Promoting Collaborative Learning

Welcome to Week 4!

Read the following article

Collaboration is important to the “development of a learning community and achieving the desired outcomes for the course” (Palloff & Pratt, 2007). Palloff and Pratt take the same position many experts have taken in the belief that collaboration is the “most powerful principle” in online learning.

With this in mind, answer the following question prior to completing this week’s discussion assignment.

Which elements does the article recommend for building both collaborative skills and community?

According to Palloff and Pratt which three ways specifically should instructors and instructional designers postulate and promote the development of collaborative skills?

List at least two benefits of collaboration for learners taking online courses.

By Tuesday:
Post your own “original” introduction with learning expectations to any undergraduate online course. Minimum length 2 paragraphs. Maximum length 4 paragraphs.

By Thursday:
Respond to the postings of at least two classmates. Responses are expected to be not only respectful, but it must deepen, expand on, question or analyze the ideas presented by your classmate(s). Simply responding with one sentence (for example) Good Job! Or I totally agree is unacceptable.

 If you need more information the standards for this discussion board and participation requirements can be found by clicking on the following link:

or copy and paste this link to the address bar http://www.ic.sunysb.edu/Class/che326ff/discussion_board/etiquette.pdf

By Sunday: Return to this discussion board and post at least one resource that you locate from a (website, journal, or article) that instructors can use as a tool to promote collaborative learning. Hint. Refer to the resource sharing section of this week’s article.

Rubric Rationale

• Student posts initial, secondary and tertiary requirements to the discussion board in a timely manner

• Student addresses each of the discussion prompts identifying the (3)elements that aid instructor(s) in postulating and promoting collaborative learning

• Student is able to construct and introduction that discusses the expectations or activities which lays the foundation for collaborative learning, and identifies at least two benefits for learners participating in collaborative learning. For example, collaborative learning helps to bring learners closer and reduce feelings of isolation.

• Student shares at least one credible resource instructors and/or instructional designers can use to promote collaborative learning

RUBRIC

Plagiarism Detection and Prevention

What plagiarism detection software is available to online instructors?

According to Palloff and Pratt many of the online learning institutions come equipped with internal plagiarism detection software; they also employ several other methods to capture this form of cheating. The following website offers a review of the top ten online plagiarism detection software’s for 2012.

Top Ten Plagiarism Checker Review for 2012

The one software that stood out to me was PlagiarismDetection.org for pricing, length of subscription and number of submissions available within the lifetime of each subscription. At the same time, it is important to highlight the point I made earlier that most accredited institutions offer both internal and external detection software to their instructors.

How can the design of assessments help prevent academic dishonesty?

Dr. Keith Pratt offers a suggestion when it comes to examinations, he makes them so intricate that one has to accomplish and / or demonstrate a specified degree of learning to pass. He ecplains his lack of concern for cheating by drawing a parallel to "the real world" which he defines as being a place where you do not have to have all of the answers but you really should know where to find them even if those resources include people and resources that others may consider cheating. These same applications we know as cheating will rarely apply in the “real world”. Dr. Palloff, on the other hand,  he remains concerned with academic dishonesty and feels that it is the responsibility to teach learners the meaning of academic dishonesty and provide the tools available that will help learners avoid having to resort to such practices. She goes on to explain the importance of instructors to provide feedback and assessments often and without necessarily referring to them as tests. This increased request for the demonstration and evidence of skill acquisition would minimize the need for the learner to compromise their academic integrity. They would become use to demonstrating thier understanding and ultimately become less fearful because it is no longer "high stakes" but a normal occurrence.  Some online learning institutions have other methods for preventing academic dishonesty and among them are timed examinations, retinal scan, TurnitIn, and clearly identified expectations via the highly visible and ever present rubric.

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

The following suggestions were located at the following website: Berkley Website

Not all these factors are under an instructor's control, but there are specific steps you can take to prevent academic dishonesty:

1. Inform students of academic standards for scholarship and conduct.

2. Explain how cheating harms students and describe campus sanctions.

3. Minimize the opportunities for cheating and plagiarism.

4. Take visible actions to detect dishonesty so that students know you will not tolerate cheating. (Even if you don't actually carry out all the actions you say you will take, honest students will appreciate knowing that you care enough about academic integrity to take precautions.)

5. If cheating occurs, respond swiftly with disciplinary measures and formal action.

In addition to these options I plan on applying the untraditional testing described by Dr. Keith Pratt with frequent and varied forms of assessment that have clear, concise rubrics as they “lay out the criteria for grading and become a useful checklist” (Boettcher and Conrad, 2010 p.177). I will also make sure that feedback is frequent, useful, formative and timely helping to keep learners engaged and focused.

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

Dr. Rena Palloff and majority of educators generally believes in the good nature of the student and that often experiences incidences’ of plagiarism to be accidental and that educators should immediately and privately confront anyone he/she finds to be an intentional cheat. Boettcher and Conrad recommend instructors communicate with learners often as a way of becoming familiar with each learners level of understanding and personality. This will help you to recognize authenticity and changes. It is important for instructors to keep in mind the type of participation each learner within the community demonstrates realizing that it can transition as the course progresses. (Ziden, Fook, Idrus and Ismail, 2009).

References:

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

Palloff, R., and Pratt, K. (n.d.) “Plagiarism and Cheating” Video. Laureate, Inc. Retrieved from Course Video Link

Ziden, A. A., Fook F. S., Idrus, R. M., & Ismail, I. (2009). The types of online interaction model: Individual approaches in online discussions. Paper presented at the 5th WSEAS/IASME International Conference on Educational Technology, La Lagune, Spain. Retrieved from Types of learner approaches to online discussions

Impact of Technology and Multimedia

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

Technology and multimedia enable learners from all across the globe to participate in online learning. Once enrolled, technology and multimedia enable instructors to create activities and learners to demonstrate what is termed social presence (Boettcher and Conrad, 2010 p.51). In the beginning of the course students use discussion boards, blogs, icebreakers, voice threads and more to introduce themselves to one another and get acquainted and asking questions. As the course progresses learners use technology and multimedia to receive their lessons, lectures, assignments, directions, resources and demonstrate cognitive presence which “is defined as the extent to which the professor and the students are able to construct and confirm meaning through sustained discourse (discussion) in a community of inquiry” (Boettcher and Conrad, 2010 p. 54). In addition to this, technology is used to support and or satisfy the courses learning objectives. This is accomplished by “building a sense of shared understanding, knowledge of one another, and mutual support, even if the values are not shared, are elements of community” (Boettcher and Conrad, 2010 p.55). Technology and multimedia are “critical for effective online socialization and cognitive engagement” (Boettcher and Conrad, 2010 p. 56). Toward the middle of the course learners begin to demonstrate command over the use of the course technology and multimedia appropriate to the course objectives. In many instances, learners are put in groups that may or may not require them to use one or several Web2.0 tools to collaborate on and development of course deliverables that will be graded. This learning community further “builds the cognitive presences, focuses on contents” which enhances the learning community (Boettcher and Conrad, 2010 p. 104). At the same time, the blend or mix of technology and media selected by the instructor will help to support or reduce the learner’s ability to satisfy the course objectives. Instructors may use an aggregator technology to reduce the time and effort it will take to locate the continuance work of learners and groups giving them more time to focus on the course, content, providing feedback and structure. Instructors are able to use these tools to “dig more deeply into matching learning theories with learning goals and tools” (Boettcher, and Conrad, 2010 p. 108). Instructors make announcements, send and answer emails and manage courses within course management systems. The goal is always to communicate “regularly and meaningfully and to cultivate a sense of curiosity and search for truth and wisdom” (Boettcher and Conrad, 2010 p. 113). The overall impact is the quality of presence, learning, communication and community.

What are the most important considerations an online instructor should make before implementing technology? What implications do usability and accessibility of technology tools have for online teaching?

The most important considerations an online instructor should make is the “judicious use of online technology” asking “does it make sense to do, does it meet the objectives”, “mandating it just because is not a good idea” (Palloff and Pratt n.d.). Palloff and Pratt recommend instructors “use Web 2.0 technology tool in online environments when they support learning objectives and warns us to be careful of institutions that are driving technology and leaving a lot of things out” (Palloff and Pratt, n.d.). Also instructors have to be concerned with usability and accessibility. “Usability in an e-learning context, can thus be defined as the effectiveness, efficiency and satisfaction with which users can obtain specified learning (or learning related) goals in a particular environment or with a particular tool or learning resource” (Cooper, Colwell and Jelfs, 2007 p. 232). How easy will it be for learners to use? “The main challenge in accessibility is responding to the diversity of the ways different users react with a computer environment” (Cooper et al.). When it comes to accessibility instructors must consider whether or not learners will be able to gain access and the quality of the tool within this access. For example, Palloff and Pratt remind us that some learners may be using slow or dial up internet connections which significantly impact their ability to use, download and interactive with certain software. Automated accessibility evaluators such as Watchfire and A-Checker tools help instructors and developers to ensure learners with disabilities are not put at a disadvantage. The goal here is to ensure all learners will benefit from or be provided equal technological alternatives throughout the course.

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

This is the question that I find hardest to answer and I guess for good reason. In a short answer almost all of them. This is like asking me to tell you which seasoning in my cupboard is the most appealing, as I enjoy cooking as much as I do teaching. The reason it is so hard to pinpoint one tool or another is because it depends on the nature and context of the course. Similar to cooking it depends on the dish you are preparing. Blogs, wikis, Wimba voice board, discussion boards, podcasts, social media, email, Skype, Elluminate, and Google Docs. I have to say the most appealing tool has come to be the course management systems available for their ability to bring together all of the tools instructors may need to teach online. Most recently I have learned how to create movies with sound and then embed them into a pdf file for ease of use and access. This has been most exciting considering how I can now take my responsibility of demonstrating presence to a higher degree and make more information accessible. “accessibility equals visibility and prevents isolation” by keeping learners and people connected Palloff and Pratt, n.d.). There is no doubt that technology and multimedia have a significant impact on e-learning and their environments. I will be using varying blends of these tools (including this blog) and resources that support learning objectives, motivate and engage learners preventing the sense of isolation and enhance the online learning community.

For more information on multimedia and technology in education click the link below and this is an interactive video so pay attention. Enjoy!!!

http://www.youtube.com/watch?v=y9k-XUhvbAI&list=PLE7B346ABD49834B0&index=1&feature=plpp_video

References:

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

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

Palloff, R., and Pratt, K. (n.d.) “Enhancing the Online Experience” Video. Laurette, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=6456475&ClientNodeID=984650&coursenav=1&bhcp=1

Setting Up an Online Experience

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

First and foremost when it comes to student-centered learning one would expect the instructor has proficient if not advanced knowledge in the tools taught or made available to students. This is also necessary for the instructor to be perceived by the student(s) as credible. In some instances the instructor will be the first person the student reaches out to when having technical issues and so being able to provide help, or ask specific troubleshooting questions would be helpful. I have heard stories about instructors from time to time teaching a software course and when asked a question they have responded by saying “read your book”. Student centered learning moves instructors to more guiding positions rather than center stage. By guidance I am referring to the active role of advising and counseling along a controlled path. Furthermore, how can the instructor judge or make suggestions that would improve the quality of a thing if they are not aware of its capability through application? What is most clear is that no matter which course “the best approach for teaching a first online course is to keep it simple. Focus on the essential tools and build your first course around those tools” (Boettcher and Conrad, 2010 p. 57). The technological tools available may be the most appropriate vehicle in the development and/or maintenance of “social presence, cognitive presence, and teaching presence” (Boettcher and Conrad, 2010 p.54).

2. Why is it essential to communicate clear expectations to learners?

“Clear and unambiguous guideline 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 and Conrad, 2010 p.55). When students know exactly when, where, how, how often and to what degree it helps them to plan and prepare work that meets the standards they were given. Students should be given access to the syllabus, rubric, and additional requirements on the very first day of the course. “Clarifying how all this will work and sometimes might not work can help to create a smooth and trusting learning environment” (Boettcher and Conrad, 2010 p. 55). The best example was in my most recent course where the instructor explained when to contact her should we have trouble reaching the assignments deadline and how she grades late work. This ensured that her rules and our concerns were addressed early on. There were no surprises and that created trust. The following website explains in more detail why crystal clear goals are not only important to but expected by distance learners.

Establishing Expectations

“It is up to YOU to provide the roadmap to success”

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

According to Dr. Rena Palloff it is important to know you students individually to some degree, as well as, making personal connections with them by using the students’ names as early in the course as possible as a way of acknowledging them and their presence in your classroom. She also discussed just how instructors should be mindful of and address varying levels of student comfort, participation, and their willingness to post photos of themselves. Dr. Pratt addressed ways instructor who are camera shy or “not photogenic” may use avatars that speak in place of their actual photos. They both closed the lecture with suggestions for instructors to avoid coming off too academic and the need to inject relatively benign information that would allow the students to see them as human, from a very human aspect. (Palloff and Pratt, n.d.)

The website above reminds educators of the students need for effective and clear information given their level of understanding, missing face-to-face queues and signals and personal responsibilities outside of the classroom.

One final note, icebreakers can be a great way to establish, and maintain a highly effective student centered learning community. Dr. Rena Palloff stresses that icebreakers do not have to be used solely in the beginning of the course, they can be used to breathe life back into a course and Dr. Pratt urges that we “DO NOT want education to be deadly serious”, instead look for opportunities to make learning fun.

I learned this week online education does not have to be starched it can have a relaxed feel so long as it is focused. I now understand the amount of time required to prepare, set up and be present. I have reviewed the checklist and will make use of it to launch a successful course.

References:

Boettcher, J.V., Conrad, R., 2010. The Online Teaching Survival Guide. Simple and Practical Pedogogical Tips. San Francisco; Jossey-Bass

Palloff, R., Pratt, K., (2012) Launching the Online Learning Experience.[Video] Pearson; Laureate Education Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=6456475&ClientNodeID=984650&coursenav=1&bhcp=1

Website: Establishing Expectations (n.d.). Retrieved from http://learn.gwumc.edu/hscidist/FRED/EstablishingExpectations/index.htm

Online Communities impact both student learning and satisfaction within online courses if facilitated properly because the learners will experience “the perception of learning, and feeling like a part of something larger” (Palloff and Pratt, 2012). According to Palloff the “power” is in the learner to learner dynamic via “co constructed knowledge and learning, continuous reflection, increased self-direction and sense of presence. There are five elements necessary to define and develop an online community.

Five elements of an online community

1. People
2. Purpose
3. Process- the way in which the course is delivered
4. Method
5. Social Presence-through text we develop a sense of who we are (Palloff and Pratt, 2012)

Online communities are sustained through careful attention to the development, guidance and nurturing of the learner participants. Learners must have a clear understanding of how they are supposed to satisfy the course requirements, how often they are expected to demonstrate social presence and by what timeframe. All expectations should be clearly explained in the initial stages. The relationship between community building and effective online instructors rests on everyone. How well the facilitator lays the foundation within the social constructivist’s theory, engage learners further helping them to negate the sense of isolation (Palloff and Pratt, 2012). How well the students demonstrate social presence, continuous reflection and respond to the social pressure to succeed. In addition to this, how well were these efforts supported by the administration will determine the outcomes of these important relationships? I learned that many times students may expect more from online instruction by the facilitator, but this can be addressed by a strong social presence and being an active facilitator. I will make sure I inject the appropriate level of personality, make the course easy to navigate, and email a welcome letter when appropriate rather than just posting it to the virtual classroom.

Reference:

Palloff, R., Pratt, K., (2012) Online Learning Communities [Video] Pearson; Laureate Education

EIDT 6150 Online Instructional Strtegies Week 1

Hello Everyone,

Welcome to my blog....I look forward to working and learning with each of you in this course!

Ama

Analyzing Scope Creep

Scope Creep is like going into the supermarket for one ingredient but leaving with a cart full of items, or without the item at all.

Less than one year ago I became the director of allied health education for a start- up private post- secondary career school. While on probation the campus president added two more job titles with significantly separate responsibilities to my existing position. One of the positions, academic effectiveness coordinator required the development of a student retention plan. The president identified the dean of students and the academic effectiveness coordinator to complete this project with final approval by him. Following our kick off meeting, WBS, and proof of concept documents, the president decided to allow the attendance coordinator to join (as per her request) to “help us revise” these documents. More specifically the early intervention form became her focus. Suddenly the project was veering away from overall retention and steering toward the attendance coordinator superseding the dean of students. This young lady thought the font should be in (comic sans ms); similar to what you would expect to find in an early child development activity. In addition to this, she wanted for everyone to be responsible for what was clearly her job and insisted on requiring each department to sign off that they had in fact done her work. Everyone was so taken back at the clearly determined missteps. The dean, the registrar (someone whose opinion the president respected) and I had to have a side bar meeting with the president and once it was clear he had given the attendance coordinator carte blanch serious consideration whether to continue or withdraw was weighed by everyone. The dean of students (PM) was very determined to create a retention plan that would actually cause students to want to remain in school until completion and not simply prevent the attendance coordinator from doing her job. The dean requested the form be drafted in such a way that the attendance coordinator had to follow up with each student and then bring her decisions in front of the retention board. After these minor changes the attendance coordinator met with the campus president and the retention plan, quite brilliant I may add was never realized or approved. I was required to revise it three times following the termination of the dean. Sometimes, you can have every process covered and plan to manage a successful project but if the entire team is not in support of it or if there are hidden stakeholders, motives or personal relationships within the team dynamic it can be difficult for any PM to keep control. The team was able to produce a very realistic retention plan. Behind the scenes the attendance coordinator and campus president had a professional and private relationship that threatened the ability of the team and quality of the process. Looking back I could have met with the president and asked him informally how each position at the time was expected to depend on this plan. I could have asked every member for their feedback early on and reached a consensus and avoided the stepping on toes which ensued. Stolovitch advises project managers that 90% of a projects communication is what is not said. Furthermore, if we had a more structured communication and change of scope request plan our dean of students would have been able to avoid scope creep without it becoming so personal.

Reference:

Stolovitch, H., (2011) “Project Management and instructional Design”. Walden University. [Video]. Baltimore, Maryland: Laureate Education, Inc. Available: EDUC-6145-4 Project Management in Education and Training.