December 10, 2011

Plagiarism Detection and Prevention

Plagiarism (“Plagiarism,” 2011) is defined as the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work, as by not crediting the author. Plagiarism occurs for many reasons. Many infractions are a result of students not being educated on exactly what consittutes plagiarism (Jocoy, C., & DiBiase, D., 2006). In the video “Plagiarism and Cheating,” Dr Paloff says that the Internet makes it easier and more apparent, but it has not increased plagiarism in education. Nonethe less, this is still a concern, especially in online education.

plagarism

One primary way to prevent plagiarism is by informing students as to the various situations that exemplify plagiarism. In the video “Plagiarism and Cheating,” Dr Paloff discusses that students do not perceive copying and pasting from the Web as plagiarism. She also used the example of reusing a paper from a previous course as an example of plagiarism. Instructors should also have a strcit policy for academic dishonesty incorporated in the syllabus.

Another way to prevent plagiarism is to assign very narrow or specific topics that are hard to find on the Internet (“Resources,” n.d.). Controlling the sources that the student may use and setting a date range for the sources can also help prevent plagiarism. Teaching students how to properly use the Web for research, including how to evaluate Web pages and how to cite them will help them to properly do their own work (“Plagiarism ,” 2011).

There are many online tools that can assist the instructor in detecting plagiarism. Turnitin (http://www.turnitin.com) is the leading academic plagiarism detector. The Plagiarism Checker (http://www.dustball.com/cs/plagiarism.checker) checks for plagiarism by entering text into a search box. It will tell you if and from where something was plagiarized. Plagiarism Checker.com (http://www.plagiarismchecker.com) is a similar program. PaperRater (http://www.paperrater.com) helps students with grammer and spelling and informs students if their papers have elements of plagiarism.

As an instructor, becoming aware of the reasons why students plagiarize is imporatant. Students may plagiarize when assignments are due at the last minute, or when a large point value is at stake. By designing my assessemnts to avoid this, I can help to availd the need to plagiarize. By integrating guidelines for dishonesty into my syllabus and utilizing plagiarism detection software, I can hopefully deter students from plagiarizing. Finally, by educating students as to what consitiutes plagiarism and by teaching them how to properly research and use citations, they can learn to be sucessful and ethical.
References:

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

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), pg 5.

Plagiarism, (2011). Retrived December 8, 2011 from http://dictionary.reference.com/browse/plagiarism.

Plagiarism Prevention, (2011). Retrived December 8, 2011 from http://www.uwplatt.edu/library/reference/plagiarism.html.

Resources for Preventing and Detecting Plagiarism, (n.d.). Retrieved December 8, 2011 from http://faculty.millikin.edu/~mgeorge/plagiarism.
Video: “Plagiarism and Cheating” by Dr. Rena Palloff and Dr. Keith Pratt

 

 

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November 30, 2011

Technology and Multimedia in Online Learning

This post is for EIDT 6150 at Walden University

technology photo

 

Technology has changed our lives. It has changed how we conduct business, communicate, socialize. Technology has changed how we learn and therfore we have changed how we teach. Whether in the classroom or in the online enviornment, technology and multimedia have impacted the learning and teaching process.

We must remember, however, that these are just tools, and in itself does noting. It is how we use these tools that matters. We must keep in mind that the goal of any activiy is “learning.” It just so happens that we have a plethora of technological tools that can be used to provide student motivation, engagement, and active learning. Technology can also promote diverse interactions among students, and can address a variety of learning styles.

Technology does have many advantages but in order to use it correctly we need to develop a new set of habits, tools, and practices, and that takes time, energy, and patience (Boettcher & Conrad, 2010, p. 103). Because the goal of using technology is to promote learning, we need to identify the specific characteristics and needs of the learner. The usability and accessibility of the technology tools is also very important. If it is difficult to understand or access, it can cause confusion and frustration rather than promote learning.

We are living in a very exciting time. Over the last 10 years so many great teaching tools have emerged such as: course management systems, communication media, discussion forums, audio and video applications, blogs, wikis, concept maps, podcasting, media sharing, Discussion technologies, Wiki’s, cloud services, and more. Although I feel they will all be valuable to me in my future career in online teaching, the ability to collaborate online in real time appeals to me the most.

References

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

 

 

 

 

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November 18, 2011

Setting Up an Online Learning Expereince

online learning

Technology

There is a lot to be taken into consideration when setting up an online learning experience.  In addition to developing the content and activities, the instructor must be familiar with the technology that he/she will need to use in order to promote learning.  Online learning is accomplished by using technology. The instructor needs to know what technology is available to them, to determine will be used, and to be efficient in using it. A Content Managment System (CMS) also known as a Learning Management System (LMS) is often used to deliver the course. Boettcher and Conrad (2010, p9 57-59) identify important tasks that the instructor will need to know how to perform when using technology.

Some important tasks that are accomplished by using technology are:

  • uploading documents and other media
  • updating and revising documents
  • using a grade book
  • using plagiarism tools
  • sending announcements
  • creating  and using discussion groups, blogs, and wikis
  • producing and using video and/or audio recordings
  • using synchronous communication tools

Communicate Expectations

Another important task in creating a successful online learning experience is communicating clear expectations to the learners.  ”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 (Boettcher, J.,  & Conrad, M., 2010, pg 55).”  Communication regarding the activities, due dates, grading, how to submit an assignment are some of the areas that should receive focus. the learners need to know to find information, how to participate, and what is expected of them. Clear expectations can help students avoid potential confusion and/or frustration.

Other Considerations

In the video “Launching the Online Learning Experience,” Dr Palloff and Dr Pratt discussed other key points in creating a good online experience. Among these are getting to know the students, responding to the discussion posts, establishing a presence and creating fun activities. For me, I think that establishing a presence is one area that I will need to focus on.  Using announcements more often and using tools such as discussion and blog posts, will allow me to be more present with the class. Establish a time for synchronous communications will also provide the students with the opportunity to connect with the class.

References

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

Video “Launching the Online Learning Experience” with Dr. Rena Palloff and Dr. Keith Pratt.

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November 4, 2011

Online Learning Communities

This post is for EIDT-6510-1 Online Instructional Strategies

 

online learning

Importance of the Online Learning Community

In the video “Online Learning Communities,” Dr. Rena Palloff and Dr. Keith Pratt state the importance of engagement in the online classroom. In order for the student to learn, there needs to be an online community which provides support and feedback, and the ability to explore, construct meaning, and to incorporate the experiences of the other students. The community can create a sense of satisfaction by allowing the student to be self directed and to create his or her own social presence. The community is sustained by the equal participation of the students and the instructor. It is also sustained by having a reason to engage together, such as solving a problem or discussing and article.

Role of the Instructor

The involvement of the learner in the course is critical. Active participation allows the learner to gain knowledge. “The most important role of the instructor in the online class is to ensure a high degree of interactivity and participation. This means designing and conducting learning activities that result in engagement with the subject matter and with fellow students (Conrad, R., & Donaldson, J. A. 2004 pg 7).” This will be the foundational principle upon which I approach the development and teaching on my online courses in the future.

References:

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Video: “Online Learning Communities,”  with Dr. Rena Palloff and Dr. Keith Pratt

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