Reflecting on Asynchronous Discussions

It has been a rather interesting week in the online program in which I have been participating as a student. Actually, every week is interesting, but in different ways. With our current class discussions pertaining to students participating in collaborative work such as group projects and online discussion forums, along with considerations in assessing collaborative work, it seems two factors are at the forefront when it comes to maximizing a learning opportunity. Those factors are timeliness and levels or degrees of participation.

It is really challenging to not associate this week’s concepts with the primary job I have held over the past ?? years. Let’s just say it has been many … no but really “many” is the word! Coaching an intercollegiate basketball team requires, no … demands collaboration, if maximum learning, execution, and achievement are to be reached. Although I believe I have been able to consider the various concepts as they apply to an online learning environment, I am less confident in my ability to respond to my anticipated future online learners in this regard. I cannot utilize the same strategies with my student-athletes in the same manner as my future online learners. It is significantly more challenging to get to know the individual learner in an online format. The reasons they do or do not respond and/or reply in a timely an in-depth manner will vary greatly. I will continue to learn.

For quite some time, as a student in this program, I feel as though I have been switching my learner cap with that of my future online instructor cap. Transition is a good thing!

Constructing Discussion Questions The following online discussion board activity, for students pursuing a position as head chef of a five-star restaurant, was constructed while keeping in mind the concepts presented by Horton (2006). The scoring tool was developed, while keeping in mind elements of a criterion-referenced assessment, and a checklist scoring tool presented by Oosterhof, Conrad, and Ely (2008). Creating the Complete Culinary Orchestra In the previous weeks, you have learned about the various processes, procedures, methods, and practices utilized when creating your own recipes, in addition to effectively applying well-tested concepts and theories when actually preparing a wide variety of meals, from the appetizer, through the main and dessert courses. Each phase or course in the dining experience for your client must not only stand alone, on its own merits, more importantly, it must work in conjunction with each of the other courses. As the head chef, you act as the composer and musician in presenting this culinary concert. As you continue your quest to oversee the kitchen of a five-star restaurant, the task this week is in learning to identify and assess the qualities and traits necessary for your personal sous chefs. Four world-class chefs from this week’s resources will present considerations for identifying and matching a sous chef with your specific culinary strengths and weaknesses. Not only is it essential to identify the technical skills of both yourself and potential sous chefs, the range of knowledge, with respect to various types of cuisine from across the globe, as well as personality traits are equally important. By the regular Tuesday deadline: Identify three sous chefs, chosen from the 15 examples in your text, that would be best suited to work with you, as the head chef, at your five-star restaurant. Include the specific rationale for your selections, and be sure to cite the references to support your choices of sous chefs. You should describe and justify a minimum of three attributes for each of the sous chef you selected, and how they relate to your own strengths and weaknesses as a head chef. Bon Appetit! To view the scoring tool for this assignment, click the link below. Scoring Tool Resources E-Learning by Design (Horton, W., Designing for the Virtual Classroom, E-Learning by Design). Copyright 2006 John Wiley & Sons Inc. Used with permission from John Wiley & Sons Inc. via the Copyright Clearance Center. Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.

Plagiarism Detection and Prevention - Ensuring an Honest Learning Environment Instructors involved in online distance learning are concerned with detecting and combating plagiarism, in particular from web-based sources (Jocoy & DiBiase, 2006). Although plagiarism and cheating in an online learning environment occur at a similar rate, when compared to a traditional face-to-face learning environment, it is more visible in the online environment (Palloff & Pratt, 2012). Not only can an instructor take necessary steps to identify instances of plagiarism by their students, Jocoy and DiBiase (2006) indicate, “Educators have a responsibility to foster and maintain standards of academic integrity”. A key word, for me, in this concept is foster. A student having copied and pasted content from another source, does not imply they see this action or behavior as plagiarism (Palloff & Pratt, 2012). In my future capacity as a instructor of online distance learning courses, I will need to utilized a variety of strategies in order to best ensure instances of plagiarism will be held to minimum levels. Jocoy and DiBiase (2006) present strategies such as:  elevating the knowledge level of students in regards to what plagiarism is; incorporating instructional activities where students can discuss specific instances of plagiarism; incorporate online quizzes regarding plagiarism, in which students must succeed prior to taking the next steps in the course; and offering students an opportunity to revise plagiarized work, if it was their first or second offense. The door must be open to assist and education learners in this regard. Content specific to each course is not the sole determining factor to indicate the success of a student. How a student goes about becoming a better academician needs to be a significant component in educating learners. Academic integrity needs to be of utmost concern, regardless of a course’s content. Instructors can take additional steps in helping to prevent plagiarism by carefully creating and designing their assessment tools. Assessments can be designed such that they enable and encourage students to collaborate with one another, yet discourage cheating (Palloff & Pratt, 2012). In that traditional types of exams are not best suited for online environments, and the online exams should mirror real-life expectations by incorporating collaboration in the formation of ideas, yet requiring students to provide their own thoughts when applying these ideas, (Palloff & Pratt, 2012) an instructor can offer an assessment tool that is less susceptible to plagiarism. Collaboration with one’s classmates, not reproduction of one’s classmate’s work should be differentiated and clear to each learner. The Internet has both, made it easier for students to plagiarize via copy and paste, and made it easier for instructors to detect plagiarized material through the use of search engines finding copied phrases (Jocoy & DiBiase, 2006). Also available are commercially available technology tools such as Turnitin, which utilizes essay databases when identifying plagiarized material (Jocoy & DiBiase, 2006). In my search for additional software tools capable of detecting plagiarized material, I came across the following website provided by Dr. Howard Aldrich, who is a professor at the University of North Carolina, Chapel Hill. His website is:  http://www.unc.edu/~healdric/soci380/plagiarism.html. At this site, one will find fifteen websites at which they can find various software and technology tools regarding the detection of plagiarism.  When dealing with plagiarism, and instruction should consider various aspects such as:  intentionality, or the extent to which a student intended to plagiarize; the fair use provision established by U.S. copyright law; culpability of the student; and the extent to which the student has developed academic moral, values, and behavior (Jocoy & DiBiase, 2006). To assist an instructor in the education of, identification of, and reaction to plagiarism, many librarians and writing centers are available at the instructor’s respective academic institutions (Palloff & Pratt, 2012). These additional resources should be utilized. In summary, with the knowledge that all students do not fully understand what does and does not constitute plagiarism, along with the many resources and tools available an the instructor, with which to combat plagiarism, the number of incidents, whether they be intentional or otherwise, should decrease, along with a rise in students’ knowledge of the definition of plagiarism. The instructor is not alone in this battle! However, it does require attention! Resources Aldrich, H. (2011, December 24). Web sites for assessing whether students have committed plagiarism. Retrieved February 8, 2012 from http://www.unc.edu/~healdric/soci380/plagiarism.html. Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15. Palloff, R., & Pratt, K. (2012). Plagiarism and cheating. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Impact of Technology and Multimedia   When considering how technology and multimedia impact online learning environments, a vision comes to mind of an online environment existing in a sea of letters! This “letter” environment is one in which very little technology and multimedia exists. Two important themes for the beginning of an online course are presence and community (Boettcher & Conrad, 2010). While an instructor can certainly establish some sense of presence through typing letters and words, technology and multimedia can significantly expand and enhance their presence. Actually, “presence is the most important best practice for an online course” (Boettcher & Conrad, 2010). For an instructor to establish, at the course beginning, a presence that is based from a broader set of tools that offer a wider range of capabilities, they will more effectively present themselves to their learners, hence, a greater depth and breadth to their presence. Imagine you are the instructor who arrives at a face-to-face classroom on the first day, and are only able to communicate through the words coming out of your mouth. You are not allowed to use any hand gestures while speaking. You are not allowed to use facial gestures while speaking. You are not allowed to change the inflection of your voice. You are not allowed to walk around. You must stand in place, and speak! Your presence is one-dimensional. Similarly, does the lack of technology and multimedia, in online learning, bring about a one-dimensional environment that begins with a one-dimensional instructor. Multimedia and technology represent an opportunity to “come alive” in an online learning environment, similar to the concept of allowing the face-to-face instructor, mentioned previously, to use arm and facial gestures, vary the inflection in their voice, and physically move about the classroom. With use of pictures, audio, video, and various technology-based communication and collaboration tools, so too does the online environment “come alive”. The community of an online environment can be established to a greater extent when incorporating technology tools and multimedia. I refer back to the face-to-face classroom. If the walls and floor were all the same … if students could interact with each other and their instructor in only one way … once again, one-dimensional. One of the ten best practices identified by Boettcher and Conrad (2010) is to create a supportive online community. How could an online environment provide a supportive community to a group of learners who possess a variety of skills and abilities, when the community is one-dimensional? Most certainly is the use of technology, merely for the sake of using technology, not the best choice (Palloff & Pratt, 2012). For example, the greatest challenge for an online instructor is to ensure all learners have the skill level to use the communication tools for the course (Conrad & Donaldson, 2011). When an instructor chooses a communication tool that, on one hand might be state-of-the-art and one with which they are familiar and knowledgeable, yet on the other hand the learners have not yet had much experience with, the outcome will likely be less successful. Learner knowledge and ability should be considered. Another consideration relates to the potential limitations, in an online learning environment, of some technologies. For example, although the use of smart phones and mobile devices is becoming more prevalent in our society, that brings about a greater level of familiarity and knowledge with these tools, these technology tools may not be best suited for an online learning environment. In that mobile technology requires curriculum to be compressed, some information and content may have to be left out (Palloff & Pratt, 2012), which would reduce the quality of the online course. In regards to technology and multimedia, and how it relates to usability and accessibility for the learners in the online environment, great consideration must be taken. In particular, learners do not all have the same abilities to navigate and effectively retrieve and utilize information and content from within the online learning environment. The online environment must adjust to the range of learner needs, and create an environment accessible and usable by all (Cooper, Colwell & Jelfs, 2007). More specifically, barriers for disabled learners should not exist in the online learning environment (Cooper, Colwell & Jelfs, 2007). Auditory and visually challenged learners require, and deserve, an online environment that offers learning and growth, rather than frustration and confusion brought about by lack of accessibility. All learners should feel they are able to use the technology in their online environment, in and effective, efficient, and satisfactory manner (Cooper, Colwell & Jelfs, 2007). With all that is available for an instructor of a distance learning course, the technology tools most appealing to me are … “d” … all of the above! I feel like a kid in a candy shop! I see great advantages, benefits, and outcomes from incorporating blogs, wikis, voice-threads, and video into the future online course I anticipate facilitating. Without a doubt, the most useful thing I have learned is to not incorporate a technology tool, or multimedia without first:  identifying whether it addresses the characteristics of the learner; is available to learners who access via dial-up or a broadband connection; is both usable and accessible; and most importantly, directly and effectively addresses the course objectives and learning outcomes. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245. Palloff, R., & Pratt, K. (2012). Enhancing the Online Experience. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Setting Up An Online Learning Experience When considering how essential it is to have a solid understanding of the technology to be utilized, for a person who will be the instructor/facilitator of an online learning environment, one word comes to mind … “Absolutely”! It is not a matter of whether or not it is essential. Rather, it is a matter of the degree to which it is essential. When an instructor moves to an online environment, they are not only faced with new roles, they also have the challenge of facilitating knowledge and guiding learners towards becoming more self-directed and collaborative with their fellow classmates (Conrad, & Donaldson, 2011). In this non-traditional classroom environment, that offers and requires so much more than a piece of chalk, a chalkboard, and a well-prepared lecturer, how could it not be absolutely essential for an instructor to understand the tools available, and also have a working knowledge with which to apply these tools in this new, online learning environment. The most critical point in an online learning environment is during the first two weeks (Pratt & Palloff, 2012). Additionally, prior to the first two weeks, Boettcher and Conrad (2010) outline six basic skills and tools for an instructor when they are required to use a course management system (CMS). Half of these skills consist of “setting up” the online learning environment, which should occur prior to the start of the course. It is absolutely (key word) essential for the instructor/facilitator to understand the technology involved in order to create a most effective online learning environment. With a social, cognitive, and teaching presence being the most important best practice for an online course (Boettcher & Conrad, 2010), the significance of understanding the available technologies seems almost too obvious. How could anyone set up or create something when they do not have the understanding of how to effectively utilize the tools available? Another aspect of setting up an effective online learning environment relates to the extent to which the instructor/facilitator communicates expectations of the learners. There will be many different variables impacting this learning environment such as: the cultural backgrounds of students; geographical factors, which bring about the circumstance where student access occurs during any one of the 24 hours in a day; and the effectiveness, or lack thereof, of the CMS itself (Boettcher & Conrad, 2010). Boettcher and Conrad (2010) also present the importance the course syllabus, and utilizing rubrics, in communicating clear expectations of the learners. These tools not only explain what is required of the learner, it also helps explain the how the quality of their participation will be assessed. A most important consideration in establishing an effective online learning environment, as it is in a traditional face-to-face environment, is to get to know your students, and for them to get to know you and each other. It is quite important for the online learning climate to be one in which the individuals feel “accepted, respected, and supported” (Conrad, & Donaldson, 2011). This learning environment should be nurtured in order to create and sustain a supportive environment (Boettcher & Conrad, 2010). In order to accomplish this, I am taken back to earlier comments regarding the important of the instructor/facilitator to know about, and how to utilized the available technology tools. Existing in a new environment requires new knowledge and understanding of how to make this effectively happen. For an environment in which the first week is where most students are lost and do not return (Pratt & Palloff, 2012), being fully armed and knowledgeable with the wide range of factors will help elevate retention levels, and learning. Time is of the essence, and the time begins before the course begins. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pratt, K., Palloff, R. (2012). Launching the Online Learning Experience. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Learning Communities … Online When considering the significance of a learning community in an online environment, I am first inclined to refer to Conrad and Donaldson (2011) indicating humans learn through interaction and not through a vacuum. These authors continue by pointing out how learning is promoted through the social interaction with others in the environment, who offer additional viewpoints with which to build more complicated observations and analysis. With an online community being developed in an effective manner, the learning in this type of environment can begin. Students and instructors are all collaborative elements who explore the content, and construct meaning and knowledge of this content (Pratt & Palloff, 2012). With the role of the instructor shifting from that of a lecturer to a mentor/facilitator, and the role of learners being a more active (Boettcher & Conrad, 2010), an effective learning community must exist to help ensure these roles are carried out in a successful manner. As a result of this learning community, students will benefit in that they will: feel they are part of a bigger picture; have improved perceptions of learning; and have greater levels of satisfaction with their learning experience (Pratt & Palloff, 2012). There are three main elements which exist in an effective online learning community and they are: people; purpose; and process (Pratt & Palloff, 2012). The people need to interact and communicate in order to create a social presence and give one another a sense of who everyone is (Pratt & Palloff, 2012). From my personal experience, with the one and only online learning program of which I have been a part, knowing about and beginning to communicate with other classmates and the instructor eased my mind significantly. I initially was feeling I was floating alone in cyberspace, and not really part of any classroom. Interaction and communication with others rather quickly swept those feelings aside and allowed me to move onward. The element of purpose exists to provide rules, protocol, and/or guidelines for participants to have a better understanding of how and when they will need to participate in the various aspects of the course/program (Pratt & Palloff, 2012). This can include things that should and should not be done, as well as how and how not to proceed through the online course/program. This includes communicating the responsibilities and roles of the facilitator and of the students. Process, as an element of the learning community, relates to the way in which a course/program is delivered, and it is this process that should ensure capabilities of interactivity and engagement within the learning environment (Pratt & Palloff, 2012). It is not only important to design an online learning community, it is also quite important to sustain the community throughout the learning process. Pratt and Palloff (2012) identify several things for the instructor/facilitator to consider in order to effectively sustain this community. They must be aware of the technology utilized and its strengths as well as weaknesses. When creating the online course/program, the facilitator should design an environment that is easy for the students to access and navigate. The students needs to feel welcomed to a warm and friendly place, rather than one that is cold and uninviting. Everyone wants the students/learners to return to their learning community. With a warm and welcoming environment and an introduction from the facilitator communicating their background, including some personal information, and their wish to help each student succeed, the learning community will be off to a great start in sustaining an effective learning environment. The facilitator can reach out to the learners through email, online orientations, and several daily visits during the beginning of the course/program. Additionally, to sustain the community, the facilitator should ensure learner engagement and high levels of interactivity, which is critical, through various activities and opportunities to communicate, and informative feedback which also allows for learner self-assessment opportunities (Conrad &Donaldson, 2011). In summary, designing, developing, building, and sustaining an effective online learning community is essential for the success of an online learning course/program. The instructor plays an integral part in this design. Regardless of the specific content being presented, if the learning community is non-existent or inadequate, learners will not return! This is not too unlike a traditional classroom environment where a very qualified and knowledgeable instructor must work/lecture in a classroom environment with inadequate lighting, heating/cooling, audio, technology tools, and where the students themselves are unable to effectively and efficiently communicate with fellow classmates and their instructor. Content is not the only significant component! Build a strong learning community … build a strong learning environment … develop strong learners! I for one, must keep these things in mind as I move towards becoming an effective online instructor/facilitator. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pratt, K., Palloff, R. (2012). Online Learning Communities. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Welcome ...

to my blog site. In the upcoming weeks, you will find information and posts regarding instructional strategies and concepts for creating an effective online learning environment. This site is a component of a degree program in which I enrolled. I have intentions of applying knowledge gained, towards the creation of future courses and/or programs. There is much yet to learn, and I encourage any and all comments from visitors to this site. Thanks for visiting, and feel free to stop by again!