GRBlog
Sunday, December 16, 2012
Week 7 Reflection
Wednesday, December 12, 2012
Constructing Quality Questions for Discussion
In an online learning environment, the online discussion forum is often considered the heart of the learning community (Boettcher, & Conrad, 2010). It is in the discussion forum that learners are able to connect with course material through their own synthesis of resources alongside the analysis of their classmates (Oosterhof, Conrad, & Ely, 2008). It is also a place where learners can reflect on their own experiences and apply them to the content throughout a course (Boettcher, & Conrad, 2010). A final important aspect of online education is the collaboration that can be created as part of the discussion forum. The discussion forum is often an online learner's first experience in a new learning format, therefore a positive interactive experience is very important (Boettcher, & Conrad, 2010). With these thoughts on online discussion forums in mind consider these questions.
1. What was your most memorable experience with an online discussion forum?
2. Describe the interaction in the forum community with the instructor and with other members of the learning community. (In other words was the interaction driven by the instructor, or was it more leaner driven?)
3. Was the atmosphere like in the forum? (Was it inviting, hostile, competitive, collaborative, polite?)
4. What did the instructor do (or did not do) that contributed the to an atmosphere of community and collaboration in the discussion forum?
5. How were you assessed in the discussion forums? Do think these assessments were appropriate for the type of learning that took place in the discussion forum?
By Wednesday
Use the questions above and discuss your most memorable discussion forum experience. Focus on the atmosphere of the forums and whether the instructor and students were able to create a community of positive engagement and collaboration. Compare your experience with the best practices of online discussions given in this week's learning resources.
By Sunday
Respond to at least two initial discussion posts of your classmates. Compare your experience to theirs, and offer constructive comments, suggestions, or expand on their thinking. Include references to either course materials or resources outside course materials within the responses.
It is expected that responses to initial posts will be given in a timely manner (Timely being within 1-2 days of the initial post).
It is also expected that learners will respond to those who have taken the time to read and respond to their initial posts.
Discussion Forum Scoring Rubric
This Week's Learning Resources
Reading:
Course Text
The Online Teaching Survival Guide: Chapter 5 Tips for Course Beginnings
Assessing Learners Online: Chapter 13 Interaction and Collaboration Online
Media:
Video: Palloff, R., & Pratt, K. (n.d.). Assessing interaction and collaboration in online environments [Web]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_1971563_1&url=
References
Boettcher, J., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Oosterhof, A., Conrad, R., & Ely, D. (2008). Assessing learners online. Upper Saddle River, N.J.: Pearson Education Inc.
Thursday, October 11, 2012
Plagiarism and Cheating
Plagiarism, which is the use of another's writing as one's own (Jocoy, & DiBiase, 2006). There is speculation that plagiarism is rampant in online education. This is not really the case; studies show that this form of cheating is about as prevalent in online as it is in face-to-face education (Palloff, & Pratt, n.d.). The good news for instructors is there are tools available to help detect plagiarism in the online setting. These tools include free options such as Google™ as well as commercial options such as Turnitin™, and Essay Verification Engine™ (Jocoy, & Dibiase, 2006). These tools allow instructors to compare the work of their students to databases that can detect similarities (Jocoy, & Dibiase, 2006).
In regards to designing assessments and assignments that can mitigate the urge to commit academic dishonesty. For example, Dr. Pratt (n.d.) suggests taking a closer look at the types of assignments and assessments. He encourages instructors to create assignments and assessments that are more authentic in terms of reference material, and collaboration with others. These authentic assessments require learners to apply what they know in a real-world situation. It is much more difficult to practice academic dishonesty in a setting such as this (Palloff, & Pratt, n.d.).
As far as facilitation of an online class towards a climate of academic integrity, an instructor must make this a part of the planning process. Addressing academic integrity and educating the learners on the definition of academic dishonesty is a way to help students understand the expectations in this regard.
A final thought on academic integrity comes from the instructor establishing themselves as a trusted figure in the online learning process (Palloff, & Pratt, n.d.). As I stated in the first paragraph, there are many reasons students cheat. If the instructor is on good terms with each of their students, they can more comfortably address integrity issues that may arise. It is important for an instructor to confront these problems. Academic integrity is an important factor in the validity of any academic program. A firm but professional stance in regards to academic dishonesty is essential in the protection of the academic process.
References
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. Retrieved from http://www.citationmachine.net/index2.php?recount=+&lastName[1]=&firstName[1]=&yearPublished=&titleArticle=&titlePeriodical=&volumeNumber=&issueNumber=&pageNumber=&doi=&url=&reqstyleid=2&mode=form&minimode=citation&help=&nameCnt=1&more=yes&reqsrcid=APAJournalArticle
Palloff, R. (Writer), & Pratt, K. (Writer) (n.d.). Plagiarism and cheating [Web]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1375244_1%26url%3D
Thursday, October 4, 2012
Impact of Technology
1. What impact does technology and multimedia have on online learning environmentsTechnology and multimedia have a huge impact on the online learning environment. Web 2.0 technology allow for collaboration and interactivity (Palloff, & Prat, n.d.) that supports sound distance theory (Simonson, Smaldino, Albright, & Zvacek, (2012). It also allows a wide-variety in terms of meeting the needs of learners. Combinations of text, audio, and video can meet the cognitive needs of a diverse learner population (Simonson, et, al, 2012).
2. What are the most important considerations an online instructor should make before implementing technology?When implementing technology into an online program, there are some important considerations. For example an instructor must be thoughtful in the use of technology. The technology must be purposeful in that it will help the learners meet the goals and objectives of the course (Palloff, & Pratt, n.d.). Technology cannot be implemented just because it is there (Palloff, & Pratt, n.d.). Purposeful planning in how the technology can enhance engagement and community must be built into the design (Simonson, et al, 2012).
3. What implications do usability and accessibility of technology tools have for online teaching?When considering the usability and accessibility of technology tools, one cannot assume that everyone has the connectivity needed for the use of web 2.0 technologies (Palloff, & Pratt, n.d.). An instructor must needs to consider contingencies for those students who lack the necessary connectivity to interact with their classmates. Other forms of communication (phone, and email) though not as efficient can still be used in order to create engagement for learners.
4. What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?As I move forward in my career, I would really like to increase my knowledge in terms of designing my own tools that incorporate technology. Our text speaks to how most online instructors and designers rely on existing tools (YouTube™, CSM's, etc.) that allow us to implement technology (Boettcher, & Conrad, 2010). Being able to design and implement my own tools would take my thinking and skills to the next level. Though I have enjoyed the Walden Instructional Design and Technology program, I was hoping for a little more instruction on making these tools.
References
Boettcher, J., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Josey-Bass.
Palloff, R. (Writer), & Pratt, K. (Writer) (n.d.) Enhancing the online experience [Web]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsptab_tab_group_id=2_1&url=%2Fwebapps%2Fbackboard%2Fexecute%Flauncher%Ftype%3DCourse%26id%3D1375244_1%26url%3D
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Thursday, September 20, 2012
3.....2....1....Ready to Launch!
Thursday, September 6, 2012
Sitting alone, watching an online video about creating an online community. Hmmmmmm...........A bit ironic I think.
Tuesday, September 4, 2012
New State, New Job, New Course!
Well here we go! Week one of the Online Instructional Strategy course, and it's time to warm up the old blog again. A lot has changed for me over the last couple of months, I have started a new job, moved back to MI, and am now starting another new class with Walden. Looking forward to it, and hoping I can stay sane. :)