Week 6 Assignment 2 - Plagarism

I thought the Laureate video featuring Drs. Pratt and Palloff was so very interesting.  They introduced very modern thinking concerning the outcome of cheating in online courses.  As Dr. Pratt stated, it would make sense to design your assessment so that questions require knowledge of application.  What I thought was modern about it was.....the he considered some forms of "cheating" collaborating.  Students need to learn to collaborate in the work world to find answers to questions they don't know, and it behoves them to learn to do that in their cousework as well. 

Of course Dr. Palloff brought out the fact that collaborating and downright claiming someone elses' work are two different things, and the latter needs to be addressed directly and professionally.

I also believe it helps to subject the learners to a short quiz concerning Plagarism at the beginning of the course so that they are aware of exactly what it IS and what is IS NOT.

 Plagirism Software.Net is software that categorically searches each sentence and displays the results sequentially. No matter who is using it, and it is free. I also took a lot at  iThenticate. According to the website,  iThenticate is a service offered by Plagiarism.org, but is geared more toward professional writing and scholarly research. Publishers like Oxford University Press use iThenticate for its Cross Check software, which includes a database of more than 31 million articles and 67,664 books and journals.

Week 5 Assignment 2

• What impact can technology have on adult learning?

Technology allows learners to have flexibility with their learning process. Students can utilize iPads, tablets, cdll phones, or portable laptop computers.

• What should online instructors consider before incorporating technology into the online learning environment? 

In an online learning environment, we cannot assume that learners know how to communicate effectively with an instructor or their fellow students." (Boettcher 2010, p. 72)   As part of our readingmaterials, Dr. Pratt states that instructor should only use tools that would meet the course objectives. What we dont want to do is inudate students with unnecesary tools that will not benefit them. Instructors also need the know their students, and understand the level of comfortability they have concerning the use of technology.  Are we using Wikis? Does everyone know what a "wiki" is?  Those are issues that should be considered.

• Do usability and accessibility of technologies have on adult learning?

Usability is a genuine concern where adult learners are concerned. Many GED students may not have access to computers or have the ability to purchase software.  There are neighborhood libraries that have computerrs availablel free of charge , or students could avail themselves of the learning centers at most colleges.

• What technologies are most appealing to you for teaching online?

I am inclined to use Blackboard because that is what I am most familiar with.  Blackboard has technology that offers a creative environment for the student-learner and learner-to-learner method. Students can communicate not only with the instructor, but with other learners which encourages strong community learning. Blackboard offers several components that encourage community learning:

• Discussion Board where questions and answers can be traded in the community of learners.
• Course Information
• Class Cafe

Week 3 Assignment 2

Steps Essential for setting up effective online experiences for adult learners?
"Focus on social presence activities for both learners and faculty."(Boettcher 2010, pg. 51)
It amounts to the same importance as introducing oneself when entering a room. People are more relaxed to interact if they are allowed to know who they are dealing with, and building a social component makes focusing learning transition more natural. In the online format, questions can be presented not only to the instructor but to other students as well who may be able to assist each other with answers. (pg. 73)


Why is it necessary to communicate clear expectations to online learners?
"Clear and unambigious guidelines 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 2010, pg. 55)  I believe this helps learners either appreciate the coursework that lies ahead or.....allows them to decide if there in the wrong course. I have been in many traditional classroom where after the syllabus was handed out or the instructor explained the goals of the course, I would rethink my desire to go any further.  It also serves to motivate students to be prepared for the amount of dedication and learning that is expected and serves to prevent last minute surprises. Boettcher also brings out the point that teaching over several different time zones can present a real issue if deadlines are not clarifyed or adhered to.

What additional considerations should the instructor take into account when setting up an online learning experience, especially one that targets adult learning?
In an online environment we cannot assume that learners know how to communicate effectively with an instructor or their fellow students." (Boettcher 2010, pg. 72)  It is important that the instructor be able to assess where his/her students are in the process of online learning before making assumptions.  It is helpful for the instructor to take a "preweek" of introduction time to find out what is in their minds and what they think they know." (pg. 79)

Week 1 Assignment 2

What are the essential elements of online community building?

According to the video there are three main components of the online learning community: People/Purpose/Process.  The people are important because the are the learning body of the course. We create a community by sharing their thoughts and experiences, and we learn from each other.  What we also learn is that we are not just empty vessels waiting to be lectured to, but equal participants in our learning experience.

How do online learning communities significantly impact the learner’s learning and satisfaction with online education?

The online experience helps the learner to become self directed. I have learned how to research my own answers to seek out questions that are important to be answered during the course, rather than just answering questions posed to me. I have also learned a lot about myself and my learning styles through reflection excercises which is something that was new to me coming into Walden.   The student also becomes more aware of his own "presence" by having a voice in each aspect of the course. The expectation to participate is easier because it's not face-to-face, but challenging because you are learning more and more to express yourself in a way that is intelligent and meaningful to everyone in the class.

How can online learning communities be sustained?

I agree with Dr Pratt that creativity is an essential element of preservation of online learning. As long as the students are kept motivated they will continue to return to this process. Feedback is also very important. Online learning presents the opportunity for students to receive immediate feedback concerning their responses and submissions.

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

Dr. Pratt makes an excellent point, "Make the classroom warm and inviting."  Make sure the course is user friendly. Some adults are already a little intimidated by the online concept, so keeping the terminology simple and concise is helpful.  She also suggested things like using "emoticons" to present a sense of humor to the course. In my experience that makes a world of difference between the community of learners wanting to become more or less involved.

Works cited
Laureate Education, Inc. (Executive Producer). (2012). Online learning communities. Baltimore, MD: Author