Plagiarism Detection and Prevention

Plagiarism Detection and Prevention

Plagiarism in online courses, while not more prevalent than in grounded classes, receives an inordinate amount of attention because of the perceived ease of cheating (Laureate Education, 2010).   To aid instructors and administration in the detection of plagiarism and cheating, there are many different software and hardware tools available.  Turnitin, a popular plagiarism detection software, is common on college campuses and was found to be approximately 10% more sensitive in detecting plagiarism than traditional methods (Jocoy & DiBiase, 2006).   There are a number of tools available and a simple Internet search nets a large number of free or low-cost alternatives to Turnitin such as Anti-Plagiarism, DupliChecker, and PaperRater (links below).

While these tools can automate the process and bring a certain level of assurance to the instructor and administration that academic dishonesty is being actively guarded against, it may be more effective to design assessments such that intentional plagiarism and cheating are not viable solutions.  Dr. Pratt (Laureate Education, 2010) suggests designing assessments and activities to be more application based.  Having students demonstrate the ability to apply knowledge can help eliminate the need for such detection strategies.  In my own experience as a learner, I have been given assessments where it was encouraged that outside sources be sought and that students collaborate.  As mentioned by Drs. Pratt and Palloff (Laureate Education, 2010), real world projects assigned by employers will require the same approach.  The end product or proposal that is presented at the end is what will demonstrate the learner’s (or employee’s) mastery of the subject.

The topic I teach is dependent on the student’s mastery of a variety of knowledge, skills, and abilities.  Theory-based (facts, rules) assessments are susceptible to cheating, however, the application-based assessments are not.  The policy in my program is to make those types of assessments very low stakes.  The high stakes assessments are those where the student must take the facts and rules and apply them.  It is satisfying to learn that this approach is recommend by Drs. Pratt and Palloff.   The emphasis on higher-order thinking through the synthesis and application of knowledge may go far in decreasing the need for plagiarism and cheating detection.  

References

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Resarch in Open and Distance Learning, 7(1), 1-15.

Laureate Education (Producer). (2010). Plagiarism and cheating [Video file]. Retrieved from https://class.walden.edu

Tools Mentioned in this Article

Turnitin - http://turnitin.com/

Anti-Plagiarism - http://sourceforge.net/projects/antiplagiarismc/

Dupli-Checker - http://www.duplichecker.com/

PaperRater - http://www.paperrater.com/

The Impact of Technology and Multimedia

The temptation to use technology and multimedia in the online environment must be tempered with an understanding of the diversity of the online user (Boettcher & Conrad, 2010; Cooper, Colwell, & Jelfs, 2007; Laureate Education, 2010; Pittman & Heiselt, 2014).  While technology and multimedia add richness to online curriculum and provides an alternate mode for learning, there several important issues which the instructor should consider before implementation.  Clark and Meyer (2011) make an excellent and, more importantly, research supported, case for several principles concerning multimedia learning which includes addressing the details of including multimedia in online curriculum as well as psychological and cognitive considerations.

In addition, considerations surrounding the issues of accessibility and usability must be considered.  Cooper, Colwell, and Jelfs (2007) define accessibility as the “…flexibility of the e-learning system or learning resource to meet the needs and preferences of all users” (p. 232).  Usability, however, is the “extent to which a system can be used by specified users to achieve specified goals…” (p. 232).  The Internet has allowed learners access to education by removing a physical barriers, however the over- and inappropriate use of multimedia has created new barriers (Pittman & Heiselt, 2014).

Overcoming these barriers through the mindful use of technology and multimedia to increase usability can be accomplished through the use of universal design for learning.  The National Center on Universal Design for Learning provides information on three principles to guide educators in the creation of accessible and usable content.  There are a multitude of tools available that address these issues.  One of the tools that I find the more appealing is the simple web search.  By using a search engine such as Google, I am able to locate resources that fit a particular need. 

As the prevalence of online learning increases, it will be necessary for instructors and instructional designers to control the urge to use technology for the sake of technology.  No matter how cool a tool may seem, it is only useful if it addresses the training need by building to a learning objective (Laureate Education, 2010).   Luckily, resources such as the Quality Matters Rubric exist to provide a comprehensive framework to ensure online courses are not only usable, but accessible.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco: Jossey-Bass.

Clark, R. C., & Meyer, R. E. (2011). E-Learning and the science of instruction (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.

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

Laureate Education (Producer). (2010). Enhancing the online experience [Video file]. Retrieved from https://class.walden.edu

Pittman, C. N., & Heiselt, A. K. (2014). Increasing accessibility: Using universal design principles to address disability impairments in the online learning environment. Online Journal of Distance Learning Administration, 17(3).

Creating an Online Environment

Creating an online course is more than just loading a syllabus and tests into a course management system (CMS) and sitting back as learners work through the reading assignments and tests.  An online learning experience requires more attention to detail and to the development of an effective online learning community. 

When setting up an online learning experience, the instructor (or designer) needs to consider the available technology.  Standard 6 of the Quality Matters (QM) Rubric (2015) is concerned with course technology and state that technology should not only engage and support the learner, but should support the learning outcomes as well.  This is supported by Drs. Pratt and Palloff (Laureate Education (Producer), 2010) in their advice to not use technology if it does not help build to the outcomes.  If it does not strengthen the course, then it may become nothing more than a distraction.   Knowing what technology is available and how to use it effectively can help enrich the online environment and improve student engagement (Boettcher & Conrad, 2010; Conrad & Donaldson, 2011).

Clear communication of expectations to the learners is the subject of several QM standards.  Notably,  Standard 1 (Quality Matters Program, 2015) offers guidance on how to establish basic expectations such as prerequisite knowledge, communication guidelines, and minimum technology requirement.   Much of the activities included in the first standard of QM can be used to help establish a rapport with students and increase engagement.  Dr. Pratt (Laureate Education (Producer), 2010) suggests that the first two weeks are critical in limiting attrition. 

In addition to establishing the tone of the online learning community, communicating the learning outcomes or competencies in terms that will be understood by the learner is part of the second QM Standard.  Boettcher and Conrad (2010) advise that clear expectations not only help to “ensure understanding and satisfaction in an online course,” (p. 55), but also help alleviate misunderstandings and will go far in the development of the online learning community.

An additional consideration when creating an online environment concerns student support.  QM Standard 7 is concerned with ensuring students know what services are available to them and how to access them.  In my past with online courses, part of the feeling of isolation stemmed from knowing there were services at campus, but assuming they were not available for me as an online student.  Making the information part of the online environment may go far in ensuring the learner feels comfortable in reaching out for academic or personal help if necessary. 

Launching an effective and engaging online learning experience requires not only an understanding of how to use technology, communicate with learners, and inform them of expectations and services, but also a good foundation in learning theory.  From an instructional designer point of view, I feel that the foundation in learning theory helps to drive the decisions I make when creating an online course.  The Quality Matters Standards offers those who may not have that foundation an excellent framework to use when creating an online course.  I am learning in my own practice to use the QM Standards as a common ground with instructors who, while experts in their own fields, may not have a foundation in learning theory.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survial guide: Simple and practical pedagogical tips. San Francisco: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Franscisco: Jossey-Bass.

Laureate Education (Producer). (2010). Launching the online learning experiences [Video file]. Retrieved from https://class.walden.edu

Laureate Education (Producer). (2010). Online learning communities [Video file]. Retrieved from https://class.walden.edu

Quality Matters Program. (2015, January). Standards for the QM Higher Education Rubric, Fifth Edition. Retrieved from Quality Matters: www.qualitymatters.org

Online Learning Communities

Online Learning Communities.

Drs. Pratt and Palloff (Laureate Education, 2010), outline the essential elements of online community building as people, purpose, process, method, and social presence.  Of these, I believe that social presence presents not only the most challenges, but also the most opportunities for creating effective online instruction.  

A student, alone.

Online learning communities increase student satisfaction and success through the lessening of isolation (Laureate Education) as well as through the building of a social presence.  In my own experiences as an online learner, the overwhelming sense of isolation was a major factor in my mental health as a student.  When I was discouraged by my progress, I felt there was no one to whom I could speak who would understand.  It is unfortunate that in many of my courses, interaction with other students was discouraged.  Not actively or explicitly discouraged, but subtly by the hiding of rosters, the lack of discussion, and the emphasis that collaboration could be construed as cheating.  

A student, isolated.

The maintenance of an online learning community will not be accomplished by the set and forget method of online instruction (Conrad & Donaldson, 2011).  One cannot merely turn on access to a course shell leaving the auto grader to do the work.  Dr. Palloff (Laureate Education discusses that community cannot be built without first setting a welcoming tone.  Learners entering into an online course need to be aware of the instructor’s presence and humanity.  Dr. Pratt (Laureate Education) emphasizes the need for an instructor to be in the online environment daily for the first two weeks.  This is a critical time where students may feel overwhelmed and stop participating. 

A part of a learning community.

In my own practice, I am met with resistance from other instructors who do not think that content that is based in scientific fact and physics cannot support a community idea.  I am not sure if this entirely true or more of a reluctance to move away from the set and forget method.  It takes work to maintain any community, and an online learning community is not any different.  Social presence, as mentioned earlier, presents challenges and opportunities.  It requires a facilitator who is knowledgeable and engaged.  Without the full engagement and skilled social presence of the facilitator, it is doubtful the learners will become engaged and develop their own social presences.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survial guide: Simple and practical pedagogical tips. San Francisco: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Franscisco: Jossey-Bass.

Laureate Education (Producer). (2010). Online learning communities [Video file]. Retrieved from https://class.walden.edu

Attributions: all images via Wiki Commons, alt-text includes attributions.

Online Icebreakers - Creating Community for Adult Learners

Online Icebreakers - Creating Community for Adult Learners

Community building in online learning environments may be one of the most difficult aspects for adult learners.  While it is possible to use discussion boards to enable interaction between learners, Oosterhof, Conrad, and Ely (2008) state that this is not the same as community building.  The use of icebreakers are meant to initiate conversation and facilitate the building of community.

Looking back on your experiences as an adult learner in an online program, have you established any relationships with your classmates outside of the course environment?

Consider your experiences on a more personal level.  Do you feel like you have been part of a learning community or have you felt isolated?  Would the use of ice breakers and the opportunity for informal conversation have helped eliminate feelings of isolation?

By Tuesday: Share your experiences with icebreakers that you feel were either successful or unsuccesful.  For this discussion, suggest an activity that may help adult learners to build community in an online environment.   Support your activity design using the recommended resources listed below.  Use at least one additional resource.

By Sunday: Respond to at least two of your peers’ discussions.   In your response, discuss how you would respond to the activity they suggest.   Do you think that you would be inspired to continue a discussion with your peers based on this activity? Why or why not?

Instructions  and Requirements

• For this discussion post, please use proper APA formatting as described by the University's website.
• Use and properly cite, the recommend resources plus at least one other resource.
• Ensure your posts are free of spelling and other errors.  
• Initial posts should demonstrate that you have synthesized the resources and your personal experiences for clear and concise expression.  
• The initial posting must be submitted by Tuesday at 11:59 PM PST.
• Responses should have depth and encourage continued discussion with the original poster and others.  Avoid "me, too!" and "I agree!" type posts. 
• Respond to at least two of your peers by Sunday at 11:59 PM PST.

For further details on grading, please refer to the rubric .

Recommended Resources 

Resources indicated with (link) are available via Walden University Library or Google Scholar.  The link is provided, but you must be able to sign in to the Walden University Library to access these resources.

Chlup, D., & Collins, T. (2010). Breaking the ice: Using ice-breakers and re-     energizers with adult learners. Adult Learning, 34-39. (link)

Horton, W. (2006). Chapter 9: Design for the virtual classroom. In E-Learning by Design (pp. 463-471). San Francisco: John Wiley & Sons, Inc. (link)

Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson Education, Inc. (text)

Palloff, R., & Pratt, K. (2007). Chapter 8: Promoting Collaborative Learning. In Building online communities: Effective strategies for the virtual classroom (pp. 157-184). San Francisco: Jossey-Bass. (link)

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23 - 49. (link)

Scope Creep

Over the last few weeks, I have learned a great deal about project management and its perils.  One such peril is scope creep.  I wasn’t aware of that term until just recently, but I believe that it is one of the most important terms I have learned in a long while!  My experience with scope creep resulted from my own enthusiasm for a project and for wanting to do the best, most amazing and spectacular job that I could.  The “client” was a joint state and federal grant program for the creation of open source curriculum.  The requirements were rather simple and three years seemed like such a long time.  

I was not the project manager, but rather a team member responsible for developing and creating curriculum in my subject area.  To be truthful, there was no project manager and I believe that this is what contributed to the problem most of all.  Without that single point of control, that single point of grounding in reality, I was able to go beyond what was expected without regard to cost or time. 

The response to my spectacular offerings (and they really were spectacular!) was very good!  Rather than having a project manager to put on the brakes, I went full steam ahead with the encouragement of the stakeholders.  They had no idea of the amount of time and effort that these modules consumed, however.  I continued to work on this project until I realized that I had spent several months working on only a small part of a huge project!  The reality was that each module should have had days allotted, not weeks and months.  I panicked when I realized that I had lost a huge amount of time going beyond the requirements.  I spoke to my manager, scaled back my efforts to meet the grant requirements, and tried to catch up to the next milestone.

While I may not have met the unrealistic expectations that I created for the stakeholders, I did manage to fulfill the requirements of the grant on schedule.  I also learned some valuable lessons.

Portney, et al. (2008) discuss the need to manage scope creep by requiring a process be followed before any change is made to the scope.  All changes must be approved and the schedule must be adjusted as necessary to allow for the changes.  By managing scope, schedule, budget, expectations, and risk, the project manager can control scope creep (Lynch & Roecker, 2007). 

The most important lesson that came from that project is that somebody has to be the project manager.  There must be somebody who is keeping track and making sure that the project stays on course and doesn’t explode into a bigger project.  Or implode and fail.  I think that my near misses and failures of the past will come in handy if I am ever in a position to manage a project.  While project management has some aspects that can be learned in books and in seminars, I think the most important lessons are learned on the job in each success and misstep made along the way. 

References

Lynch, M. R. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons.

Effective Communication

As an exercise in effective communication, I was tasked with receiving a message communicated in three different modalities: email, voicemail, and in person.  The message was the same each time with the only difference being the delivery method. 

First Impressions

Email – I was definitely put off by this email.  I had to read it several times to get a clear idea of what was being asked.  Dr. Stolovich, in Communicating with Stakeholders, discussed the need for written communication to have a very clear purpose statement (Laureate Education, n.d.). 

Voicemail – The voicemail did not elicit as negative a response as the email, however, it was still lacking.  The lack of clear statement made me have to listen to it several times to determine what was being requested.

In-person – Truthfully, I found this to delivery to be the worst.  Dr. Stolovich also discussed the influence of tonality and body language in effective communication (Laureate Education, n.d.).  In this exchange, her body language conveyed several messages that were very off-putting and her tone was rather bored as if it was a chore to have this conversation.

Interpretation and Perception

My interpretation of the message was affected by my perception of the message.  In the email, I saw nothing but “I” in the message.  It was all about Jane and what she wanted with no regard to Mark’s busy day.  I interpreted that email negatively and I would have been less likely to comply with the request.  The voicemail was difficult to follow and required more than one listen, but I was more inclined to interpret the message positively.  In-person, however, was different.  Even though the tone was the same, the body language was the problem. 

Putting it all Together

When communicating with team members, it is important to be mindful of how the message may be interpreted.  Dr. Stolovich indicated that only 7% of a message is conveyed by words (Laureate Education, n.d.).  I was surprised that I reacted as strongly to the written message as I assumed that it would be less likely to be problematic.  However, it seems that how something is written is just as important as how something is said.  The voicemail was the least problematic for me, but when coupled with the body language of the in-person communication, the same message became loaded with accusation and disdain.  Just flicking her fingers when stating it was Mark’s data holding her up was enough to make me stop listening. 

After this exercise, I see that an effective project manager is going to be a referee who averts potential conflict based on communication misunderstandings.  In addition, as a program manager, it will be important to control one’s own tone and non-verbal communication.  The trick will be finding balance without becoming wooden and stiff.

References

Laureate Education (Producer).  (n.d.).  Communicating with stakeholders [Video file].  Retrieved from https://class.waldenu.edu.

Project Post Mortem

The Project

In a previous career, I was tasked with the reorganization of an information and assistance office.  The problem was information that was disorganized and out of date.  It was important to remedy this situation because case managers needed to be able to access accurate and up-to-date information for clients. 

In preparation, I met with the stakeholders (case managers) to identify the types and categories of information they needed and asked them to prioritize their needs.  For example, I asked if there was some information that needed to be bundled for quick access.  I also determined the placement of the new information storage and received consensus from the case managers.  However, while not a complete failure, the project did go the way I had expected. 

What went wrong?

While I had met with the stakeholders I had identified as being the primary focus of the reorganization, the case managers, I had failed to take into account other stakeholders.  Greer (2010) cautions that failure to include all the stakeholders will create problems, such as rework, or in my case, a complete work stoppage.  The stakeholder I had omitted was the chief financial officer who became very agitated to discover I was recycling materials.  Even though the materials were outdated and worthless to the case managers, because county funds had been used to purchase them there was a procedure that had to be followed.                                                                                                                                                                                                                              

How could this have been avoided?

The cliché, “an ounce of prevention is worth a pound of cure,” was shared by Troy Achong in the video Practitioner Voices: Overcoming ‘Scope Creep’ (Laureate Education, n.d.).  Understanding the influence of internal stakeholders (case managers, clients) and external stakeholders (financial officer, county fiscal department) and ensuring that the project actions function within established policy and procedure would have gone a long way in avoiding the problem. 

How it all ended?

In the end, the materials were reorganized and the stakeholders were satisfied.  The chief financial officer and I were able to overcome the obstacle of county code by taking an accurate count of the materials destroyed and creating a written record.  From this problem also rose a solution.  By examining what went wrong and determining what could be learned from the mistake (Greer, 2010), we created a policy that limited the amount of material that could be purchased at one time.  The root cause of the original problem was the over purchasing of 

material.

References

Greer, M. (2010). The project minimalist: Just enough PM to rock your projects! Baltimore: Laureate Education, Inc.

Laureate Education (Producer). (n.d.). Practitioner voices: Overcoming ‘scope creep’ [Video file]. Retrieved from https://class.waldenu.edu

Welcome to Project Management

Welcome to new visitors.  For the next eight weeks, this blog will be primarily concerned with project management.  Having been an active participant in the completion of many projects, I am very interested to learn more about their management.  A natural professional progression seems to include increased levels of responsibility and the need to manage projects as they arise.

The main focus of this blog will continue to be instructional design.  That is the destination, and this is just one more of the many paths to learning.

Project Management (phases)CC BY-SA 3.0  Alphamu57 - Own work

Reflections on Distance Learning

My personal perceptions of distance learning as well as those of society have evolved over the  years and will continue to evolve as time goes on.   While still not universally accepted, distance learning is making headway as an acceptable method for the delivery of instruction.   Main factors in this paradigm shift include technology and communication.

The education industry is leveraging improvements in technology to expand distance learning interaction and distribution (Laureate Education (Producer), n.d.).  As technology improves the connectivity between global locations it is improving the connectivity between people.  The enclaves of “secluded like-minded people” described by Dr. Siemens ( (Laureate Education (Producer), n.d.) are being replaced with globally diverse groups.  Distance learning is no longer constrained  to only print and delivery by post, but can now be delivered as feature-rich packages direct to the learner.  However, as Simonson, Smaldino, Albright, and Zvacek (2012) have pointed out, it is important to remain mindful of the digital divide, or the socio-economic distance that limits access to computers and Internet services.

Another factor in the shift of perception is the normalization of online communication (Laureate Education (Producer), n.d.).  People have become accustomed to being able to have meaningful discourse through social media as well as online forums.  Corporations frequently use online meetings to connect globally distributed teams  (Laureate Education (Producer), n.d.).   As new methods of interaction are researched and develop, I think that distance learning will become even more acceptable.  Currently, there are restrictions to interaction in distance learning due to technological and economic reasons, but as those barriers continue to fall, global interconnectivity will continue to expand.

For the future, I think that education with some level of distance learning will become normalized.  Continued advances in technology, the globalization of communication, and the perception of online communication as normal will improve experiences.  Looking forward to my part in the continuous improvement of distance education, I feel it is imperative that greater emphasis be placed on inclusive instructional environments.  Globalization does not mean homogenization in my opinion, and the need for a skilled global workforce will require large scale multinational distributed learning that is mindful of multicultural and diversity issues (Germain-Rutherford & Kerr, 2008).  At this juncture, I can help improve the perception of distance learning by designing effective instruction that leverages technology while also meeting the needs of the learners.  To that end, I will continue to listen to my learners and treat their input as a valuable part of the design process.

References 

Germain-Rutherford, A., & Kerr, B. (2008). An inclusive approach to online learning environments: Models and resources. Turkish Onkine Journal of Distance Education, 9(2), 64 - 85.

Laureate Education (Producer). (n.d.). The future of distance education[Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Attributions

World Classroom By ManosHacker (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Distributed Learning

The more I learn about distance learning, the more I see distributed learning as being a viable solution for both higher education and business.  First, it allows for the centralization of content for student access when it is convenient for them (Simonson, Smaldino, Albright, and Zvacek, 2012).  Second, it allows for flexibility in instruction and communication.  As a blended model, there are opportunities for face to face meetings as well as online discussion.  I believe that a combination of both might be a solution to some of the problems surrounding online discussion forums as described by Dron, Seidel, and Litten (2004), Swan (2002), and Thomas (2002).  These problems include lack of buy-in by the student, and negative student perceptions of both the purpose and results of discussion.

As part of an assignment whereby I am tasked with with providing information to a training manager interested in improving communication between employees during training and the use of centralized content, I developed a single page information sheet to cover the main points to consider when converting a face to face training to a distributed, or blended format.  This document is available by clicking here.

To summarize, when considering converting a training program, there are several factors to take into consideration:

• Technology Needs and Specifications
• Changing Roles & Personnel Issues
• Community Building

Simonson, et al. (2012), discuss the various technological aspects of distributed and distance learning.  Beyond the server-side hardware and software needs, there will be issues such as security, access, and client-side software / hardware needs.   A company's IT department should be able to provide information on policy and available bandwidth and hosting options.

Next, there is the personnel aspect.  Simonson, et al. (2012) also bring up several considerations in regard to personnel.   The training will become more learner centered as the instructor takes on a role more similar to a facilitator or coach.  These changes need to be considered and discussed with human resources to ensure there are no labor violations or other concerns which may arise.

As an important aspect of distance learning of any kind, communication and community building must be addressed (Durrington, Berryhill, Swafford, 2006; Simonson, et al., 2012; Swan, 2002).  Without active involvement of a facilitator, the research indicates that communication becomes ineffective in an online situation.

Of primary importance, however, is the need for planning.  Dr. George Piskurich (Laureate Education, n.d.) stresses the importance of planning when converting a face to face course to online.  He recommends the use of storyboards and link charts to ensure the course flows.

In conclusion, planning and being aware of  how the change will affect staffing and resources will  be important when considering a change to distributed learning.  Being aware that it is just not as simple as shoe-horning existing content and practices into a different model will help with ensuring success (Simonson, et al., 2012).



References

Dron, J., Seidel, C., & Litten, G. (2004). Transactional distance in a blended learning environment. Research in learning technology, 12(2), 163-174.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 190-193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23 - 49.

Thomas, M.J.W. (2002).  Learning within incoherent structures: the space of online discussion forums.  Journal of Computer Assisted Learning, 18, 351 - 366.

Open Learning

Recently, I decided that it would be beneficial to both my personal development and my career if I resumed my study of French.  Given my course load as both instructor and student, I could not take a course at the local college as all offerings were face to face.  Because I am aware of open educational resources through my job, I decided to see what could be found on the Internet. 

Larive & Fleury Grammaire Francais

I regularly use resources from MIT's Open CourseWare site in the program I teach and am familiar with their methods.  However, there was nothing that fit with what I was looking for.  Further search led me to Carnegie Mellon University and the Open Learning Initiative (OLI).  As a student, I was thrilled! A quick look through the Elementary French I course site showed a clear set of objectives, learning objects, and all the resources I would need. 

Looking at this course now through the eyes of an instructional designer specializing in online course delivery, I can see why I had such a favorable response to the course design.

First impressions are important.  The overview of the course includes pertinent information about the course and what I, as a student, need to do to be successful.  Simonson, Smaldino, Albright, and Zvacek (2012), discuss the importance of both student readiness and attitude, as well as what is necessary for success.  I felt that the course overview page provided all of this, and did so prior to the learner entering the course.   The actual course site is set out in modules that are easy to understand.

On entering the course, the first activity is testing and configuration of the learner computer and browser to align with course requirements.  While Simonson, et al. (2012) indicate this as a student responsibility, they also warn against the digital divide, a socio-economic barrier to learning.  To OLI’s credit, the technology requirements are basic and allow for a number of open-source applications and operating systems.   

Slow - School

Following the information on testing and configuration is a “Before You Begin” module with an assignment and practice.  The “Information for user” module contains an introduction, conditions of use, readiness, resources for both students and instructors, French grammar guide, frequently asked questions, and credits.  The design of this linked syllabus is appropriate for a language course: the titles of the each lesson and activity is in French.  The site also has several different methods of navigation which allow the learner to move to specific vocabulary terms, conversations, and other course details.

The activities were what impressed me the most as both student and instructional designer.  The learner is able to listen to and watch contextual conversations by native speakers.   Included are facial expressions and body languages from places where French is spoken.  Practices include drills that help the student get a feel for not only the language, but also cultural idiosyncrasies. The course ware keeps track of activity completion, but also gives the student the ability to reset this activity tracker.

In Developing Online Courses, (Laureate Education (Producer), n.d.) the narrator discusses the process of developing a storyboard and a site map where a course is completely planned out from the introduction to the final exam.  This course demonstrates that level of planning.  The course flow and the inclusion of detailed navigation give this course a very intentional and well-planned feel.  It doesn’t feel like shovel ware  (Simonson, et al., 2012), but rather like it was created specifically to be taught online. 

In my own practice, I try to emulate this level of planning.  If a student can enter a course site and find everything she or he needs in order to succeed, then I feel that I have been successful.

References

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Choosing Technologies

The Need

Consider this scenario:

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules.  These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor.  The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant.  As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

If I were tasked with designing an instructional solution, I would need to investigate the distance learning technologies that would best fit this need.  Before examining specific technologies, it is important to distill the overall requirements to list out the basic requirements, some of which are not explicit in the scenario:  

• stand-alone modules
• asynchronous delivery
• interactive learning
• engaging
• assessments that demonstrate learning
• record keeping

The use of Internet- or intranet-based training would assure that the training activities would be available to any shift at any time and in any location.  The choice of Internet or intranet would depend on whether or not it is desirable to allow employees to access the training outside of the work environment.  The most important technological issues revolve around the creation of interactive content, assessments, and record keeping.  Record keeping is important in this scenario given the company's poor safety record.  To show measurable improvement in the safety record as a result of the training would be beneficial.  

Interactive content should allow learners to practice and self-assess their progress throughout the module.  The use of simulations to create scenarios will demonstrate the learner’s ability to safely navigate the plant floor with heavy machinery as well as demonstrate their ability to react in prescribed manner to specific situations.  Per Simonson, Smaldino, Albright, and Zvacek (2012) such simulations, while technically complex, are effective methods and depending on the technology used, can allow for retention of performance data for review by supervisors.

The Tools

Articulate Storyline

Articulate Storyline offers the tools necessary to provide engaging and interactive content as well as assessment.  As an example, the Accident Investigation Demo is engaging, not only from an entertainment point of view, but in the way it presents information and highlights important notes or tips.  Section 2 in particular demonstrates the use of interactive practice for self-assessment and learning.  In this section, a correct answer provides an example photograph and a reinforcing comment while an incorrect answer provides a comment as to why the answer was incorrect and then proceeds with a similar response as if correct and continues.   The Broken Co-Worker  provides an interactive scenario where a series of inappropriate responses by the learner will ultimately lead to a screen that offers hints on how to better handle the situations and returns the learner to start of the scenario.  The learner must work through the scenario until the correct responses are made and the main character effectively handles inappropriate behavior in the workplace.  The use of branched-programmed assessment allows for those who possess the knowledge to move forward while those who do not to receive additional instruction (Simonson, et al., 2012). 

Watershed LRS

Watershed LRS is a learning record store (LRS), which is defined at the Watershed website (2014) as something which “collects people’s learning experiences from many different sources and presents them in a meaningful way.”  However, why stop at just the shift supervisors when it comes to assessment data?  Why not take the data and to determine the overall effectiveness of training? While Simonson, et al. (2012) primarily address the use of distance learning in the educational system, it is worthwhile to note their quality control concerns are just as applicable to a corporate setting.   A tool such as Watershed would be able to provide an overall picture of the effectiveness of training activities across an entire corporate setting, not just a single shift.  It could even be configured to compare results between shifts.   For this company, with its poor safety record, the ability to demonstrate an overall improvement could be beneficial.

The Conclusion

What I like the best about these two technologies is that they offer a great deal of flexibility.  Articulate Storyline allows for very professional and engaging learning objects while Watershed LRS provides a way to keep track of diverse training activities.  Creating engaging and interactive learning objects doesn't guarantee that they are meeting the needs of the company, but a tool which can integrate analytics from a variety of learning activities can. 

Links to Demos & Videos

Demo of Interactive Content
Demo of Scenario-based Interactive Content

Video about Watershed LRS

References

Rustici Software. (2014). Watershed LRS. Retrieved from What is an LRS?: http://site.watershedlrs.com/what-is-an-lrs/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

My Personal Evolution: Distance Education

My definition of distance learning has evolved over the years.  In 1987, I defined distance learning as a correspondence course taken from Western Washington University.  In 1999, I defined distance learning as an online self-paced course taken from Chemeketa Community College.  In 2005, I defined distance learning as USB-based courses offered by a Washington community college.  By 2010, I defined distance learning as a combination of satellite, video-streamed, and interactive online courses taken from Old Dominion University.  Now, in 2014, my definition of distance learning has expanded to include all these and more.  To me, distance learning is just that – learning at a distance.  The medium can be a USB drive or a CD-ROM.  It can be an online syllabus, drop box, and learning materials.  It can be synchronous or asynchronous.  

Something that has guided my definition of distance learning is my role in the process.  As a student, distance education was a convenience.  At Chemeketa Community College, I enrolled in online courses only because there were no seats available in grounded courses.  In retrospect, I can see the benefit of a college offering an online version to help meet the demand without the cost of creating on-campus sections.  (Moller, Foshay, & Huett, 2008a).  My opinion of distance learning, however, was forever changed by my experience with Old Dominion University (ODU).

As a means to an end, distance learning was barely adequate.  The courses I had online were difficult and lacked engagement on the part of the instructor.  It was nothing more than a web-based self-study course.  However, with ODU, I experienced online courses where the instructor was a presence upon which one could rely for guidance.  Other courses were delivered via video streaming or satellite and supplemented with the use of a learning management system.  At the time, I was unaware of the concept of instructional design, but after a year of study, I now understand why the distance learning experience at ODU was enjoyable and engaging.  In my current position, the quality of distance learning courses is negatively affected by the lack of instructional design support given to faculty (Moller, et al., 2008a).  

As an instructor, my definition of distance learning took on a new depth.  Rather than viewing it only as a means to an end, I view it as an opportunity to explore and develop new ways of presenting the same information.  I learned early in my career to be very careful of making too many assumptions about the students and their abilities and attitudes.  I also discovered that I had fallen into the trap of thinking that what works in the classroom would work at a distance.  I have learned, however, that it must be approached with a more open attitude and a willingness to try new ways of communication, assessment, and content delivery (Moller, et al., 2008a).  I continue to learn and grow and as I incorporate best practices into my distance learning courses, I am seeing an increase in student engagement, achievement, and satisfaction.

Over this week, my definition has evolved.  A concept of which I had previously not considered was introduced via Simonson, Smaldino, Albright, and Zvacek (2012).  This concept was distance teaching.  While it is simple to make the intellectual leap from distance learning to distance teaching, it struck me as an important distinction.  As an educator and a budding instructional designer specializing in distance education, this simple term shifts my perception from a learner’s perspective to a learner-centered perspective.  As a learner, my definition was driven by my needs and experience.  As an educator and instructional designer, my definition must be driven by the needs and experiences of my learners and tempered by sound instructional practices.

For the future, I see distance learning becoming more grounded in research-based principles.  Currently, much of the research on the efficacy of distance learning has been formulated by comparing it with campus-based learning (Moller, Foshay, & Huett, 2008b).  The application of evidence based practice as described by Clark and Meyer (2011) will ensure methods and practices that have been shown to work through research will be utilized in the design of instruction for distance learning.  Rather than relying on the latest technology and fads, instructional design for distance learning can become a serious field that is rooted in sound educational practices (Moller, Foshay, & Huett, 2008b). 

In closing, I think that this shift towards a more evidence-based practice in coming.  Nearly the entire July/August 2014 issue of TechTrends was devoted to online doctorate programs in instructional design and educational psychology.  Significant increase in the use of research in professional settings as well as increases in confidence and leadership skills have been indicated (Kumar & Dawson, 2014).  From this, I see evidence that distance education can be meaningful and have a positive impact on the field of instructional design, rather than be just a simple and convenient means to an end.

My perceptions and priorities in distance education - as educator and student.

References

Clark, R. C., & Meyer, R. E. (2011). E-Learning and the science of instruction (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Kumar, S., & Dawson, K. (2014). The impact factor: Measuring student professional growth in an online doctoral program. TechTrends, 58(4), 89 - 97.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66 -70.

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K-12). TechTrends, 52(5), 63 - 67.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Distance Learning (EDUC 6135)

Welcome and if you are here from the Distance Learning course and need to comment, this is the place for that!

I am looking forward to another great term!

Reflections on Learning Theories and Instruction

Before this course, I had no formal education on the subject of learning theories and instruction.  I have always felt out of place in conversations because I had no common point of reference with my colleagues.  However, not only do I now have a foundation upon which to build, I have also developed an opinion.  This outcome is really quite astonishing to me, as I have never had a college course where I learned enough to feel I could form an opinion.

What did you find surprising or striking as you furthered your knowledge about how people learn?

As I learned about the mechanics of learning, I became intrigued by the question of how traumatic brain injury (TBI) affects the mechanics of learning.  As an educator who works with veterans, TBI is a common condition.  As I learned how the mechanics should work, I began to understand why certain students where having specific issues with the curriculum.  This course offered me the opportunity to delve deeper into this topic as well as into strategies that can be utilized to help facilitate learning for those with TBI.  I learned of a specific approach, known as the spacing effect can help “improve recall and recognition in individuals who have sustained moderate to severe TBI” (Hillary, et al., 2003).

How has this course deepened your understanding of your personal learning process?

I have always known that my personal learning process was eclectic.  Even though the system would not conform to my personal needs and preferences, I was still a successful learner.  My suspicions were confirmed as I learned more about learning strategies.  Dr. Jeanne Ormrod indicated in a course video that it is learning strategies that give learners the tools they need to learn effectively (Laureate Education, 2013).  One of the opinions I formed was that while learning styles and multiple intelligences are interesting, curriculum cannot be designed specifically to meet the needs of any particular style or intelligence.  No.  In the end, it is strategy, not style that makes the difference.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

There are many points at issue between the various theories.  One issue that I believed lay outside the control of theory was motivation.  However, early on I realized that each theory had its own views on motivation.  “Students with little motivation to engage in academic tasks can also profit from behaviorist techniques”  (Ormrod, Schunk, & Gredler, M., 2009, p. 179).  In her article on behaviorism, Standridge (2002) discussed the concept of behavior modification as “a method of eliciting better classroom performance from reluctant students” (Behavior Modification).  Yet, the Cognitivists may say that rather than requiring behavior modification, the learner will self-regulate based on their awareness of procedural knowledge.  “Self-regulatory (metacognitive) activities are types of control processes under the learner’s direction” (Ormrod, Schunk, & Gredler, M., p. 130).  At the end of the day, the question of motivation is not really answered, and one is left wondering if it is the ability of the student to problem solve rather than any external carrot-on-a-stick that instills motivation.

How will your learning in this course help you as you further your career in the field of instructional design?

I currently am working as an instructional designer, albeit one with very little training and virtually no experience!  However, this one course has given me a starting point that I lacked before.  While I am still missing many of the details of instructional design, I now have a basic understanding of how people learn, particularly adults.  I have already made changes to existing design based on information gained in this course.  As an adult learner, the immediate application of learning goes a long way towards motivating me to keep moving forward in this program.  As I consider my students, I am left with the conclusion that my job is to provide them with curriculum within a structure that will allow them to succeed.
In some extracurricular research, I found a passage that helped me move forward from a roadblock that resulted from the barrage of learning theories and expert testimonials on the benefits of each:

“As we see it, the pragmatist ideas we advocate neither undervalue education nor aim to provide it with new epistemological foundations.  On the contrary, the aim is to get rid of the unfruitful epistemological speculations that are based on a representational and contemplative conception of knowledge.  Instead of engaging in an endless debate about the requirements of objectivity or rationality, educational theorists should try to create vocabularies and descriptions that are useful in criticising and developing educational practices” (Kivinen & Ristela, 2003, p. 372).

When it all comes down to it, the most important thing I have learned from this course is that one size will never fit all and that flexibility will better serve my students than strict adherence to any one theory or style.

References

Hillary, F. G., Schultheis, B. H., Millis, S. R., Carnevale, T., Galshi, T., & DeLuca, J. (2003). Spacing of Repetitions Improves Learning and Memory After Moderate and Severe TBI. Journal of Clinical and Experimental Neuropsychology, 49-58. Retrieved November 09, 2013, from http://dx.doi.org/10.1076/jcen.25.1.49.13631

Kivinen, O., & Ristela, P. (2003, September). From Constructivism to a Pragmatic Conception of Learning. Oxford Review of Education, 29(3), pp. 363 - 375.

Laureate Education, I. (2013). Learning Styles and Learning Strategies.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate Custom Edition). New York: Pearson.

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 12, 2013, from http://projects.coe.uga.edu/epltt/