Plagiarism Detection and Prevention

 

Introduction

“Plagiarism is one type of violation of academic integrity”(Jocoy, 2006). This occurs when someone uses someone else’s words or ideas and never references the writer as one of their sources in their paper. Plagiarism has been around for a long time and educators have fought hard to try and prevent it in traditional and online classrooms. It can be hard to detect, especially in online courses because of the wide variety of material that are available to anyone via the internet. However, Paloff & Pratt (n.d.) state, “Learners cheat about as often in an online environment as they do in a face-to-face environment.”

What plagiarism detection software is available to online instructors?

There are many different types of software programs that are designed to detect plagiarism. One type of software that many people use to find resources and information on many different topics is Google. If an instructor has an intuition of a student plagiarizing an assignment, he or she can type in a phrase or phrases that particular student included in their paper into Google and Google will search different materials to see if there is a match (Byrne, 2010). Another software program that Walden uses in their programs is Turnitin. At first, I thought it was bothersome to turn in my discussion posts to Turnitin and then post them to the discussion thread, but I understand the importance of originality and citing your sources correctly. Turnitin helps educators’ foster students understanding that originality matters (Turnitin, 2013).        
 How can the design of assessments help prevent academic dishonesty?

The design of assessments can help prevention of academic dishonesty by allowing students to express their thoughts and ideas through different methods. Creating assessments that align with the course objectives is essential. Integrating a variety of assessments will decrease the amount of plagiarism in an online course. “Online courses should not necessarily be designed with the same evaluation and testing methods as their traditional counterparts. Several methods should be used to evaluate students” (Krsak, 2007). Many online courses assess students according to their participation in the course through discussion forums. At Walden, students are required to submit different projects and assignments to a portfolio that is evaluated at the end of the program. Using this method to evaluate students through a course or program allows students to demonstrate their knowledge of the topics and concepts in different ways.

Here are alternative assessment methods online instructors could use:

· Use Authentic Assessment (students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills)
· Use online quizzes as self-assessment only
· Provide immediate answers and feedback to help with lower order learning tasks
· Use the baseline knowledge created this way to prepare students for more elaborate assessments
· Use online quizzes as pre-testing at the start of a course.
· Evaluate performance in a variety of educationally sound ways.
· Essays
· Group or individual projects
· Theses
· Discussion
· Original research
· Portfolios
· Debate
· Simulations
· Contribution to collective information pools like Wikis
· Creation of products like learning materials, realia, manipulative, inventions, chronicles, books. (Foothill College, n.d.)

What facilitation strategies do you propose to use as a current or future online instructor?
 As a future online instructor I plan to incorporate a variety of assessments that will enhance learners. One way would be to implement collaboration among all learners in an online course. As a 4th grade teacher, I think it’s essential for my students to interact and collaborate with one another because it increases engagement and their level of understanding. When students can teach each other about different concepts or ideas, it heightens their understanding and extends their thinking. Also, as an online instructor I plan to incorporate portfolios as part of a student’s assessment because this type of assessment allows students to apply what they have learned to a project that builds over time. They can see the progression of their growth as a learner from the first stage to the very last stage. 



References:

Foothill College. (n.d.). Preventing cheating. Retrieved from: http://www.foothill.edu/fga/prevent_cheating.php#AlternativeAssessmentMethods. 

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.

Krask, A. (2007). Curbing academic honesty in online courses. Retrieved from: http://etec.hawaii.edu/proceedings/2007/krsak.pdf.

Palloff, R., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved April 11, 2013, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1.

Turnitin. (2013). Originality matters: plagiarism education week. Retrieved from: http://turnitin.com/en_us/resources/plagiarism-education-week.

 

 

 

Impact of Technology and Multimedia

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

Online learning has increased throughout the years and so has the use of technology with online learners. Implementing technology into an online classroom is crucial to the outcomes and objectives of the course. Students need to continually use different types of multi-media in their coursework to be successful. Susan O’Hara and Robert Pritchard of Education.com (2012) stated, “that computer technology provides abundant opportunities for students to build or modify their personal knowledge through the rich experiences that technology affords.” They also went on to say that the integration of technology increases literacy, impacts language acquisition and motivates students.

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

Technology plays such an integral part in online learning environments. There are so many tools that an online instructor can use when designing course instruction. Boettcher & Conrad (2010) suggest that instructors should focus on essential tools and build their course around those tools (p.57). Integrating too many tools can cause confusion among learners and affect the overall outcomes of the course itself. Once the instructor determines the essential tools he or she wants the learners to use throughout the course, then he or she can determine the skill level of the leaners. Accessing learners’ prior experience and concerns enhances the development of a productive learning environment (Conrad & Donaldson, p.39, 2011). The more opportunities learners have to increase their comfort level using technology, the sooner the course content can be introduced. 


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

When I think about the implications of usability and accessibility of technology tools have for online teaching, I think of tools that everyone will be able to access easily. Implementing tools that are user friendly, which all learners can access without too many complications, creates less confusion and more effectiveness. In order for the online course to be successful, both the instructor and student must be able to access applications in a manner that is beneficial to learning as well as instructing. Determining essential tools for an online course should be decided upon before the course begins. Testing all of the tools and programs before beginning a course, allows the instructor to catch any glitches and correct them before leaners are able to use them. According to Conrad & Donaldson (2004) in terms of usability, allowing learners to utilize the technology with non-graded assignments prior to a graded assignment is a wonderful resource to exercise. This provides the learners with experience and direction before completing the actual assignment.



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

As I reflect on my experience as an educator as well as on the past two years in the instructional design program, I have gained a lot of knowledge about the vast amount of technology that is used for instruction. I find many technology tools appealing because technology creates an engaging learning environment for everyone. I have used many tools within my own lesson plans that include videos from YouTube, which introduces a certain topic and power point presentations to teach specific lessons. Implementing different tools enhances the learning of others and creates an effective learning environment. It allows students to explore and extend their knowledge by using these different tools so that they can complete projects and develop deeper meanings about different topics. Since I started the program at Walden, I have used many different technology tools to complete an assignment or to work collaboratively with a group. The tools that I found to be the most useful are: blogs, wikis, CMS programs and discussion forums. I really enjoyed using a wiki because it allowed everyone in the group to add information to the project at any time. Wikis, which according to Boettcher and Conrad (2010), are well suited for organizing and storing information that might be helpful for managing and producing collaborative group project. Lastly, creating blogs has allowed me to reflect upon what I have learned throughout my instructional design courses and it has also helped me develop a deeper level of understanding. Technology has really made a difference throughout my career as a teacher and as a student in instructional design. I will continue to use many of these tools as I move forward in instructional design because it creates collaborative learning environments and enhances student growth. 

 

References:


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. San Francisco, CA: Jossey-Bass.



O’Hara, S., & Pritchard, R., (2012), Education.com, What is the impact of technology on learning? Retrieved on October 4, 2012, from http://www.education.com/reference/article/what-impact-technology-learning/.

Setting Up an Online Learning Experience

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

Technology is essential in online courses, which allows learners to effectively communicate with one another and complete coursework assignments.  Technology has allowed us to make connections, which in turn makes distance education an effective method of education.  It’s pertinent for learners to know all the possible technological tools so that they can successfully communicate with instructors and collaborate with other learners.  The instructor is able to guide learners and foster their learning through the use of technological tools.  One of the most important tools learners need to familiarize themselves with is the CMS system that their institution uses (Boettcher & Conrad, 2010, p. 57).  Most institutions use Blackboard as well as other CMS pages for coursework.  It’s crucial for the instructor to incorporate essential tools for the course (Boettcher, 2010, p. 57).  Starting off with basic tools and then building upon them with different types of technology, is a good way to enhance learning.  For instance, integrating blogs, wikis, or media rich applications are a great way to start a distance learning course.  The quantity and quality of technology tools used in an online course is a vital decision that the instructor needs to make in order to engage and motivate learners. 

Why is it essential to communicate clear expectations to learners?

Creating clear expectations at the beginning of an online course is important because most of the work requires students work and interpret the material independently.  Since there may be new technology tools introduced and the students are required to use throughout the course, it’s imperative for the instructor to set the expectations for all learners.  This allows the learners to look over the tools and materials the instructor wants them to use and if there are any misunderstandings, the learners can communicate that with the instructor in the beginning.   Boettcher & Conrad (2011) stated, “clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make significant contribution to ensure understanding and satisfaction in an online course”(p.55).  Knowing what is expected will allow learners to achieve course goals and remain successful. 

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

Other additional considerations that instructors could use when setting up an online learning experience are: supporting the development of social and cognitive presence, and incorporating essential course pieces such as the syllabus and weekly teaching guides (Boettcher & Conrad, 2010).  Interaction and presence are essential elements for online learners.  Regular and timely interaction of faculty with students is one of the key quality indicators of online courses (Boettcher & Conrad, 2010, p. 75).  Also, providing a snap shot of the course assignments and outcomes allows learners to plan their lives and establish routines.

Conclusion:

I have learned about a wide variety of strategies instructors can use in order to establish an effective learning community that promotes student success.  There are a number of steps an instructor needs to take establish social presence and a collaborative learning environment.  This presence continues throughout the course which allows learners to effectively communicate and collaborate with the instructor as well as one another. .  Dr. Palloff and Dr. Pratt explain the importance of making personal connections to students and to avoid “cookie cutter” experiences is essential in the online environment (Laureate Education, n.d.).  It’s also imperative for the instructor to set clear expectations, incorporate weekly guides, discussion boards and a syllabus so that students can effectively plan their lives and develop a deeper level of understanding.    

References:

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

Laureate Education Inc.  (n.d.).  Launching the online learning experience [Video Podcast].  Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%Fblackboard%2Fexecute%2Ftype%3DCourse%26id%3D_2098594_1%26url%3D

Online Learning Communities

Online learning communities impact student learning dramatically throughout a distance learning course.  In the video about online learning communities, Paloff and Pratt (n.d.) discuss how creating a community online among students and instructors, is essential.  They point out that the interaction between learners helps create a deeper level of understanding.  They also stated that interaction between students, as well as instructor, positively affects student performance and the overall outcome of course effectiveness.  An online community is grounded in the social constructivist model, in which a learner builds knowledge through interactions with other learners and the instructor.

Online learning communities significantly impact both student learning and satisfaction within the course by allowing students to create connections.  The community members support each other and challenge one another, helping each other add to his or her prior knowledge.  The community provides safety, positive connections and a comfortable environment in which to learn (Palloff & Pratt, n.d.).  The instructor needs to provide an environment where students feel comfortable and safe to take risks and interact with other learners. Every learning experience occurs in an environment in which the learner interacts with the content, knowledge, skill or expert (Boettcher & Conrad, 2010, p. 29).   The responsibility for these experiences lies not only on the instructor, but on the students as well.

The essential elements of online community building include people with a common purpose and a process that brings them together.  Other important methods are communication among students as well as creating a presence among the community to achieve course goals.  Palloff & Pratt (n.d.) address the presence as your online persona, which is what others see you as an online individual.  The purpose of a course should be outlined so that the learner can have a clear description of what is expected of him or her.  The instructor should provide many opportunities for student interaction through the use of forums or projects, which allows the learners to respond to thought provoking questions about the material they are assigned each week.  The Instructor must also set clear goals for the course and establish those early and often. These goals provide the learner with the direction they are heading and what they will accomplish by participating in this course.

In order to create and sustain a successful online community, it’s imperative that the instructor engages the learner within the first two weeks (Palloff & Pratt, n.d.).  As a fourth grade teacher, I establish routines and try and build a positive community between all of my students, within the first two weeks of school.  This is a very crucial time for students to interact with one another and build positive relationships.  Creating that environment helps students feel comfortable and able to take risks.  Sustaining the learning community requires the achievement of individuals and commitment to the community goals and expectations.




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

Palloff, R., & Pratt, K. (n.d.).  Online Learning Communities [Video].  Retrieved fromhttp://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1