in the fall of 1995 offered degrees and certificates by taking distance education courses exclusively (p.2)”. They predict that the number of universities offering online degrees will continue to grow due to the success and flexibility offered by distance education. However, the perception of distance learning today is divided amongst those who have partaken in distance learning and those who have not. As participation begins to increase and students will have first hand experience to properly form an opinion about the value of distance learning, and then perception will truly change. In 5-10 years perceptions will begin to gradually change as technology continues to expand the field of distance education. Dr. Siemans explains that” the growing acceptance of distance education is fueled by, the increase of online communication, practical experience with new tools, growing sense of comfort with online discourse, and ability to communicate with diverse and global groups (Laureate Education, Inc. 2012). Within these span of years, these changes will continue to occur as people begin to fully accept the value of distance learning. In 10-20 years, distance education will be completely become infused into our society and corporations as well as institutions of higher education will offer variety of course offerings. As an instructional designer and high school teacher I plan to take the knowledge that I learned from these courses and gradually infuse online supplements into my classroom instruction. Gambescia, and Paolucci (2009) conducted a study comparing traditional classes to online courses and discovered that, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students.” Instead of playing into this perception, I want to show my students how online courses can reinforce classroom instruction. By allowing my students to participate in online courses, as a supplement to traditional classroom instruction, I will allow them to experience distance education first-hand. I will let my students be the judge of the effectiveness of blended/hybrid courses as well as measure growth in achievement and grades. To change perceptions I will let statistics speak for themselves and demonstrate to my students and my colleagues that distance education can enhance the traditional classroom experience. I will be a positive force for continuous improvement in the field of distance education by continuing to study techniques and research technologies to help students learn more effectively. Continually researching and learning will allow me to become a better instructor. I will also consider student evaluation of programs to better cater my lessons to meet their needs. Simonson explains, “as distance education in the United States increases in importance, evaluation will continue to be a critical component of the process of improvement (p.361).” Evaluation will serve as a guide to my own lesson planning and use of distance education. In summary perception about distance education will change, but will require time for people to attain comfort with specifically using new technology and different methods of learning. Even though distance education is used by many institutions today, it is still seen as a different standard of learning by many. As technological tools become more widely used in the school system, distance education courses will become more accepted for its value and quality rather than its benefits of flexibility. Resources Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal ‘’’of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Week 5

I reviewed a Psychology course offered by Yale at, http://oyc.yale.edu/psychology/psyc-110 , and was pleasantly surprised to see that such a professional higher education experience was offered for free for anyone who is interested in taking it.  This course appears to be well-organized, with each session offering a distinct topic for each the professor will lecture on.  The online course follows a syllabus of a traditional classroom experience and simulates face to face interaction by offering videos in which the professor provides lecture on the weekly topics and assessments to measure learning.
This course does follow a variety of guidelines that will lead to an effective distance learning experience..  For instance, goals and instructions are clearly outlined in the beginning of the course in video format when the professor is introducing the students to the course. Simonson et al explains that “good instructional goals should form the basis for instruction, regardless of the medium used (Simonson et al, 2012). This course starts off on the right foot because it not only provides a detailed syllabus of what the course will entail but an introduction depicting the goals and expectations of the class.  Dr. Piskurich explains that it is essential that the subject-area instructor plan for any course by creating a well-organized syllabus that outlines the course (Laureate Education, 2012)
The Psychology course also offers a variety of media and resources distance learners can access to enhance their educational experience. The course offers a video of lectures conducted by the professor, which allows students to simulate a traditional classroom experience.  The course also provides students with visuals in form of a PowerPoint for each section of the class syllabus. Simonson explains that, “ a visual breaks down a complex idea into its components can show relationships that might otherwise be confusing to students (Simonson et al, 2012).”  The visuals are very effective because they fit the “rules of thumb” described by Simonson et al.   For example, the PowerPoint presentations include large font, small quantity of text per line and visuals, use a combination of upper and lower case to facilitate reading, and use plenty of white space to allow for easy reading.  The instructor also offers a link to connect to course readings, that are easily available to all distance learners.
Even though the course is well organized and offered by a prestigious college professor, it lacks interaction. The course was well organized and seems that planning with a story board and site map did take place to organize the content. Dr. Piskurich explains that proper organization must be practiced so that that the learner can not only follow an organized pattern in the content, but also easily navigate through the site. Both of these can be accomplished with the use of a story board and a site map (Laureate Education, 2012).  The course very much replicates a traditional classroom experience, but lacks the discussion and interaction that would take place in a classroom. Discussion assignments and group assignment would enhance the motivation and learning for students.
In summary, this open course would be an excellent resource for anyone interested in learning a new topic for the sake of enhancing their knowledge but not the best source for students who are first time distance learners.  I believe that online learning must have an engaging factor to truly hold the attention of their learners and allow them to fully explore the content.

Resources
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Laureate Education, Inc. (Executive Producer). (2012). Developing Online Courses. Baltimore, MD: Author
Laureate Education, Inc. (Executive Producer). (2012). Planning and Designing Online Courses. Baltimore, MD: Author

Week 3 Assignment

There are many types of technologies that can be used for example 2 about the history class offering interactive tours online to prominent NY museums. One technology that would facilitate this lesson would be the use of blogs.  Since this teacher would like his or her student to participate in a critique about the exhibits seen in the interactive tour, a blog would facilitate discussion among the students in and out of the classroom.   According to Simonson et al, “Blogs can be excellent tools for student reflections about course content or reporting activities in a student teaching experience (Simonson, 2011). The blog would allow students to voice their opinions as well as learn from their peers.

Another piece of technology that might be beneficial to use in this lesson would be a podcast.  Podcasts can be audio presentations or a combination of audio and visual presentations.  Students would be able to use podcasts to create a critique about the exhibits seen in the interactive tour.  The media learning resources explain that research indicates that when audio and visual cues are shown together, learning is more effective (Laureate Education, 2012).  I believe that this is also the case, for these critiques. Students would best present their ideas using a combination of visual and audio and not only use their work as learning tool for themselves but for their peers.  The media resource also states that, “the results of several studies also indicate that online students who listen to podcasts demonstrate more effective learning, greater satisfaction, greater autonomy, and greater motivation than online student who do not (Laureate Education, 2012).” Using this technology does not only provide students with avenues to increase their learning, but sparks enthusiasm in their work and the skill to become a self-directed learning.

The internet is the source of many interesting ideas on how to use blogs and podcasts in the classroom. For instance, on the website http://www.edutopia.org/blogging-history-taking-classroom-discussions-online, it discusses how a history class and other disciplines have used blogs as a book club.  Students are able to read and discuss their ideas with a large audience.  This allows students to become motivated to read because there are then able to showcase their ideas to their peers.

Another website that addresses the use of podcasts is http://thwt.org/index.php/presentations-multimedia/podcasts, which demonstrates how history classes can use podcasts to conduct interviews and then post them for an audience to review.  Students will not only learn from one another in these types of lessons, but also become engaged because their research is being showcased for a large audience to view and critique.  Students need to feel that their work has a bigger purpose, to truly become engage, and that is what technology provides for them.

In summary, the use of technology in the classroom has many benefits.   It allows students to become more self-directed, gives their work a greater meaning, and allows for greater communication with their peers.

Resources

Laureate Education, Inc. (Executive Producer). (2012). Teaching and Learning at a Distance: Foundations of Distance Education . Baltimore, MD: Author

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson