Constructing Quality Questions for Discussion

Constructing Quality Questions for Discussions



Picture taken from http://www.canstockphoto.com/images-photos/collaboration_3.html
Title: Learning Together as ONE: Online Collaborating!

Finding out more about Collaboration

Introduction

Discover more about collaborative learning from your resources this week. When you do, share your findings on collaboration with others on the Discussion Boaard. Why is it more important to collaborate online than in a face to face setting?. Check for more information on the topic and let your fellow learners know your findings.Also compare and contrast your findings. Collaborate with fellow learners after your initial post, commenting on at least two of their post.

Instructions for the Post

The following is a way to get into the classroom.
Click on the Discussion tab under the course menu.
Click on the topic, “Discussing online Collaborative Learning:.
This is your link for Online Collaborative learning, read them (a) http://web.njit.edu/~hiltz/collaborative_learning_in_asynch.htm (b) http://users.ox.ac.uk/~ctitext2/service/workshop/collab.html (list of articles you can find moe answers).

Scoring Rubric  - Go to Program Resources  then to Rubric for Applications & Ref. Ass.

Blog Assignment - Plagiarism Detection and Prevention

Blog Assignment - Plagiarism Detection and Prevention

Online Plagiarism
Taken from School Clip Art http://www.school-clip-art.com/cartoon.shtml

Plagiarism Detection and Prevention is one of the main concerns of many tertiary institutions. This is a concern mainly for two reasons. The first reason is that work presented should be basically yours and the second reason is that when other persons’ works are used, it should be properly recognized (Jocoy, and DiBiase, 2006).

What plagiarism detection software is available to online instructors?

In addition to online services like Turnitin.com which is an online detection service, and detecting plagiarism manually, there are other software tools that can be used to detect plagiarism. There is EVE (The Essay Verification Engine. This is Software available to detecting plagiarism (Software for Detecting Plagiarism). Next, there is Glatt Plagiarism Program another Software tool to detect plagiarism. Then there is Plagiarism Detector 320 which checks for originality in text documents (Windows Vista Software Archive).

How can the design of assessments help prevent academic dishonesty?

Rubrics, an assessment tool, if designed properly, would help to prevent academic dishonesty. Rubrics would be completed by instructors at the beginning of a course and could be used as a continual assessment tool by students to self-grade themselves (Boettcher, & Conrad, 2010). This is a good design tool for both learners for self assessment purposes and for instructors because students would have something as a reference to use. This gives the instructor more time to streamline their other duties and it could be used as a tool to refer to if there is academic dishonesty.

What facilitation strategies do you propose to use as a current or future online instructor?

The facilitation strategy that I will propose to use as a current or future online instructor would be to use rubrics as an assessment tool for my learners. I could also let students design their own rubrics. This would help to ease my workload as students would be able to access them easily. Turnitin is also a good online service to use. This might help to satisfy the school’s requirements.

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

As the saying goes, “Prevention is better than cure”. Prevention is another option that could be taken into consideration. This could be accomplished in various ways. This could be part of the curriculum for a course. It was found that students who received instructions about plagiarism were less likely to plagiarize than those who received no instructions (Jocoy and DiBiase, 2006). Also awareness by the instructor to pick up these trends of cheating and plagiarism can help to deter or stop these incidents (Palloff and Pratt 2011;

Here is a synthesis of my thoughts regarding the detection, and prevention of cheating and plagiarism in an online learning environment.

Detection and prevention of cheating and plagiarism in an online learning environment is one of the prevalent topics among faculty members and even among students in the USA and even among faculty member and students in other countries. To my mind it is a necessity especially in regards to making sure that the work presented in basically yours and when using other person’s property making sure it is properly cited. In this regard, it is most appropriate. According to Dr. Palloff and Dr. Pratt, they do not believe students mean to cheat as in the case of the student who used his own work in another class and found it was plagiarism to use it again in his current class without even referencing it. Students do need to be aware of what plagiarism is and should be thought and be given assessment tools that ccould be used to examine their work. However, blatant cheating like copying whole passages from others and presenting it as your own should be prohibited. To my mind this is plagiarism and should be prevented. So even though I believe most students do not intend to cheat or plagiarize it happens (Palloff and Pratt, 2010) and should be curtailed putting certain procedures like those mentioned previously in place.

What did you learn that would help you implement effective online instructional strategies in the future?

I have learned basically that there must be a system in place to teach students and/or allow students to self assess themselves in regards to cheating and plagiarism. If we do so, not only would we see a reduction in these incidents, but we would have a better and happier caliber of students who understand the procedure for plagiarism as they were given the opportunity beforehand to assess themselves. By using the aforementioned methods, incidents of cheating and plagiarism would be prevented and taught (Jocoy and DiBiase, 2006).

References

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

Jocoy, C., & DiBase, 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.

Palloff, R. & Pratt, K. (2011). Enhancing the online experience. (Video).

TeAchnology. The Online teacher resource. Retrieved on April 6, 2011 from http://www.teach-nology.com/highered/plagiarism/detecting/software/
School Clip Art. Retried on April 7, 2011 from http://www.school-clip-art.com/cartoon.shtml
Windows Vista Software Archive. Retrieved on April 7, 2011 from http://www.vista-files.org/programs/skyline-inc/plagiarism-detector.html

Impact of Technology and Multimedia

Blog Assignment – Impact of Technology and Multimedia

               Picture retrieved from http://www.torbayfishing.com/disabled-access.htm

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

Technology and multimedia play a very important role on online learning environments. Technology and multimedia have impacted the online learning environment a whole lot providing it is implemented correctly (Horn, 2008).  This can be seen through the use of discussion boards, wikis, videos, audios, course management systems and Social Networking sites you name it.  However, using them appropriately and not allowing technology to get you overwhelmed is of paramount importance (Boettcher & Conrad, 2010). According to our text, we must pick one to three of them mastering them well in order to meet the learning goals or objectives.  We must keep it simple and branch out later on to use more of these tools as we go along (pp. 57, 58).  Technology tools could make an impact in online learning environments, but certain important facts mentioned before and others that will be mentioned later on must be kept in mind.

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

The most important considerations an online instructor should make before implementing technology are making sure it is accessible and usable to all, using the tools that are essential for learning and teaching experiences (pp. 57, 58).  There are many available tools, but for a beginner online instructor, knowing a few of these tools and making sure they are accessible and usable to all will serve the instructor well. The online instructor should also consider if it is in keeping with the objectives of the course or performance goals and the learning outcomes.  It is no use using tools that are unnecessary so we must know some of them. When we keep these considerations in mind then we would do well in teaching an online course.

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

The implications of usability and accessibility technology tools are that the online teacher has to make sure that the tools they use are usable to all and accessible to the disabled as “Technology that mediates lifelong learning does so in an accessible way” (Cooper, Colwell & Jelfs, 2007). The implications of this are that a variety of tools could be used in our teaching, but the important criteria here are to make learning accessible to all, even the disabled so it would need careful design (p.232).  The implications also are that technologies would be successfully used with these considerations in mind.

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

The technology tools that are most appealing to me are Course Management Systems, using discussion boards, blogs, audio and videos, Turnitin software, using social networking sites and of course using different design and graphical tools, but they need to be accessible and usable to all students.  If necessary, I would need to use assessment tools to find this out to see if they are needed.  According to our video posting, it stated that it is important to know about Web 2.0 Technologies (Palloff & Pratt, 2011).  We should know at least some of them, making them accessible and usable.

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

Cooper, M, Colwell & Jelfs. (2007). Embedding accessibility and usability: considerations for
e-learning research and development projects ALT-J: Research in Learning Technology, 
15(3) 231-245.

Creativity Web Site for all. Retrieved from http://www.torbayfishing.com/disabled-access.htm

Palloff, R. & Pratt, K. (2011). Enhancing the online experience. (Video).

Application - Blog Assignment - Setting up an Online Experience

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

    The significance of knowing the technology available is that it would help in the designing of any learning experience for students. However, we must not allow these tools to get the better of us but if we know a few technological skills, and could keep it simple at the beginning, we can increase our knowledge as time goes along. Some example of these skills are knowing about audio, blogs, wikis, course management systems, Turnitin and working on social networking sites like face book and My Space (Boettcher, & Conrad, 2010).

Why is it essential to communicate clear expectations to learners?

It is essential to communicate clear expectations to learners because this would make sure that the learners understand the given assignment which would save a lot of misconceptions and make the course smoother. By enabling this, a better learning environment would be achieved. (Boettcher & Conrad, 2010). This would also keep surprises to a minimum (Boettcher, 2010). Also using the right word-tone would help to communicate clear expectation to learners and asking relevant questions would help take learners to another level (Palloff & Pratt, 2011).

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

     The instruction when setting up an online learning experience should consider establishing social presence activities for both learners and staff which is like setting up the corner stone in a building, this helps to establish trust among those involved in the classroom. It includes Teaching and Cognitive Presence that involves preparing course materials for the class like the syllabus and materials for the discussions groups and showing all round presence in the class especially in the beginning of a course where the instructor is most needed. The instructor also needs to establish community by building knowledge and competencies within learners, seeing that there is common respect for each other, and that learners share their thoughts and views with each other. There is also need for patience with students and oneself during this process (Boettcher & Conrad, 2010). In addition to this, the instructor needs to set up the class giving himself ample time to do so setting up the syllabus, preparing weekly teaching guides like audio and short text, assembling discussion groups and making preparation for the discussions as this is the primary place for student postings, learning how to use of blogs, and creating rubrics. In addition to this setting up the Course Site is important, making a list of things that need to be done, reviewing the course’s performance goals and reviewing and selecting textbooks are other activities (pp. 51-66).Looking at these aspects and others would give the learners and instructors the tools and support they need to complete an online course.

A synthesis of my thoughts regarding the significance of successfully launching an online learning experience.

     Launching an online learning experience is not “a walk over” or easier than the face-to-face instruction as some folks may think, but it involves a lot of thought, skill and effort to make the process successful. It involves knowing about technology, using it effectively and appropriately to enhance student’s learning. It involves communicating clear expectations with learners, skills in using the right word-tone, executing patience and, setting up systems, preparing syllabuses and organizing discussion materials and monitoring discussions and so on. I would say it is an art that needs to be craftily put together. Doing this will help both the learner and the instructor realize their objectives and gain successful outcomes in the course.

References:
Boettcher, J. (2010). Teaching Online for the First Time – The Quick Guide. Designing for Learning. Retrieved on March 18, 2011, from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html.

Boettcher, J., & Conrad, R., (2010), The Online teaching Survival Guide. Simple and Practical Pedagogical Tips. San Francisco, CA. Jossey-Bass.
 
Palloff, R. & Pratt, K. (2011). Keeping the Learner Motivated and Engaged. (Video).

Roberts, N. (2010). Teaching with Primary Sources @ Cal U. University of Caifornia. Retrieved on March 18, 2011, from http://tpscalu.wordpress.com/

Blog Assignment - Online Learning Communities

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

Student learning and satisfaction within online courses is of great relevance to both the learner and the facilitator.  The learner in these communities are able to support one another, look at the content matter of a course and bring different perspectives to the table and they support and correct each other.  In this way they enhance each other’s knowledge and help to co-construct knowledge (Palloff, & Pratt, 2011). The teacher especially in the early stage of a course provides the core materials to do this and also helps to facilitate this process, but is not the main focus in the course. Even though there might be a high drop-out rate in online communities, this problem could be resolved if the instructor becomes involved in the early phase of a course so that retention would be maintained as he works behind the scene.  In this way in learning communities, both on the learners’ part and the instructor’s part especially during its early phase when the student may be coming from a face-to-face classroom can impact the student’s learning and the student could find satisfaction within online courses.

What are the essential elements of online community building?

According to Dr. Palloff and Dr. Pratt, the essential elements of online community building include (1) creating a forum where someone can communicate with others and support one another.  (2) Establish who the person really is, like in the student lounge  or by personally emailing the student or calling them on the phone try to help the learner with any problems they might have, would encourage the person to remain in the classroom.  It is at this early phase that the facilitator needs to be heavily involved.   (3) Being creative in involving students like using an area of a CMS to give the student extra help they might need.  These and other aspects are essential elements in building online communities.

How can online learning communities be sustained?

Even though online learning communities may have a high drop-out rate, the learning communities can be sustained through behind the scene and even in the early phases of the course, trying to work with learners who seem to be having issues.  It is said that this is more seen in adult learners who might be overcome with feelings of isolation and frustration. Online learning communities could also be sustained if the facilitator does his homework and is aware of those who might pull out of the class.  By the use of emails and phone calls, the problem could be solved.

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

They all go together.  It is the instructor who presents the materials, design assignments, manages teams, covers content and discusses material and work behind the scenes (Misanchuk, & Anderson, 1997).  It is the students who collaborate with each other through the use of materials and so on in the community. Bringing all this together brings about an engaged learner (Conrad & Donaldson, 2004). These factors are all important for community building and effective online instruction and they go hand in hand.

What I have learned that would help me be an effective online instructor is that I have to be actively involved in the life of a learner especially in the early stages of a course trying to help them to find themselves in the online process.  This means allowing oneself to be the instrument that would be used to maintain student’s interest in the classroom.  Learners may have feelings of isolation, not being accustomed to the system and so on.  However, the instructor being involved could help to make this process easier and enjoyable if they take these facts into consideration, this would not only alleviate the learner’s weaknesses or problems, but help in student retention.  I can only imagine how much better online learners would have become if this knowledge was related to previous instructors.  This knowledge would certainly help me to be a more effective instructor in online courses in the future.

Reference

Palloff, R., & Pratt, K.  (2011). Online Learning Communities.

Misanchuk, M. & Anderson, T. (1997).  Building community in an online learning environment: Communication, cooperation and collaboration (http://www.mtsu.edu/~itconf/proceed01/19.html)

Welcome

This is my new Online Instructional Strategies course. Together we will accomplish our task if we do not faint or give up!

reflection

Reflection

In both the 5-10 and 10-20 year spans, my perception of the future of distance learning is that both in the k-12 and adult age groups distance learning would be the predominant program in all schools. This could be either in a hybrid form or in a complete online form. This would be because Video conferencing or other synchronous methods could be used to replace the traditional classroom. Traditional classes would become absolute as more of our young learners become more technology savvy as this is the trend of our new baby boomers. Also traditional schools that have barely promoted online courses on their Home pages if at all (Gambescia and Paolucci 2009), would then be one of the prominent features on most school websites and probably even the only thing on most websites. Then those remaining diehard traditional school would be talking about reverse Academic Fidelity and Integrity Attributes. Also the Helix module of education comprising of universities, governments and business (Siemens 2010) would even be more in place as one body.

I can as an Instructional Designer serve as a proponent of Distance Education by making sure that I am an integral part of this phenomenon aspect of distance learning in whatever field I am working in. Also I can make sure that Academic Fidelity and Integrity are maintained (Gambescia, & Paolucci, 2009) in Distance Education.

I would be a positive force for continuous improvement in the field of distance by making sure that the ADDIE model is followed when designing programs, aiming to be as fluent as possible in multimedia technologies and communal learning especially with the expectancy of neomillenial learning styles. According to Dr. Saba, Theory in Distance Learning is a guide or map that would help Instructional Designers plan effectively and we must as designers endeavor to support its continual progress. I also need to consider all aspects of the system, the learner, the content, the method and material and the technology. I would have to remove any extraneous materials to make my work be professional. Basically I would make sure especially if I am in the Education field that discussion groups and collaboration are all an integral part of online forums. One of the things I have learned especially from my research this week was that persons view online programs as being rigorous but we can overcome it all and still be a positive force for continuous improvement in the field of distance education.

References

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly. 28(1), 7-12.

Gambescia, S. , & Paolucci, R. (2009) Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. University of West Georgia, Distance Education Center.

http://www.westga.edu/_distance/ojdla/spring121/gambescia121.html

Simonson, M. L., Smaldino, S., Albright, M. & Zvacek, S. (2009). Teaching and Learning at a Distance. Foundations of Distance Education. Pearson USA.

Video Program: Simonson (Dr.), & Saba, (Dr,)"Theory and Distance Learning"

Reflection

Reflection
In both the 5-10 and 10-20 year spans, my perception of the future of distance learning is that both in the k-12 and adult age groups distance learning would be the predominant program in all schools. This could be either in a hybrid form or in a complete online form. This would be because Video conferencing or other synchronous methods could be used to replace the traditional classroom. Traditional classes would become absolute as more of our young learners become more technology savvy as this is the trend of our new baby boomers. Also traditional schools that have barely promoted online courses on their Home pages if at all (Gambescia and Paolucci 2009), would then be one of the prominent features on most school websites and probably even the only thing on most websites. Then those remaining diehard traditional school would be talking about reverse Academic Fidelity and Integrity Attributes. Also the Helix module of education comprising of universities, governments and business (Siemens 2010) would even be more in place as one body.
I can as an Instructional Designer serve as a proponent of Distance Education by making sure that I am an integral part of this phenomenon aspect of distance learning in whatever field I am working in. Also I can make sure that Academic Fidelity and Integrity are maintained (Gambescia, & Paolucci, 2009) in Distance Education.
I would be a positive force for continuous improvement in the field of distance by making sure that the ADDIE model is followed when designing programs, aiming to be as fluent as possible in multimedia technologies and communal learning especially with the expectancy of neomillenial learning styles. According to Dr. Saba, Theory in Distance Learning is a guide or map that would help Instructional Designers plan effectively and we must as designers endeavor to support its continual progress. I also need to consider all aspects of the system, the learner, the content, the method and material and the technology. I would have to remove any extraneous materials to make my work be professional. Basically I would make sure especially if I am in the Education field that discussion groups and collaboration are all an integral part of online forums. One of the things I have learned especially from my research this week was that persons view online programs as being rigorous but we can overcome it all and still be a positive force for continuous improvement in the field of distance education.
References
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly. 28(1), 7-12.
Gambescia, S. , & Paolucci, R. (2009) Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. University of West Georgia, Distance Education Center. http://www.westga.edu/_distance/ojdla/spring121/gambescia121.html
Simonson, M. L., Smaldino, S., Albright, M. & Zvacek, S. (2009). Teaching and Learning at a Distance. Foundations of Distance Education. Pearson USA.
Video Program: Simonson (Dr.), & Saba, (Dr,)"Theory and Distance Learning"