Wednesday, December 14, 2011
Collaborate or Cobladderizing?
Thursday, October 13, 2011
Week 6
William Knopf-Blog Week 6
• What plagiarism detection software is available to online instructors?
Depending on the school/university plagiarism software can be readily available. Certain universities have their own sources; however there are also companies that are specialized in looking for plagiarism. Below is a list from educause.edu that has some well tested sources for training students not to commit plagiarism:
GPTeach
• MITT: The Multimedia Integrity Teaching Tool
• Prentice Hall Companion website: Understanding Plagiarism
• Perdue writing lab
• Indiana University writing page
• Michigan University writing page
• Plagiarism.org
Software that can be used includes:
• Turnitin.com
• Scanmyessay.com
• Plagiarismdetect.com
• Teach-nolgy.com
• How can the design of assessments help prevent academic dishonesty?
One of the best was to design assessment to prevent academic dishonest is to allow students the freedom to “outsource” for information. Like Dr. Pratt (2011) stated in the real world “we are not locked up in a closet” and expected to make detailed reports, studies, etc. In my own classroom I look for the ability to use the concept as an assessment, not just remembering the concept ideas. If a student can take the concepts and apply them to a real-world application that shows how much they know about the concept. The state of Maryland is one of 14 states that are adopting a new state curriculum on Common Core Concepts. One of the major focuses is to apply knowledge and learning, less recall assessments. Also using trans-disciplinary lessons that focus on STEM (Science Technology Engineering and Math) (MSDE, 2011).
• What facilitation strategies do you propose to use as a current or future online instructor?
Once I become an online instructor I plan to design assessments that are collaborative, application based, and useable in the real-world. Employers are looking for workers that can “do” not “parrot” information. According to www.quintcareers.com (2011) most employers are looking for similar things:
• Communication skills
• Analytical/research skills
• Computer/technical skills
• Flexibility/adaptability/managing multiple priorities
• Interpersonal abilities
• Leadership/management skills
• Multicultural sensitivity/awareness
• Planning/organizing
• Problem solving/reasoning/creativity
• Teamwork
Therefore the assessments, activities and projects that I develop online would be similar to the ones that I design in my current traditional classroom. Currently I use collaboration, group work, research topics (web-quests), hands-on activities, problem-solving, and creation/building.
• What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
One focus that I use in my classroom is to educate the students to what cheating and plagiarism is. Like both Dr. Pratt and Palloff (2011) stated, most students are unaware of the simple things that are cheating. For example using work from one course for another. Another example is copying and pasting from the web or online source without giving credit. I plan to have a section in each course where plagiarism and cheating are discussed. Also using other resources like the media center, library, and writing center can help educate the students, thus reducing the chances/likelihood that it will happen. In addition to educating students, making plagiarism software available for the students to check their own work, such as websites like Turnitin.com. If the school does not provide the software, there are also free software sites on the internet.
Sources:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Hansen, R., & Hansen, K. (n.d.). Top Skills and Values Employers Seek from Job-Seekers. Quintessential Careers: College, Careers, and Jobs Guide. Retrieved October 12, 2011, from http://www.quintcareers.com/job_skills_values.html
Humes, C., Stiffler, J., & Malsed, M. (2003). Examining Anti-Plagiarism Software: Choosing the Right Tool. Examining Anti-Plagiarism Software: Choosing the Right Tool. Retrieved October 12, 2011, from http://net.educause.edu/ir/library/pdf/EDU03168.pdf
M. (n.d.). Common Core State Standards: Instruction. School Improvement in Maryland. Retrieved October 12, 2011, from http://mdk12.org/instruction/commoncore/index.html
Palloff, R., Pratt, K. (2011). Plagiarism and Cheating. Walden Video Library.
Thursday, October 6, 2011
Week 5- Blog
What impact does technology and multimedia have on online learning environments?
When talking about the online learning environment technology and multimedia are a huge factor. There are several minor factors of each as well. With technology the factors to consider are the skill level of the students, the applications skill level needed, the available technology, and the proper usage of technology. As stated by Boettcher & Conrad using technology properly and meaningful with help with engaging the students. In addition using multimedia and video resources will also create a more engaging environment (Boettcher & Conrad, 2010).
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology the instructor has to be able to determine the skill level of their students. Asking a beginning student to create a Flash product in their first couple classes is too much to ask for. The degree of technology should be equivalent to the level of the student and the desired level of the program of study. For example if the program is not high in the usage of technology, the level and usage should not be the same as an Instructional Design Technology program. The technology should be selected and used to improve or enhance the learning, not hinder it (Boettcher & Conrad, 2010).
What implications do usability and accessibility of technology tools have for online teaching?
The implications of usability and accessibility of technology tools are huge and extremely important. The accessibility of the technology and tools should be provided for each and every type of technology that is used. Also the requirements that are needed should be stated in the beginning (if not before) of the course/program. The technology tools and program like stated before should mirror the level of the student. In the early stages of the program introduction to technology and tools should be done. Then as the program increases the amount and types of usage increase in difficulty, by the time the student is finished with the program they should be well versed in the usage of the desired technology.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
The technologies that are most appealing to me are the Web 2.0 tools and the Web 3.0 tools. As newer technologies come out, the older methods have been improved. Discussion boards now can be done on systems such as Blackboard, Edmodo, Fakebook, Edline, Skype, etc. Delivering multimedia online is also becoming easier and more effective. Adding video segments and resources can allow students with different learning styles to grasp the material. With a career in instructional design I will need to constantly learning and using new technology and applications. One of the strong traits that I have is the ability to change and manage changes. For all but 2 years in my teaching career I have always had to teach a new subject. This has allowed me to stay focused and always changing my methods to improve instruction. The 2 years that I taught the same subject, I still went back and changed my lessons to improve my instruction. Change is the only thing that is constant in the world. The better you are equipped to handle change the better you will be in teaching and life.
Source:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Enhancing the Online Experience. Walden Video Library.
Wednesday, September 21, 2011
Week 3- Try number 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Week 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Week 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Monday, September 12, 2011
EIDT 6510
Online learning is an interesting and challenging concept. One of the things that interested me was the chance to make my classes more interactive when the resources are tight. Looking back at the last course that was taken by me online fit right into the foundations and major concepts that Dr. Pratt and Dr. Palloff (2011) stated; the course was a learning community. The interesting part about the learning community system that is used by Walden was setup and running without me even knowing that was the principle focus. The interaction between the students and instructor was a great experience. The role of the instructor was equal and the learning mostly occurred from peer-peer interaction. The only con from the last course was the time it took the instructor to grade and give feed-back to assignments. Sometimes the next assignment was due before feed-back was given on the previous assignment.
The principles that were aligned in the previous course were the achievement of the course objectives through engaging activities; achievement of developing a learning community (LC) between the learners/instructor; reflection of the knowledge obtained throughout the course; increased learner self-directed focus; and learning was conveyed by the peer-to-peer interaction (Palloff & Pratt, 2011).
The last course was completely converted for the online environment. The course was not just taken from the traditional classroom and placed online. The course was interactive, engaging and student focused. The instruction came from the equal partnership between the learners and the instructor, not a silo-instructed course. Dr. Saba (2011) discussed that when using learning strategies they should be established and backed by supported evidence of success. The theories that are questionable should not be used. The major focus of the course should first be the foundation of the theories, the knowledge of the field (course related), the concepts and principles used (to develop knowledge), and making the instruction effective for the learner (Saba, 2011).
The only improvements that I saw for the previous class would be the decrease in amount of time for graded assignments. The major problem was that you could not improve or correct any problems before the next assignment was due. The interaction between the instructor and the learner with requirements and corrections was a huge factor for me. In the engagement model that was discussed by Conrad (2004) the principles and problem-based learning are essential for a learning community that is engaged. With the previous course the principles and problem-based learning were there, however the maximum learning for me could not occur because of late input by the instructor. I was not able to transfer the needed information missed from each assignment to the next.
Sources:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Online Learning Communities. Walden Video Library.
Saba, F. (2011). Evaluating Distance Learning Theory. Walden Video Library.
The principles that were aligned in the previous course were the achievement of the course objectives through engaging activities; achievement of developing a learning community (LC) between the learners/instructor; reflection of the knowledge obtained throughout the course; increased learner self-directed focus; and learning was conveyed by the peer-to-peer interaction (Palloff & Pratt, 2011).
The last course was completely converted for the online environment. The course was not just taken from the traditional classroom and placed online. The course was interactive, engaging and student focused. The instruction came from the equal partnership between the learners and the instructor, not a silo-instructed course. Dr. Saba (2011) discussed that when using learning strategies they should be established and backed by supported evidence of success. The theories that are questionable should not be used. The major focus of the course should first be the foundation of the theories, the knowledge of the field (course related), the concepts and principles used (to develop knowledge), and making the instruction effective for the learner (Saba, 2011).
The only improvements that I saw for the previous class would be the decrease in amount of time for graded assignments. The major problem was that you could not improve or correct any problems before the next assignment was due. The interaction between the instructor and the learner with requirements and corrections was a huge factor for me. In the engagement model that was discussed by Conrad (2004) the principles and problem-based learning are essential for a learning community that is engaged. With the previous course the principles and problem-based learning were there, however the maximum learning for me could not occur because of late input by the instructor. I was not able to transfer the needed information missed from each assignment to the next.
Sources:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Online Learning Communities. Walden Video Library.
Saba, F. (2011). Evaluating Distance Learning Theory. Walden Video Library.
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