Multi-media Presentation: Plagiarism

Moving Toward Dynamic Technologies

Moving Toward Dynamic Technologies

Based on my philosophy of distance education, I believe that I have experienced both sides of the continuum as a result of my studies in this course. Of all the technologies that I have listed on both sides of the graphic organizer, I have had experience with the majority of them listed. I will have experience with Skype (which is listed on the dynamic side of the continuum) before this course ends.  This class has given me experience with the static and dynamic technologies.

Engaging Learners with New Strategies and Tools

  

We know that it is important for educators to utilize the most up to date technical resources as a tool to enhance the educational experiences of our students (Siemens, 2008).  Additionally, the mixing of formal and informal strategies is imperative to have a successfully learning experience (Siemens, 2008).

Furthermore, students must have clear directions on how to complete the assignments, and a clear understanding of how they are going to be assessed.  Most useful tool is the rubric to help students to understand what is expected of them. Instructors must give immediate feedback and assist students in a timely and prompt manner (Durrington, Berrhill, & Swafford, 2006).

References:

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.  Academic Search Premier database; Accession Number: 19754742

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum. 

Assessing Collaborative Efforts

Assessing Collaborative Efforts

How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

Overall, in all classes whether face to face or distance learning the assessment comes from the instructor. Rubrics and other assessment tools have been designed to guide the instructor in the assessment process. Rubrics are a very effective tool to implement to have accurate assessment (Palloff & Praff, 2005). The rubrics outline what is expected, and the students are aware of what is expected of them and they can self evaluate their work. (Palloff & Pratt, 2005). According to Siemans (2008), he suggests that peer assessing and community assessing allows student to contribute to the assessment process. In learning communities, students can provide critical feedback that attributes to the assessment process. However, at the end of the assignment, it is the instructor that has the final say.

Some of these external factors can contribute in the assessment when working in learning communities such as:  timely post, technological issues, and students in the group not understanding the assignment. Therefore, the assessment of a student can never be concrete. For example, in some learning communities, some of the members may not be timely with assignments due to difficulties that could be technological or lack of knowledge. In an online class this is sometimes the issue is not clear. If you were face to face you would have a clearer understanding.

The instructor would only be able to determine this if he or she gets feedback from the learning community members. The instructor would have to look at the community as a whole and at each individual student. Did each student post in a timely manner? Did each student interact with each other to give feedback? Did students lack of these elements hinder other students in the learning community from completing their assignment? Overall, how well did this group collaborate on the assignment, classmate’s feedback, questions and comments.

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do?
The learning community has to work together towards the common goal. It takes communication, feedback, and collaboration from each member of team.  All of the members have to fully understand the time restraints on all the assignments to avoid making the community group late with assignments. In our classes the instructor has provided rubrics, time frames, and encouraged each of us to work together collaboratively. All members need to have a sense of belonging, and the best way to make this happen is great communication and clear understanding of the assignments.

What role should the instructor play? What impact would this have on his or her assessment plan?
There are challenges that community groups face. Achieving an effective learning community and a collaborative environment can be challenging in online classes. Palloff and Pratt (2005) explains how small groups are more effective. In other words there should be three to four members in a group.  All members must participate. For example, one member of my learning community had dropped the class, I did not know for a few days. Our professors become like coaches when we are working in the learning community. However, the instructor’s assessment has to be one of both individual and group effort when determining the final grade.


Reference:

Palloff, R. M., & Pratt, K. (2005). Collaborating Online Learning Together in Community. San Francisco, CA: Jossey-Bass.

Siemens, G. (Speaker). (2008). Learning Communities (Transcript of Video Program). Laureate Education, Inc.

Plagiarism Storyboard

Storyboard Outline

Plagiarism

By:  Sandra Dykes   

Introduction:  (2 Minutes)

Introduction of this video presentation will begin with me fading in before and after a small video clip about plagiarism. This video clip will define plagiarism with a great graphic presentation.

Plagiarism Defined (30 seconds)

What is plagiarism?

•Using sources without giving credit to the owner.

•Morality issue or conventional issue

•Stealing or cheating others from their ideas

Discuss what tools make plagiarism easier. (1 minute)

Tools that make plagiarism easier

•World Wide Web

•Internet

Differentiate between the two kinds of plagiarism (1 minute)

Two Kinds of Plagiarism

•Morality

•Conventional

According to East (2009), there are two factors to consider when trying determining if plagiarism has been taken.

How to Prevent Plagiarism  (1 Minute)

•Educate yourself about plagiarism

•Do not download free research papers

•Avoid faking a citation

•Cutting and pasting to create a paper from several sources

•Follow the policies and procedures of the educational institution

Penalties for Plagiarism (1 Minute)

•The grade result will be a F.

•Dismissal from university.

•Reported to Academic Dean or Dean of Students

Conclusion (1 Minute)

I will review the main points brought in this video clip along with expressions of appreciation for any video clips.

References

East. J. (2009). Judging plagiarism:  a problem of morality and convention, Higher Education: The International Journal of Higher Journal Education and Educational Planning, 59, 69-83.

http://www.youtube.com/watch?v=4P05vgxDoPU 

Elements of Distance Education Diffusion

George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F courses: (a) global diversity, (b) communication, and (c) collaborative interaction. Do you agree or disagree with his view?

Select one of these three elements for your reflection this week and respond to the following in your blog:

·             How has this element evolved?

·             What online tools are available today to facilitate these interactions among learners?

The one element that I selected to reflect upon this week is global diversity. Global diversity has truly evolved overtime in the field of distance education. The reason that it has evolved is because students and professors can now have collaborative online discussions in an asynchronous or synchronous environment with people all over the globe. They can have these discussions through many different formats at any time and place.

There are a vast amount of tools that are available through distance learning. Some of these tools include:  discussion forums, blogs, wikis, tweeter, moogle, skype, blackboard, email, youtube, and the list goes on. These tools open the door to access many profound experts to learners in many different fields. Distance education will continue to grow and change through the future years.  

The Internet offers a vast amount of educational opportunities for the whole population. Technology has opened its doors to all types of learners around the world. According to Siemens global diversity is an online trend that will continue to grow through time.

Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.

The Next Generation of Distance Education

College-level credit granting distance education courses are on the uprise. In my opinion  Moller, Huett, Foshay, and Coleman (2008) states that most higher education needs better instructional design for successful learning experiences to take place. They weigh in on the concern that distance education is relying too much on staff that has not been trained effectively in instructional design. I have to agree that this could in fact be reality. A professor from a previous class admitted to me that this was his or her first time teaching the class, and he or she had difficulty guiding me. The training depends on quick turn around times and the one size fits all way of thinking in all three articles (2008).

Distance learning does not provide the face-to-face learning environment that we have grown accustomed to through the past years. Simonsom (2000) states that distance learning education has been around for decades.He goes on to say how there is going to be a great growth in distance education in the future; however it will not replace the traditional schools.

Through the era of time design is changing and the old ways of doing things are not sufficient across the globe. Adult and child must be considered during instructional design. This must be considered to provide effective learning experiences for all types of learners.

First blog ever,
Sandra


References:

Moller, L.,  Foshay, W., & Huett, J. (2008). The evolution of distance education:  Implications for instructional design on the potential of the Web (Part 1:  Training and Development). Tech Trends, 52(3), 70-75. Use of the Academic Search Premier database, and search using the article's title.

Moller, L.,  Foshay, W., & Huett, J. (2008). The evolution of distance education:  Implications for instructional design on the potential of the Web (Part 2:  Higher Education). Tech Trends, 52(4), 66-70.. Use of the Academic Search Premier database, and search using the article's title.

Moller, L.,  Foshay, W., & Huett, J. (2008). The evolution of distance education:  Implications for instructional design on the potential of the Web (Part 3:  K12). Tech Trends, 52(5), 63-67. Use of the Academic Search Premier database, and search using the article's title.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.