Plagiarism Detection and Prevention

Most people assume that plagiarism occurs more often in an online setting, because of the ease of access to an abundant amount of information, the ease of copying and pasting,  as well as the student not being physically present.  In this weeks resources, Dr. Pollaff and Dr. Pratt have found that they are seeing an equal amount when compared to face-to-face learning; with online learning it is just more feasible.  Based upon Dr. Pollaff and Dr. Pratt's discussion most students do not seem to understand what constitutes plagiarism, "they do this inadvertently because they do not know"(Pollaff & Pratt, 2010).  I recall one instance they had discussed where a student had handed in one of their own papers for another class.  The students paper was detected by software that the institution had been using.  Dr. Pratt had to explain that even though it was his paper, this action violated institution and ethical policy, the student was shocked.  As am I, I did not know that one could be in violation of policy for using their own paper. 

It seems that Dr. Pollaff and Dr. Pratt recommend taking a proactive approach when deterring plagiarism in an online setting. Informing students what constitutes plagiarism and where to receive assistance with any difficulties.  This allows students to review what is expected, and to identify any potential mistakes.  Another is to design assignments that may allow for plagiarism or provide assignments that require application and/or involve real life situations.  This may make it more difficult for the student to simply copy and paste, having to apply materials to answer an novel question.

Using technology to detect plagiarism and cheating has become popular with academic institutions including high schools.  There are several online plagiarism detection options to choose from.  Two that I am familiar with and have used in my own classroom are Plagiarism Checker, http://www.plagiarismchecker.com/  and Turn It In, http://www.turnitin.com/, which we use here at Walden University.  Both utilize a compiled data base to check an individuals work against.  While Turn It In is a pay service, Plagiarism Checker is free for teachers. 

Reference:
Laureate Education, Inc. Plagiarism and Cheating [DVD]. Baltimore, MD: Drs. Palloff and Pratt

Impact of Technology and Multimedia

What impact does technology and multimedia have on online learning environments?

Within recent years distance learning has grown exponentially, a direct correlation with advancements in technology.  Technology and multimedia allows for a virtual classroom to become more interactive, providing for communication, socialization, collaboration, community building, and addressing various learning styles.  At the heart of the course is the content management system (CMS), which is designed to assist the instructor and learner in the navigation of the curriculum, technology tools and multimedia.  The CMS provides for ease of use, it allows learners to “develop automatic behaviors”(Boettcher & Conrad, 2010), so as little thought is required when navigating the CMS.  Because of the progression of technology, distance learning has become a popular option due to the flexibility it offers to those with busy schedules and the ability to entice learners in variety of geographic locations. 

What are the most important considerations an online instructor should make before implementing technology?

Boettcher and Conrad recommend that when deciding which technology tools to use one must “keep it simple, focus on the essential tools”(Boettcher & Conrad, 2010).  An instructor should not choose a technology tool because of the “flash” or “bling” or that it may be fun to use, the focus should be to “determine it’s relevance to the course requirements and ease of use”(Boettcher & Conrad, 2010).  The tools must serve to meet the objectives or purpose of the course.

What implications do usability and accessibility of technology tools have for online teaching?

When selecting a technology tool make sure they are easy to use, and that both instructor and learner may become quickly familiar with.  Choose tools that are up to date, with links that function, this will ensure that all participants are using a uniform set of tools. 

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design? 

“The three essential tools that you must use in your course are announcements, discussion board monitoring and feedback, and the basics of grade books and communications tools within whatever course management system you are using”(Boettcher & Conrad, 2010).  The technology tools I would choose would depend upon several variables: type of online setting, curriculum, and learner (experience).  The specific technology tools that are most appealing to me when teaching an online course would be:

·      CMS – Voki (for engagement) or Haiku (for ease of use)

·      Communication tools

·      Videos

·      Wikis

·      Evernote

·      Mobile devices/mobile technology/software

·      Synchronous text, such as Google Drive

Reference:

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

Considering the exponential growth of online learning, and the ever-changing technological advances in online education, there has been an increasing demand for online instructors capable of delivering quality instruction in the virtual environment.  Setting up an online environment is an essential step to creating a positive learning experience.  There are several step online instructors should take when setting up their online course or training module, and involve eight key elements to consider. 

• ·      Course overview and introduction
• ·      Learning objectives and outcomes
• ·      Assessment and measurement
• ·      Resources and materials
• ·      Learner interaction
• ·      Course technology
• ·      Learner support
• ·      Accessibility

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

Technology allows the participants of an online learning environment to interact in ways that is vital to its success.  Both the facilitator and learner must be familiar with the technology tools selected for proper course implementation.  One of the most important tools is the course management system (CMS).  Knowing and understanding how to navigate the CMS will improve participant’s chances of success and retention with the institution. 

Facilitators have an incredible amount of tools to choose from when implementing a course.  Technology tools should be chosen wisely, and with purpose, not just for the sake of using them, keep it simple.  “Focus on the essential tools, and build your first course around those tools”(Boettcher & Conrad, 2010).

Why is it essential to communicate clear expectations to learners?

Communicating clear expectations to learners early on is crucial to their success.  Learners must be prepared for what is to be expected, presenting a clear, concise syllabus, rubrics, and proposed proper etiquette for online discussions.  Planning clear expectation allows for a transparent setting, there will be no “surprises”, and one that is supportive.  Clear expectations will also help learners better manage their time and assignments.

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

When setting up an online experience the facilitator has to take into account a variety of other factors in addition to what has previously been stated.  A facilitator must create early on a social presence, promoting a sense of community within the online setting.  They must manage content resources, have an assessment plan, and promote discussions and interactions.  Because “ learners bring their own personalized and customized knowledge, skill, and attitudes to the experience”(Boettcher & Conrad, 2010), the facilitator has a responsibility to get to know and understand their students academically as well (what do they know). 

Reference:

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

Laureate Education. (Producer). (2011). Launching the Online Learning Experience. [Online]. Retrieved from Walden University eCollege.

Online Learning Communities

Online Learning Communities

The construction of a learning community can help facilitate course outcomes and is the vehicle through which online education is best delivered.  Dr. Palloff and Dr. Pratt describe the necessary foundations required when constructing a learning community for online instructors.

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

Studies have shown that learning communities increase student satisfaction, perception of learning, create a social pressure to succeed and create stronger more viable outcomes.  A learning community is defined as a “community of students and faculty who explore content together to construct meaning and knowledge about the context”(Laureate Education, n.d). Both the student and facilitator are involved together to challenge as well as to support each other.  Online learning communities impact both student learning and satisfaction within online courses in a variety of ways.  Although the online learner is the focus rather than the facilitator, a learning community should create an environment where learners and facilitators are equal participants,  Learning communities create a sense of co-created knowledge and meaning, crafted through learner-to-learner engagement.  Through participant engagement, learners continuously reflect, increase their own self-direction, and reinforce their sense of presence within the learning community. 

What are the essential elements of online community building?

The essential elements of online community building include people, purpose (of the community) and process (the way in which the course is delivered) and supported with methods (the way people interact) and social presence (to be able to make a connection to others).  The various connections between elements assist in creating a solid support in the learning process. 

How can online learning communities be sustained?

To sustain an online learning community both the facilitators and learners must be an active participant within the community.  “It is everyone’s responsibility to create a successful learning community”(Laureate Education, n.d).  Sustaining an online community begins even before the first learner enters the classroom.  The facilitator needs to be familiar with the technology, make the course easy to navigate, and make the classroom feel warm and inviting.  After class has begun the facilitator should be present within the class often to support and to provide feedback to the learner in a timely fashion.  It may be beneficial for the learners participate in an orientation to familiarize themselves with the learning management system, allow the students to get to know each other, and to orient themselves with the philosophy of online learning.  Ultimately the learning community as well as the online classroom must be interesting, engaging, inviting, and provide the learner with a sense that they are being provided with the information required for success, student satisfaction.

Reference:

Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [video]. Retreived May 9, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651291_1%26url%3D