Blog Assignment: Plagiarism Detection and Prevention • What plagiarism detection software is available to online instructors? There are several plagiarism detection software’s available. We use http://turnitin.com/ at Walden. Each week we submit our information to this website and the information is scanned for similarities. It shows a certain percentage of information that is similar to other material submitted. This is a list of others: 1. www.duplichecker.com 2. www.plagiarismsoftware.net/ 3. http://turnitin.com/ 4. http://scanmyessay.com/ • How can the design of assessments help prevent academic dishonesty? Many facilitators can design their assessments to incorporate collaborations and discourage cheating. Assessment should mirror real-life expectations. • What facilitation strategies do you propose to use as a current or future online instructor? I am going to use the strategy of making assessments a collaborative effort amongst the students. I also plan to use a lot of group setting and group discussion. This is my second Masters and I am convinced that I learn more by working in groups. I remember taking a Finance course and we worked together during the class as we answered questions. The professor allowed us to work together on our midterm and final exams as well. We decided to meet at a friend’s house after we each had worked separately on the test. We were able to compare answers and were assured of our answers based on the group interaction. • What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism? The facilitator role is to always educate the learner about copyright, fair use, plagiarism and cheating. Students need to be aware of what is proper documentation and how to correctly source material from the internet or even themselves as it relate to past work that you would like to use in a present course. Last, I believe facilitators need to trust students more and understand that there will always be a rotten apple that spoils the bunch but overall; every students is not out to cheat. Reference Video: “Plagiarism and Cheating” (approximate length: 10 minutes). Dr. Palloff and Pratt discuss effective methods for dealing with plagiarism in distance education

Blog Assignment: Impact of Technology and Multimedia What impact does technology and multimedia have on online learning environments? Technology and multimedia have a great impact in an online learning environment. Students are required to have basic computer skills such as emails, internet and research skills. However, in a graduate course the skill sets are required to be more in depth. Tools such as email, announcement, audio and video lectures, and Audacity, Blogs, Wiki and Course management systems are all part of the learning environment. As I reflect on my EDUC 6135, I used www.coursesites.com as my CMS for the course. This particular CMS website was user friendly and followed the format of our current Blackboard. Because of this, the influence is throughout your online learning experience as it relates to technology and multimedia. What are the most important considerations an online instructor should make before implementing technology? The instructor should start by keeping it simple. This is done by focusing on the essential tools, and builds your course around those tools. The instructor should also assess the knowledge level of students in the course. He can do this by surveying the students to see what their knowledge level of certain tools and multimedia. For example, I have knowledge of Adobe software but I had never used Adobe prior to starting at Walden. I had to not only learn Adobe but learn and advance version of Adobe with Dreamweaver, Photoshop and Adobe Fireworks. What implications do usability and accessibility of technology tools have for online teaching? To me this is a simple answer. The more you use these tools and multimedia the more comfortable you become with using them. I never used Audacity until Walden but since I’ve used it a couple times and reviewed the tutorials; I am confident is using Audacity and converting my files to MP3 or MP4 files. The accessibility of technology tools are only a click away and provide so much support to the online teaching. I can go to any website and download or sign up for a particular tool and have this tool available at all times. For example, I signed up for http://www.webspirationpro.com/ for a couple of our classes. It was easy to learn about as well as use for my courses. What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design? The tools that are most appealing to me are the Course management systems, Blogs, Skype and the virtual classroom tools. I chose these because they have enhanced my knowledge of online learning and allowed me to progress in my online learning. I am confident that I can now teach an online learning class because of these great tools.

Blog Assignment:  Impact of Technology and Multimedia

What impact does technology and multimedia have on online learning environments?
Technology and multimedia have a great impact in an online learning environment.  Students are required to have basic computer skills such as emails, internet and research skills.  However, in a graduate course the skill sets are required to be more in depth.  Tools such as email, announcement, audio and video lectures, and Audacity, Blogs, Wiki and Course management systems are all part of the learning environment.  As I reflect on my EDUC 6135, I used www.coursesites.com as my CMS for the course.  This particular CMS website was user friendly and followed the format of our current Blackboard.  Because of this, the influence is throughout your online learning experience as it relates to technology and multimedia.

What are the most important considerations an online instructor should make before implementing technology?
The instructor should start by keeping it simple.  This is done by focusing on the essential tools, and builds your course around those tools.  The instructor should also assess the knowledge level of students in the course.  He can do this by surveying the students to see what their knowledge level of certain tools and multimedia.  For example, I have knowledge of Adobe software but I had never used Adobe prior to starting at Walden.  I had to not only learn Adobe but learn and advance version of Adobe with Dreamweaver, Photoshop and Adobe Fireworks.

 
What implications do usability and accessibility of technology tools have for online teaching?
To me this is a simple answer.  The more you use these tools and multimedia the more comfortable you become with using them.  I never used Audacity until Walden but since I’ve used it a couple times and reviewed the tutorials; I am confident is using Audacity and converting my files to MP3 or MP4 files.
The accessibility of technology tools are only a click away and provide so much support to the online teaching.  I can go to any website and download or sign up for a particular tool and have this tool available at all times.  For example, I signed up for http://www.webspirationpro.com/ for a couple of our classes.  It was easy to learn about as well as use for my courses.

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
The tools that are most appealing to me are the Course management systems, Blogs, Skype and the virtual classroom tools.  I chose these because they have enhanced my knowledge of online learning and allowed me to progress in my online learning.  I am confident that I can now teach an online learning class because of these great tools.

Week 6 Blog Assignment The project I worked on was when I was working on my Master’s at Troy University. It was our capstone class and we had to do a SWOT analysis on a company. SWOT stands for strength, weakness, opportunities and threats. The company we chose was Dell. The project team consisted of 5 of us. We decided to make someone project manager because he did SWOT analysis in the Army and was very familiar with the process. Our schedule was to meet every week at the library and go over our particular portion of the project. There was a timelines of when things had to be turned in. The project managers would be absent more than present towards the end of the project. Honestly, we depended on him a little too much because he did most of the work in the beginning. In the end, some of us had to step up to make decision and make changes to our project. One area we had to change but didn’t was the scope of the project. The project manager had the wrong information and everyone was scared to say something. I knew it was wrong based on my notes but was scared as well. We presented our presentation to the professor and he said we did a good job but our scope was wrong. WOW!!!! Looking back at that situation, I would surely speak up now and not second guess myself. I learned there are no bad questions when it comes to working on a project. Also, I would have stepped up more in the absence of the project manager.

Week 3 Blog Assignment: Communicating Effectively. This week we look at a message from Jane to Mark about an ETA for a report. She needs this report to complete her portion of the project. We look at email, voicemail and face-to-face. I interpret each message depending on the urgency of the information needed. We live in an email generation where everything is emailed. When I look at each, I see a progression of urgency starting with email and then ending with face-to-face. For example, we received escalated emails from the call center concerning an upset policyholder on how their claims were handled. The email gives a brief description of what happened. The claim was denied wrong or right or the claim was paid but the policyholder believes they should have got more money. The email ends with what the customer wants. We have 24 hours to respond to the email. The second form is a warm transfer call. The call centers places a call to the claims specialist because the customer is irate and they want their situation handled immediately. By doing this, we can look at the information right then inform the call center representative whether or not the claim is going to be paid or reviewed again. Lastly, we may be visited by a supervisor or a leader in the company concerning a claim that has escalated all the way to them. These are the “BIG” ones where the policyholder is threatening to sue or call the media. The face-to-face conversation is similar but has a greater since or urgency that the first two. As I review Mark and Jan situation, this is my take. If she sends the email, she needs the information but the sense of urgency is not a top priority. If she leaves a voicemail, then the report is needed very soon but if she comes to him face-to-face, then he is late and she needs the report yesterday. I believe the face-to-face really conveys the true intent of the message. It is obvious Mark is late with the report and Jan needs it now to complete her portion of the project. She is trying to be nice about this situation but it is becoming a problem. From this I have learned that communicating with a project team is at the top of the list. Communication should always be clear, concise and focused. This helps everyone stay on target. One should always avoid ambiguity and always document oral communication. As I communicated with a project team, it is my goal to always remain consistent in my communication with each of them. I want to always remain on topic and try to remain on schedule. I want to motivate them to value the client and stakeholders so that we can present a great project to them.

Week 2 Assignment Educ 6145

A successful men's conference. Week 2 Assignment. A couple of years ago I was fortunate to plan a men's conference fo our church. The event was a three day event that was Friday though Sunday. Friday night was preaching, Saturday was a day of workshops and Sunday was a climax to the conference. The outcomes was great. It was my desire that the men would show up and experience God and learn something and to allow the men to grow depper in the things of God. The workshop focused on our younger men and how to grow deeper in the word of God as well as being the priest of their home. The most frustrating part of the project was getting all of the men of the church to participate and pull their weight. Often times when are working a project, it is difficult getting people to work towards the finished work. I have learned from this that when you are doing a project; it is important that you don't have alot of people working. The fewer the people working towards the goal the more work can get done. I was fortunate to have a few good men who was also willing to work that made the project a success. These people helped with the success of the overall project.

Reflection Distance Learning is a fast growing part of education. This course looks at distance learning and how the distance learner learns and what types of technology is associated with distance learning. The future of distance learning is one of great promise. Dr. George Siemens discusses at great lengths three areas for the future state of distance education. These areas are growing acceptance of distance education, distance education benefits corporations and distance education will be impacted. As we look at the growing acceptance of distance education. There are four main points to convey and they are the increase in online communication, practical experience with new tools, growing comfort with online discourse and ability to communicate with diverse and global groups. How does distance education benefit corporations? This is done by allowing them to interact with different offices around the world. For example, IBM is a global company with offices all around the world. Distance education allows IBM to offer classes or courses to people anywhere and anytime. This can be done through webinars or online instructional tools such as CMS. Lastly, the impact that will be impacted by distance education is new communication technologies, contributions by experts around the world and increased use of multimedia, games, and simulations. Throughout my courses at Walden, we have been introduced to different tools and technologies that enhance our overall understanding of distance learning. We have learned about CMS, Adobe software which includes software such as Dreamweaver and Photoshop. I found this article in education atlas which discusses the future of distance education. The article discusses distance learning for the 1990’s and how impactful it will be in the future. I am using this article to illustrate the importance of distance education today. Brey's (1991) report of U.S. postsecondary distance learning programs predicted that the decade of the 1990's would see such phenomenal growth in distance education programs that most people in the United States would be served by at least one program. Much of this growth is expected to take place in the community colleges. As of 1994, 80% of community colleges in the United States offered some form of distance education program, and that percentage and the extent of their involvement are expected to increase throughout the decade. Here we are 20 plus years later after this prediction was made. We can surely see that this is a prediction that has come true. As we stretch 20 years from today, distance learning will surely be the primary source for education. As an instructional designer, it is our job to continue to grow the knowledge of distance learning and how distance learning is equal or even better than face-to-face learning. According to Swan (2003), student performance in an online course is equivalent or higher than a traditional class with the same assessments and objectives. It is my job as I continue to learn about distance learning and receiving this degree to learn all I can as a designer so that in return I can give back to the next person who one day will be in my shoes. We must become pro active and promote distance learning with a passion like many other passions that are near to our hearts. I have been challenged in this course as well as others because I am stepping outside of my comfort zone. For this reason, I can be a positive moving force for change in the area of distance learning. Brey, R. "U.S. Postsecondary Distance Learning Programs in the 1990s: A Decade of Growth." Washington, DC: American Association of Community and Junior Colleges, Instructional Telecommunications Consortium, 1991. (ED 340 418) Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45. Siemens, G. (n.d.). The Future of Distance Education. Retrieved June 13, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

This week’s assignment deals with open courseware. The course which I am evaluating is from MIT and the course is communication for managers. The course is described as writing and speaking skills necessary for a career in management. Students polish communication strategies and methods through discussion, examples, and practice. Several written and oral assignments most based on material from other subjects and from career development activities (Hartman, 2002). From our reading material for this week and watching the video resources from Dr .George Piskurich, The planning and designing phase of online courses are very important to the overall success of the course. According to Dr. George Piskurich, there are two things needed when developing an online course. The two things are a story board which maps out the flow and a site map which shows the students how to move through the course. The course from MIT is similar to our course outline with Walden. There are six categories which one can navigate through this course. These six are course home, syllabus, calendar, reading, lecture notes and assignments. The syllabus gives further insight into the course as it relates to course meeting times, course objectives, text and material and grading of course assignment. It is clear the course is designed with the distance student in mind. The instructional environment should be viewed as a system, a relationship among all the components of that system---the instructor, the learners, the material, and the technology. Especially when planning for distance education, the instructor must make decisions that will affect all aspects of the system (Moore & Kearsley, 2005). As we look at each reading, there are lecture notes associated that the students can download and keep as their own material. This is a clear indication that the course is designed with the online student in mind because we are students that are in different time zones and different work schedules and this makes it easier for us to access material available for the class. In our text book there are fundamental of teaching online. Some examples of the fundamentals are stated purpose of the assignment, examples of acceptable and unacceptable topics, grading criteria, including areas of special emphasis due dates, point values, instructions for submitting the assignments such as in the CMS drop-box or as an e-mail attachment sent directly to the instructor ( Simonson, Smaldino, Albright, Zvacek, 2012). The MIT course gives instruction about when the assignments are due. It also reminds the students of key dates for certain parts of their presentations. The course describes how the students are to participate in their oral presentation. It gives the procedure to the students. All of which is listed in the syllabus. Overall, this course is a great example of what we have learned this week. It demonstrates the hard work of the instructional designer which includes the planning and designing of this website. The course shell which includes CMS, LMS, WIKI or HTML is also part of this course. The course is using a CMS such as blackboard. The alpha test and beta test for this course has been applied because the course is very well put together and thought out. http://ocw.mit.edu/courses/sloan-school-of-management/15-280-communication-for-managers-fall-2008/syllabus/ Piskurich G. (n.d.). Planning and Designing Online Course. Multimedia Resources. Laureate Education Piskurich Simonson G. (n.d.). Developing Online Course. Multimedia Resources. Laureate Education. M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearsonch

Example 3: Asynchronous Training Asynchronous distance education means that instruction is offered and students access it at separate times, or anytime is convenient to them (Simonson, Smaldino, Albright, Zvacek, 2012). Kalliance.com states that asynchronous training occurs remotely, where students partake in the course according to their own time frame, their own schedule, or their own choosing as it fits into their lifestyle. An example of this method would be self-study, self-paced classes, conducted and studied online or through the use of a computer based training CD or DVD (www.kalliance.com). As we look at the scenario for the poor safety records and the company is looking for modules that should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. The goal is to get all employees engaged and to demonstrate their learning from the modules. The learning technology I would use is Web 2.0 technology. According to Teaching and Learning at a Distance 2012, Web 2.0 applications emerged as a tool to promote collaboration, networking, sharing, and widespread generation of content and the editing and mixing of content from diverse sources for new purposes through a model call the mash-up, by both groups and individuals. Examples of web 2.0 are blogging, wikis, podcasting, social bookmarking and social networking. For the purpose of the scenario I would use Edu2.0. I would create a portal that can be easily accessed by all shifts as well as the supervisors. Once the portal is accessed each person can look at the class catalogs and start in sequence. Each class demonstrates the need information for the safety training modules and would illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The good thing about Edu2.0 is they offer self-paced classes so there is no hurry to complete without really understanding the material. At the end of each section would be an assessment of what the individual has learned. This would be needed before proceeding to the next section. The last part of the classes would be open forum discussion between the difference shifts as well as supervisors. Discussion allows them to post their feedback and to discuss other colleague’s comments. In closing, Edu2.0 offers text, images, videos, audio, slideshows and SCORM modules. SCORM stands for Sharable content Object Reference Model. SCORM (Sharable Content Object Reference Model) is a collection of specifications that enable interoperability, accessibility and reusability of web-based learning content. SCORM content can be delivered to learners via any SCORM-compliant Learning Management System (LMS) using the same version of SCORM (“Intelligence,” n.d.). I would incorporate these modules into the overall training of the employees to make sure that each employee has an understanding of what is needed to operate the heavy machinery and to be safe while doing it. (www.kalliance.com http://www.edu20.org/ http://clickables.moodlerooms.com/spaces/steps/manuals/joule/lessons/7990-What-is-the-SCORM-module- Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

My map of distance education

http://www.webspirationpro.com/view/1160416a23a71

Distance Learning Distance Learning education is a term that is used to described many different avenues of learning for the student. My first encounter with distance learning was while working on my undergraduate degree. The class was a managerial accounting class that was offered on Tuesday from 6-10 pm. The class was the first of its kind for Georgia Southwestern. The class consists of undergraduate students and graduate students. I attended class at GSW and the distance learning class was offered in another city about 30 miles away. The teacher would teach and ask question for both campuses. Back then, it was a overhead projector screen and the teacher would call to the other school so they could satellite in. Distance education is defined as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Albright, Zvacek, 2012). Distance education has changes to stay current with today’s evolution of education. According to Teaching and Learning at a Distance, distance education starts with correspondence study back in 1833. Correspondence study is simply slow mail. For example, you are taking a class on drawing and the schools send you the assignment through the mail. You prepare the drawings and return them in the mail. You and the school are corresponding with each other concerning your work. The evolution continues with electronic communications and in the 1920’s at least 176 radio stations were constructed at educational institutions. By the 1930’s, experimental television teaching programs were produced at the University of Iowa, Purdue University and Kansas State College (Simonson, Smaldino, Albright, Zvacek, 2012). All of these were advancements for the field of distance learning education. Last we have distance teaching universities which comes in the 1960’s. Open University in 1971 offers full degree programs, sophisticated courses, and innovative use of media (Holmberg, 1986). In 2012, we can look at Walden University as a distance teaching university. Walden offers many degree programs and technological advancements in the field of online learning. According to Wikipedia, Walden has almost 50,000 students (Wikipedia, 2012). This is distance learning at its best. I am a student in Georgia while there are other students across the United States taking classes as well. Distance learning also looks at effective communication. Communication occurs when two or more individuals wish to share ideas. Communication in a distance education environment happens when learners interact with one another and with their instructor (Simonson, Smaldino, Albright, Zvacek, 2012). There are different distance education technologies available. The list includes correspondence study, prerecorded media, two-way audio, two-way audio with graphics, one-way live video, two-way audio, one-way video, two-way audio/video and desktop two-way audio/video. After the first week of reading and learning about distance learning education, my originally thought and idea of what distance education hasn’t changed. I can say this because over the years I have read and researched about education and how it has evolved. I define distance education as technology tools, instructors and students that communicate through different avenues to express our view of trending topics, educational advancement and overall day to day life. In the end, the main objective is to make sure than learning has taking place.

I would like to take the opportunity to welcome my new blog friends to my blog.  I am excited about meeting each of you and learning some wonderful things from each of you.