Plagiarism Detection and Prevention

Plagiarism Detection and Prevention

During this week’s lessons we have reviewed Plagiarism and the different types of detection and prevention methods instructors put into place. “Plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) materials without acknowledging its source” (Plagiarism by Adult Learners Online: A case study in detection and remediation, 2006).

There are many types of software available for plagiarism detection from web based applications such as turnitin.com to facility owned databases. With the facility owned or sponsored databases learners must submit their work through the school’s website. The work is then compared to other articles and papers the school has access to. With the web based application, work is submitted via the website, and compared online among others. Both of these applications compare papers and provides a percentage of how much the submitted paper matches another source available.

In the online videocast with Dr. Pallofff and Pratt, they discussed various measures a facilitator can apply to content to reduce or eliminate cheating and plagiarizing. Some of the items were to design assessments to mirror real-life expectations and to incorporate collaboration. By implementing these approaches, learners are less incline to cheat because it is not required to pass the assessment. Being able to work with others, and locate resources that provide the answers is what is being assessed.

Also, it was discussed in the videocast that many learners do not consider copying and pasting from websites as cheating, nor reusing work they did for a previous course. The instructor should ensure they are taking the time to educate learners about copyright, fair use, plagiarism, and cheating (Laureate Education (Producer), 2010).

References

Laureate Education (Producer) (2010). Plagiarism and cheating [Video podcast]. Retrieved from http://class.waldenu.edu

Plagiarism by Adult Learners Online: A case study in detection and remediation. (2006). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/242/466

Impact of Technology and Multimedia

Impact of Technology and Multimedia

This blog was created to discuss the impact of technology and multimedia on the online learning environment. In recent years the advancement of technology and the use of multimedia allowed instructional designers to develop more engaging learner content. Instructional designers are now able to create rapid development projects and include elements into the course to make the material easier to understand, and also allows learners to store information into their long-term memory.

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

Technology and multimedia have many impacts on the learning environment. Technology has provided instructors the ability to facilitate lessons to learners with different geographic locations, either synchronously or asynchronously. Technology allows for the learners to engage with the course content, to assist with being able to understand better or apply complex concepts. Facilitators can use technology to assess the learner’s progress and ability to master the required objectives. Technology also allows for learners to perform the practical application of concepts during the lessons, so that they can get experience while they are still learning.

Multimedia allows for the facilitator to explain complex concepts using various techniques to either simplify the message or provide visual aids to make the information easily understandable. Multimedia can be in the form of graphics, videos, audio, or simulations. With multimedia, learners can interpret the meaning of the text and still engage with the course content.

What are the most important considerations an online instructor should make before implementing technology?

Before implementing any technology, the instructor should first verify if the technology will be conducive to the materials they will be sharing with the learner. When technology is used appropriately, it can make presenting of information more effective. However, if the technology is not used properly, or is used when it is not needed, it can become a distraction, and harm the learner's ability to understand or retain knowledge.

Another consideration that an instructor needs to consider before including technology in their lesson is the learner’s accessibility to the technology, and experience level. If the learners do not have any experience with the technology, or they are unable to access the technology, this will impact the learner's ability to engage with it. If learner experience is the only concern, the instructor may consider adding instructions or a tutorial on how to use the technology. If the learners are not able to access the technology, then the instructor will need to find an alternative approach to using the technology.

What implications do usability and accessibility of technology tools have for online teaching?

“People with disabilities constitute the nation’s largest minority group, and the only group any of us can become a member of at any time” (Betts, Riccobono,  & Welsh, 2013). It is extremely important that facilitators and instructional designers understand Section 508 of the Rehabilitation Act. This act was put into place to make electronic and information technology accessible to people with disabilities. Being that there is a larger percentage of citizens with some type of disability, instructional designers should ensure that all online programs are meeting the accessibility standards.

These standards include but is not limited to, ensuring closed caption texts are included in all courses with audio, ensuring there is also a transcript available for learners who use a screen reader and ensuring the colors being used in courses can be easily viewable by learners with visual disabilities.

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

The online tools that I find the most appealing are web 2.0 based tools, such as blogs, social sites, and wikis. I enjoy the use of blogs as it allows the learner to express their thoughts, and obtain meaningful feedback from peers or the instructor. Also, blogs can be made public so that the learner can reach a larger audience, and receive feedback from individuals they would have never met.

I appreciate the use of wiki’s, as they allow for collaboration among peers. Wiki’s are easy to maintain, and take very little effort in creating. In addition to web 2.0 tools, I also enjoy using eLearning software. These softwares allow instructors to provide lessons in an asynchronous fashion, and even provides the ability to assess the learner’s progress, and track trends.

What are my thoughts on the significance of using technology in an online learning experience?

I believe that the use of technology in an online learning experience is extremely important. It provides learners with the experience of how many larger corporations handle processes and training.

Technology also provides a mean for learners to better engage with the content. Engagement with the content promotes the learner’s motivation to participate and complete course objectives. I also feel that technology makes it easier for instructors to communicate complex information, and find innovative ways to present materials to the learners.

Reference

Betts, K., Riccobono, M., & Welsh, B. (2013). Introduction to the special section on integrating accessibility into online learning. Journal of Asynchronous Learning Networks, 17(3), 1-5.

Setting Up an Online Learning Experience

Setting Up an Online Learning Experience

By creating a positive learning experience, the instructional designer can ensure an effective learning outcome for the learners. To ensure the learning experience will be positive, there are several elements the instructional designer should incorporate into the planning and designing of the online learning course.

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

By knowing the technologies that are available to them, instructors can design an effective online experience, making sure they are implementing the proper online technology for the occasion. Instructors are better able to plan out how to effectively incorporate the technology into the course to maximize on learner engagement and understanding. Technologies offer the instructor better data recording and reporting functionality. With knowing what types of technologies are available, instructors can learn those technologies they are not familiar with, to have a functioning knowledge of the technology by the time the online environment starts. Knowing the technologies available helps the instructor plan out the best approaches to communicating complex topics, and how to promote learner engagement better.

Why is it essential to communicate clear expectations to learners?

Clear and unambiguous guidelines about what is expected of learners and what they can expect from the instructor can make a significant contribution to ensuring understanding and satisfaction (Boettcher & Conrad, 2016). When an instructor communicates the expectations to the learner, the instructor can determine if the learner understands what will be expected of them and what they are expected to gain from the learning experience. The learners can identify what they will be expected to do at the completion of the learning experience. When the learning outcomes are not clear or are not provided to the learners, learners can get lost or feel as though the information may not pertain to them. Also, without knowing the expectations of the online experience learners may not have the motivation needed to complete the program.

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

When creating an online course, the instructor should take the following items into account:

·         The is a syllabus that will provide the learners with a high-level overview of what to expect in the course.

·         The instructor should provide learners with rubrics for assignments and discussions requirements. The rubric provides learners with the expectations for each item that will be graded.

·         The instructor needs to make sure they plan an icebreaker to allow the learners to get acquainted with one another and establish a positive tone for the online experience.

·         The instructor needs to ensure that the learning outcomes, assessments, and experiences are all aligned and consistent with one another.

·         The instructor should also be sure to have a set of housekeeping guidelines to make all of the learners are aware of what is expected with their interactions with one another.

·         The instructor needs to be aware of the learner’s current experience level in the online learning environment.

Reference

Boettcher, J., & Conrad, R. (2016). The Online Teaching Survival Guide (2nd ed.). San Francisco, CA: Jossey-Bass.

Online Learning Communities

Online Learning Communities

An online learning community is a public or private destination on the Internet that addresses the learning needs of its members by facilitating peer-to-peer learning (Wikipedia, The Free Encyclopedia, 2016). Online learning communities provide a way for learners to engage with their peers, the facilitator, and the learning content. In an online learning community, facilitators are no longer relying on lengthy lectures to pass on knowledge to the learners. The faculty role shifts to more coaching, guiding and mentoring (Boettcher & Conrad, 2016).

How do online learning communities significantly impact both student learning and satisfaction within online courses?

 Engaged learning has been described as a collaborative process, in which an individual learns through negotiations between multiple personalities. This collaborative acquisition of knowledge is one key to the success of creating an online learning environment (Conrad & Donaldson, 2011). In an online learning community, learners can have a deeper understanding of concepts by participating in discussions with their peers. Facilitators are then able to challenge learner responses to topics promoting deeper thoughts on the given topic. Learners walk away from the experience feeling more knowledgeable about the course content, and able to hold a more meaningful conversation regarding the topic.

What are the essential elements of online community building?

The key elements of an online learning environment include:

·         Students establishing their own learning goals

·         Students working together in groups

·         Exploring the appropriate resources to answer questions

·         Task that are multidisciplinary and authentic

·         Assessments that are performance based and ongoing

·         Products that are shared with an audience beyond the classroom (Johnson, 1998)

How can online learning communities be sustained?

The four essential elements for every structured learning experience consist of the learner, the faculty/mentor, the content, and the learning environment. For a facilitator to maintain an effective online community, they must develop trust between the learners. By developing trust, learners will be more confident in engaging and holding discussions with their peers. This is extremely important since with the online learning, the learning occurs from the discussions had and the different perspectives on a given topic.

What is the relationship between community building and effective online instruction?

When learners feel comfortable and trusting of their peers, they are confident enough to have meaningful engagement with them. When we design engaging learning experiences, learners spend more time interacting with and develop more complex, better-structured knowledge bases and efficient automatic behaviors (Boettcher & Conrad, 2016). As described in the text Engaging the Online Learner, engaged learning is a collaborative process. The community is essential for the online instruction to be effective.

Conclusion

Going forward, when developing online courses, I see the importance of ensuring peer to peer interaction occurs in a meaningful manner. As the facilitator, it is my responsibility to begin the course with icebreakers and activities that will allow learners to become familiar with each other and build trust. Reflecting on my past experiences as a facilitator in online classes, I can see how I was the type of instructor that wanted to jump into the core of the content and begin teaching. Following that approach did not provide much of an opportunity for my learners to get to know each other and become comfortable with one another. Another item that I have learned during my research this week is to allow the learners to control their own learning goals. As the facilitator, I should challenge the learners and promote deeper though on a concept, however, I should not be controlling the pace of the learning the entire time.

References

Boettcher, J., & Conrad, R. (2016). The Online Teaching Survival Guide (2nd ed.). San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the Online Learner (Rev ed.). San Francisco, CA: Jossey-Bass.

Johnson, M. (2000). Article for School Times. Retrieved from http://www.ash.udel.edu/incoming/mjohnson/article1.html

Wikipedia, The Free Encyclopedia. (2016, September 24). Online learning community. Retrieved from https://en.wikipedia.org/wiki/Online_learning_community

Analyzing Scope Creep

Analyzing Scope Creep

Daniel Pringle III

EDUC 6145

June 15, 2017

Dr. P

As an instructional designer, typically the first task I perform when receiving a project is to scope the new request with the individual that requested the project. During the scoping call, I will review what prompted the request to be submitted, if there are any other solutions that may be better than designing training, who the impacted audience is, and what are the learning goals of the project.

One project came through that was requesting training be designed for front line staff to cover enhancements that have recently been made to the member enrollment system. The enhancement was massive, and the training request called for a multimedia project be developed with knowledge checks, a mastery test, and practical application simulations. The training requested would need to be delivered to approx. 10, 000 customer service representatives, and will take approx. 1 hour to complete.

During the scoping call, it was identified that there would be seven different enhancements that will be communicated in training. However, after the storyboarding process and once programming of the training was almost complete a member of the workgroup who was not a part of the initial scoping call, demanding that additional topics (somewhat related to the system enhancement but only specific to a few csrs) be incorporated into the training, and would not provide final sign-off from their business area until the content was added.

Since this request came so late in the project and was not identified in the scope, this request could potentially cause the project to meet its release date, in addition, to cause the need for additional resources to be brought on board to obtain the requested content. Since call management schedules time for csrs to be pulled from the phones based upon call forecast, not releasing the project on the set release date could impact production, as well as forecasting. Instead of advising the workgroup member that I would not be able to accommodate them since the request was not identified during the scope, I set up a private meeting between that individual, the project requestor, and myself to discuss the request.

Since it was identified that the requested content did not need to be communicated to everyone that is required to take the course, there may be an alternate way for me to communicate this information and not impact the project timeline. I was able to get all parties to agree on not incorporating this information in the multimedia course. However, I would create a separate communication identifying the missing content and send it to select csrs that are impacted.

Project Schedule and Estimating Activity Duration

Resources useful for planning an ID project’s schedule

10 Steps to Creating a Project Plan

https://www.projecttimes.com/articles/10-steps-to-creating-a-project-plan.html

This site provides great information on items to consider when creating a project plan. This site also lists the different components of the project plan. This will help the project manager identify items that they will need to plan for. Another piece of useful information contained on this site is the section for defining roles and responsibilities. This section provides a clear definition of the roles, and the responsibilities associated with the role. This will help the project manager to communicate to the team their role and how they fit into the project.

Overall, I think it was a good article, however, I think the author should have expanded more on what is required to create a project plan. The author explained the project process and everyone’s role. I would recommend this article only as an FYI.

Tips for Project Planning with Gantt Charts

https://www.smartdraw.com/gantt-chart/gantt-chart-tips.htm

I found this site to be extremely helpful for building a project plan. This site opened up discussing identifying the purpose of creating a Gantt chart. The author advised that this type of chart would not be conducive for creating a visual of a process. The site then proceeded to walk the reader through the next step of defining a project timeline. This step is important as it assist the project manager with dividing up the increments of time for the duration of the project. The site also explains to the project manager how to break the project down into more manageable pieces, and how to create progress bars to monitor the project status.

I found this site to be great for project managers to use to develop a project plan using the Gantt chart. I would recommend this site for other project managers and ID’s looking for a resource to help them develop a project plan.

Communicating Effectively

During this assignment, I was presented with three different communication methods in which members of a workgroup were communicating on their project. The communication methods where email, voicemail, and face-to-face. As I initially reviewed the messages, I predetermined that the face-to-face method would be the most effective, as both parties would be able to communicate both verbally and non-verbally.

As I reviewed the email, Jane was communicating to Mark that she needed him to provide an ETA on a missing report. Jane stated that the was information she needed from that report for her own work, which was in jeopardy of missing the deadline if she does not receive the report soon. Jane also states that Mark can send the report in a separate email when it is ready. Based upon my experience, although Jane did communicate why she needed the information, she was not able to obtain any immediate feedback or acknowledgment that Mark will have the information ready for her, by the time needed. I do not believe the email was the most appropriate form of communication for her need in this scenario.

During the second method of communication, which was the voicemail, Jane stated the same thing that was presented in the email. The difference in between the two forms of communication was you were able to hear the urgency in Jane’s tone of voice. The email made it seem as though Mark has some time to get this information to her, since he may be busy, however, the voicemail made it appear the information was needed asap.

The final method of communication was the face-to-face, in which Jane stated the exact same thing as in the previous two forms of communication, however, unlike those methods you were able to see Jane’s body language and non-verbal communication along with her message. This form of communication would provide Jane with an actual time on when Mark would be able to provide the report or missing information immediately.

My interpretations from one modality to the next remained the same. With each form of communication, the more pieces of the communication (verbal and non-verbal) used to convey your message, will further ensure the information is received appropriately. With the email, there was too much room for interpretation when the report and missing information would be needed. However, with the voicemail and face-to-face, you were able to hear the urgency with the message.

I learned from this exercise that while emails may be easier to throw together and send out, it is not always the most effective form of communication, and may not provide the results that you may need.

Learning from a Project "Post-mortem"

As an instructional designer, I was tasked with developing an online training for an organization of 30k employees on the new ICD10 codes that will replace the ICD9 medical billing codes. The project request was submitted 2 years prior to the ICD10 codes usage being required by federal legislation. This time-frame typically provided me lots of time, since the standard development time for project completions was 12-16 weeks. Unfortunately, the development of this training hit many snags, which caused the project to almost miss deadline. I was able to however meet the project completion deadline after making many changes to the initial training request, and instead of developing 1 online module, I created 3 separate modules, in which the first was released by the date required by the federal legislation, and the last two remaining modules were released shortly after. There were three main issues that was impacting the project meeting the required release date and they include; System requirements not yet active or tested; extremely large workgroup (30 representatives) who had different ideas and views of how the training should be delivered and what to include, obtaining the necessary sign-off from everyone involved on the workgroup.

What processes, project artifacts, or activities did I include that contributed to the success of the project?

While it is not the norm to have such a large workgroup for a project, I went into the process understanding that I needed to be well organized, and document everything. There were many calls with the workgroup in which someone asked me who provided the instruction for me to do something a certain way, in which I would quickly access a communication sent to me with the request. In addition to being well organized and keeping track of all documentation, I also communicated with the workgroup on a weekly or bi-weekly basis to communicate the project status and any new developments. This kept the workgroup aware of my progress, and provided any information they may have needed to communicate to their individual teams. The last activity that I would contribute to the success of the project was my ability to think outside the box and be flexible. The legislation required that staff be trained on the ICD10 process by September 2015, however the law did not state what type of information must be included in the training. In order to meet the deadline, and taking into consideration that the organization’s systems were not yet ready for me to include simulations and screen shots in the training, I proposed that the initial online module I develop only include background information on the ICD10 codes and definitions. This was proposed because that was information that was already obtained and confirmed. For the systems training and functionality pieces, I was able to wait after September 2015 for the system to be enhanced and create the other two modules.

What processes, project artifacts, or activities did I not include that might have made the project more successful?

One of the items that I constantly think about, is I did not hold anyone accountable for their participation in the project besides myself. With that said, when business requirements that other departments were responsible did not meet their deadline, I did not further probe as to why the hold up and how this would impact the project’s timeline. I just assumed responsibility and tried to come up with a workaround. This added more stress to my work, in addition to not correctly identifying problem areas and documenting that information for my manager.

The Future of Distance Learning

Distance education is growing at an alarming rate due to the advancement of technology. As mentioned in this week’s video: Growing acceptance of distance education is fueled by the increase in online communication (Laureate Education (Producer), 2017). With the Internet becoming more accessible, individuals have a greater opportunity to participate in online education programs.

I believe in the next 5 – 10 years, distance learning will continue to grow, and more institutions and businesses will invest in this method of content delivery. In addition, I believe the traditional face-to-face venues will begin to diminish. Within the next 10 – 20 years, I believe that distance learning will become the new norm for society.

As an instructional designer, it is our responsibility to be a guardian of the learning process. We should ensure that we are equipping and educating the learners so that they have all they will need to be successful in their learning endeavor. As an ID we should advocate for the appropriate use of distance learning when it fits the content and the learners. Furthermore, as an ID, we should push back on the stakeholders who request distance learning, when distance learning is clearly not the solution.

I will remain a positive force for continuous improvement in the field of distance education by ensuring to apply the proper instructional design process to my training curriculum. Also, ensuring that all projects I develop continue to go through an evaluation process, in which I am able to enhance further the content based upon items identified in the analysis. I believe that continuing to be a supporter of distance learning and looking for innovative ways to help design content to keep learners engaged will assist me in my journey.

I feel this class on distance learning has opened my eyes to the software available for designing distance learning courses and keeping the learners fully engaged. Using the CourseSite page to design my first distance learning course, was challenging, yet rewarding. I belevie the more I get to interact with the software I will be able to further develop the content that I program on the site for learners.

Reference

Laureate Education (Producer) (2017). The future of distance education [Video podcast]. Retrieved from http://class.waldenu.edu

Converting to a Distance Learning Format

This week I was challenged with a scenario in which a trainer wanted to convert their current face-to-face content, into a distance learning format.

In the paper I wrote, I identified what pre-instructional elements the instructor would need to perform prior to updating his training content. Whenever an instructional designer must convert training materials, they should always approach the project as a new project request and perform an analysis of the request and the impacted audiences.

In addition to the pre-planning strategies, I communicated in the paper how the role of the instructor would change from what he was doing in the face-to-face environment, to how he will need to facilitate in a distance learning format.

Finally, I provided a list of best practices that can assist the instructor with converting his content, and ensuring the learning delivery is conducive to the training environment.

Converting to a Distance Learning Format.pdf

My definition of distance learning and the future or distance learning

Prior to attending my Walden University Distance Learning class, I had participated in distance learning as a participant, facilitator, developer, and programmer. My definition of distance learning is to share knowledge using technology with a diverse group of participants who are located in different areas of the world. I did not necessarily feel an instructor was required for distance learning, as information could be shared in a narrated electronic course, or vignette.

Due to my participation in the learning industry in the past 11 years, I have observed many influences on the changes of the definition of distance learning. I feel one of the factors that drives change in the definition of distance learning, is the advancement of technology. Technology continues to redefine the ways in which information is shared, for example social networks and YouTube.

I believe that changes on a person’s definition of distance learning can be influenced by their profession, as well as, there level of technical knowledge. For example, someone new to the learning industry may feel like distance learning is limited to just online virtual classrooms. Although, that is a specific type of distance learning, you also have technology based trainings, E-learning, blended learning, performance support tools, vignettes, and the list continues as technology advances.

My definition of distance learning was very similar to the information that I was exposed to this week. There was very small differences in the wording, however, the jest of the information was the same.

I believe the future of distance learning will further evolve, and information will be shared in even more innovative ways. I believe employers will invest more in the learning industry as the benefits of advanced learning deliverables become available. I believe designers and technologist will continue to play a vital role in ensuring the content is conducive to the learning environment.

Reference

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Foundations of Distance Learning (6th ed.). Charlotte, NC: Information Age Publishing, Inc..

Distance Learning Blog

Greetings,

My name is Daniel and this will be my blog for my Walden University Distance Learning class.

I am 34 years old and have been an instructional designer for the past six years. Before becoming a designer, I was a traveling trainer. For the past 6 months I started my new role as an instructional technologist.