WK7Assign2

Approaching discussion groups effectively as a Moderator

Moderators play a crucial role in the field of communication. They can also play a role within online learning within discussions and forums. In this week’s resources, Palloff & Pratt, describe various types of moderators that can be effective and useful within online learning through the use of discussions and forums. They provide various examples on what type of characteristics moderators should have in order to be beneficial in working with discussions groups. In understanding how discussion and forums have a high possibility of getting out of hand, it is important to acknowledge the tasks of moderators and how they can change the dynamic and interactivity between students within discussion groups.

For this weeks discussion, provide one supplemental positive characteristic that a moderator should possess when working within online discussions. Then provide two characteristics that would not be beneficial for a moderator to have or use within an online discussion. Provide a short rationale as to how they relate to discussion forums through the use of references or a personal example.

Below you will find the link to the scoring rubric which will provide information on how you will be scored.

Click Here for Rubric Paloff & Pratt Doc

References:
Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc.

Plagiarism

With the advent of the online technologies and the exponential growth of the World Wide Web comes increased access to information. Unfortunately, this access also can create additional opportunities for cheating and plagiarism. This week, you will post a blog entry concerning your insights on the topic and methods for detecting and preventing cheating and plagiarism in the online learning environment.

To prepare for this assignment, view the video program "Plagiarism and Cheating" and read the article "Plagiarism by Adult Learners Online: A Case Study in Detection and Remediation." In these resources, you will be presented with numerous strategies for detecting and preventing plagiarism in online learning. Although it presents additional challenges and responsibilities for online instructors and trainers, applying specific design, facilitation, and assessment considerations will relieve many of these concerns. Consider the following:

Aside from Turnitin, another software that is useful is called Dustball. This site allows for uploading and copy and pasting information to the site and provides information as to what statements or sentences have been taken word for word and find it the information has been stolen without proper citation. 

Creating questions that require the students to use their own personal experiences and integrate them with the subjects topic as answers can help students provide unique answers.  Create assessments that will encourage students to want to use texts properly in order to retrieve answers to the subject matter at hand. Instead of taking information from the book word for word, I would try to allow them to use statements as references, as long as they have the name of the author and the text name at the end of the paper or answers at hand. I would provide a lot of leeway in regards to the format and not be very rigorous in regards to whether it is in APA or MLA format.

By understanding what different forms of plagiarism are being used by students and providing various ways to avoid them to students as a guide when writing answers or papers. Other types of consideration that should be taken are students experience in working with plagiarism and correct referencing, whether they understand the different formats for citing information depending on the type of paper they are writing and understanding what type of paper you are requesting the students to write. This last part is important because a reflection paper does not necessarily have to include references but even though it can make the paper stronger, reviewing papers over and over again can cause a facilitator to become confused and grade papers incorrectly for a student without remembering what type of paper they are requesting.

Impact of Technology and Media

 Technology and media provide the skeletal structure and backbone for online learning environments. In working with building an online learning environment, I have learned that there are many components that can go together in various setups to make the learning experience interactive and intriguing for the students at hand. Technology advances at a quick rate, so keeping up with the trends that are used in social networking formats can also be used in an educational setting online so that there will be familiarity and a greater sense of comfort for students. Multimedia can reach students with different cultures and learning styles. From audio to video to pdf files to other formats used, multimedia provides options for students to approach the lessons at hand and understand the main idea of the subject through different contexts.

The most important consideration for an instructor should be in implementing their presence. "The teaching presence provides the framework for guiding learning and setting out the goals and expectations for the course learning experiences." Before understanding what technology should be used for the course the instructor should understand that they are the main tool to provide the education to the students. It should come from their own skills, understanding and confidence in being able to instruct the material at hand.  

One technological tool I find most appealing is blackboard and Twitter. Though I am not a hardcore "tweeter" (?) I feel that this tool can make a strong impact in the field of instructional design because of its ability to provide an excess amount of information to an unlimited amount of people. The format of using 140 characters or less can provide the students with a quick summary of the subject matter and hand and through the use of shorter website links such as TinyURL or Bitly, this provides opportunity for sharing information in a quicker format without having to take extra time out for searching or typing long URL's. Blackboard has piqued my interest since going to school through Walden University because of its simple format. Being that I have had prior experience with Moodle, I enjoy Blackboard because of the interface and the different options I have to communicating among peers while keeping all my information in one location without getting lost.

Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Setting Up an Online Learning Experience

There is a value in knowing the technology available to you because you have a head start on understanding how you can apply the tools to the course at hand. You can also assist students who may or may not have experience with the technology and help them learn how it can be applied to the tasks and assignments at hand and provide them with a clear layout on what you expect the final project to look like. "Focus on the essential tools and build your first course around those tools." (Boettcher & Conrad, 2010) In having experience with the tools, you can provide a quicker form of assistance to students who need troubleshooting with the tools as opposed to waiting for a representative from the "helpdesk" to return a response, which most programs tend to have.

Laying out expectations for a course to the students allows the instructor and students to have a mental map of what will be needed and when it will needed to be submitted for each project or task. Students have to understand what the guidelines are for each course and in sharing expectations, they understand what the objectives and goals will be for that course. It provides them with the idea of what they will learn in the course and how they will be assessed to confirm whether or not they are understanding the material.

One consideration is confirming whether the technology tools provided whether through audio or video platforms, can be accessible on all operating systems, whether MAC or PC or Linux. Also the instructor should advise and confirm that the students have the programs required and that they are  at the most up to date version for optimal performance.

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

Online Learning Communities

How do online learning communities significantly impact both student learning and satisfaction within online courses?

Through the use of forums, sharing of sites and information through links and blogging and an adequate amount of sharing experiences and responses online to peers and other members of the online community. The more knowledge and questions that are shared, the more experiences and feedback that can be provided and reflect each students different mindset or opinion on whatever the subject matter may be.

What are the essential elements of online community building?

Experience in using social networks, useful and accessible forms of media and tools. The opportunity to participate in forums and discussion sites. A form of assistance or help desk for those that may be new to the field of online learning. Having an open mind to the various opinions of others, since the online world is literally a world of its own.

How can online learning communities be sustained?

Through applying new and old technological aspects to the communities at hand so that anyone that chooses to participate in it may have experience in some parts of the tasks suggested and at the same time, provide an opportunity for them to learn about new technologies. By providing students and facilitators with time constraints so that there can be completed tasks without delaying other tasks. 

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

The relationship is in allowing the participants to have an opportunity to shared and learn from personal experiences on particular subject matters that are within a common range within the online forum.  "Online facilitators set the stage for power sharing to occur in the way they approach learners and provide feedback." (Boettcher & Conrad, 2010, p. 13) In having a mentor or facilitator, this allows the participants and students with the space and opportunity to share their insight while engaging with and respecting others.

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

EIDT-6510

This is my blog for my course work in Instructional Design and Technology at Walden University. I look forward to working with all of you throughout this course. Three more courses left til graduation!!!!!!

Izzi

Analyzing Scope Creep

            In building this training, I had to work with the installation and integration manager at the time who assisted me with the detail in writing the information for the beginning part. We resolved the situation partially by still making the beginner part of the module go “live” on the website for the customers but we began working on the filming for the integration portion of our products with DVR’s and Cameras. Once this part of the project was complete we integrated it into the beginning portion of the modules and revised the intermediate parts to include much more difficult designs and integrations for our products and various setups and systems. Though this took a lot of time out of the integrations managers time for assisting customers, the CEO’s desire to have this up and running on the company website made the priority of the project change.

            If I had the opportunity to manage the project fully and decide when the information was to be placed live on the website, I would have decided to keep the beginning module as is. “The best approach is to set up a well-controlled, formal process whereby changes can be introduced and accomplished with as little distress as possible.” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 346) I would’ve decided to have the video portion of the project included in the intermediate portion of the project because of its ability to provide better information to customers that already understand our products individually and want to learn more about integration. Due to the CEO’s rush for the beginner module to have this information, many of our customers that were waiting for this information were delayed for much longer.

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, Inc.

Communicating Effectively

Written – The written form was easy to read through and understand. Because the email doesn’t show if the email was marked urgent and there was no use of exclamation points, I felt that there was a lack of urgency for the report. I would think that in creating an email, there would be the typical use of ASAP somewhere along the lines.

Audio – In the voicemail, hearing the persons voice allowed me to focus only on the message and not any physical gestures or having to read the email version, which did not seem urgent. In the audio version the impact on the tone of voice allowed the listener to understand the importance of the document.

F2F – In the face-to-face version of the message, there were a few aspects of the message that made me confused. Though Jane states that she needs the report in an urgency to complete her work, her physical gestures seem very nonchalant as if the work is not needed as urgent as she is stating. There are points within the video where she shakes her head and tilts her head to the side in a sense of shrugging it off.

The audio form was the best form of representing the importance of Jane’s message because it allows the listening to focus solely on what the message is. It provided understanding of the message that reading would not provide such as tone of voice and not have to focus on physical gestures of Jane when she was presenting the message in a face-to-face form.

By reviewing all three of the different forms of the message, there was a common understanding of learning how to delegate and perform it in a manner that is respectable. As either a project manager or a project team member, one must understand the importance of delegating but effectively and not with disrespect. “Make the delegation correctly. Explain the work to be done, how much effort is expected of the person….” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008)

When communicating with people in a face-to-face manner, I will try to be more mindful about my physical gestures when discussing certain topics. With audio communications I realize that the importance of tone of voice can change the perception of message for the listener. And with email communications I would like to gain a better grasp on using punctuation marks to create a messages “tone” and reading potential.

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, Inc.

EDUC 6145 Week 2 Blog Assignment

            A project I was working on and is actually currently on hiatus is on building the learning modules for the company I am currently working for. I work for an audio monitoring manufacturing company and with the management that it falls under, there was a request for some form of training our distributors and end users on how our products work and small descriptions on them. For the beginning module, I was able to complete the information portion of the project because I had clear access to the descriptions and external forms of information about the products.

Yet, in the second phase of the project, there is a request for creating a module that details how our products can integrate with other products from other companies. The failure for the completion of this part of the project is because I do not have access to the copyright information of using the images of the products of other companies and integrating their images into our presentations. Currently, I view the project as a failure because I cannot move forward with the second phase of the project, but at the same time, in completing the beginning phase, I do feel successful in completing that task. In dealing with this part of the project, I am learning that I have to try and find a new part of the project that I can complete as I wait for my peers to retrieve the copyright information. This is teaching me that dependency in project management is one that can hinder and help you in the completion of tasks. As the project manager, I understand that there needs to be more coercion on my part of getting my team members together to help me get the information I need, but I understand that I should respect the tasks that they have outside of my project which is pulling me in both directions. This is why I do not know if I can consider this a success or failure.

Week 8 - Reflection

The field of instructional design will always need areas of improvement and change because of its connection to technology. Regardless of the amount of educational information or experience one may have, there is always room for improvement and change.  The idea or perception of distance education is still slowly evolving from person to person. Some feel that there is no need to participart within online courses because going to a class is something they have always known or been exposed to. But many schools are now incorporating one of two course requirements to be strictly online in a large amount of programs they provide. This is a positive form of changing the students perceptions and providing the schools with feedback as to how they can improve the educational experience they provide and the costs that come with education on both ends whether from the institution or the student.

• What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

The perception of distance learning will be much more accepting due to having an increased basis of information about the experience of others who have taken courses or completed their degrees within online courses. In 5 – 10 years there will still be students who are skeptical about the idea of taking courses completely online because of the large number of face-to-face learning facilities schools around. But I believe in 10 – 20 years, many of these schools will have a greater number of degree programs that will be offered both on campus and online. This will possibly make their school more appealing with the ability to provide their students with options as to how they would like to “build” their course load and integrate it with their everyday life tasks. “If we manage to bridge the gap of comfort so that they experience the environment they’ll (students) naturally take to it.” There will still be hesitation among people because of the lack of physical interaction in working with ones degree since the first image that comes to mind for many people, in regards to education, is a classroom and desk. But there is also the understanding that those who have a great understanding about technology and the speed at which it is increasing among people and improving, will allow people to view this as a new experience that can provide them with a large benefit in the long run. The question is whether their fear or what they have been taught in regards to education will limit them from taking a chance on it?

• How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

As an instructional designer, the best way of improving societies perception is by asking three particular questions:

1.     What is their thought on distance learning currently?

2.     How would they like to interact with in distance learning to make it more appealing?

3.     What would you want employers to “accept” if you already obtained a degree through online learning and how would you be able to reflect upon your educational experience to prove your worth to the employer?

By finding answers to these questions, I feel that we can designer better programs and create a challenging but educational while providing a positive experience for the students at hand. Another way of improving the perceptions is in providing educational resources that are both current and those that have been useful in past courses.  Also, in keeping up with the latest technology to attract more students who may be comfortable with the new “apps” or programs out in society will provide them with more reason as to why they can participate in the course. Especially now during a time where majority of the programs used on a computer are already accessible via mobile formats. Their perception in viewing such easy access to the possibility of completing a program at their own pace and comfort could be the largest form of attracting more students to participating in distance education.

• How will you be a positive force for continuous improvement in the field of distance education?

To be a positive force in continuous improvement, you must accept that there will be many mistakes and errors both on your own and within others parts in working with the field of instructional design. Participating in conferences and interacting with other designers while improving on my own skills through learning about the different types of technology that are changing and coming out or are popular. Taking opportunities both in the educational and corporate field will allow me to build a diverse portfolio, which will help me learn about areas where I can improve and change. It will also provide me with different ways of applying designs from one areas for projects within another. Requesting as much feedback from every course or student would be beneficial in improving my work and even in asking those who have not taken an online course would be effective. In finding their reasons for hesitation can allow me to try ways of breaking down those barriers which in turn could possibly help someone that is currently doing poorly within a course but may not know the reason why.

Laureate Education, Inc. (Producer). (2010). The future of distance education [DVD].

Baltimore, MD: Author

Best Practice Guide for Distance Learning

In working with distance learning, for this assignment, i have created a best practice guide that goes into detail about various methods of how to integrate and transfer information from face-to-face learning to online learning. The guide goes into light detail regarding methods of technology to use to a break down of how hybrid learning works and more. Below you will find the link to the guides PDF format.

Best Practice Guide PDF

WK5AssignRocourtI

Application: Blog—The Impact of Open Source

http://izziandidt.blogspot.com/

Blog Post:

Massachusetts Institute of Technology Open Course: Romantic Poetry

http://ocw.mit.edu/courses/literature/21l-476-romantic-poetry-spring-2005/

            Open Course sites provide the opportunity of learning and interaction with others regarding a particular subject matter by allowing people to come together and participate in a course provided by various institutions and organizations. The course site I choose to analyze is under the Massachusetts Institute of Technology. This site provides access to MIT courses that have been provided to students during prior semesters but through allowing the public to access the course, it provides the professor with the opportunity to improve and make any revisions necessary on the course based on the feedback provided by the participant. One course that I viewed through the MIT course is Romantic Poetry, under the subject of Literature. The course provides the date of Spring 2005, which is the format of what it is following.

            The courses design for Romantic Poetry is very simplistic and easy to maneuver. Students are able to purchase the five textbooks required for the course, access the assignments for the course and download material which includes an electronic copy of the syllabus, reading assignments and assessment assignments. The course is separated into fourteen weeks and each week contains two sets of readings for review per week which in total provide twenty four different topics to follow for the subject of Romantic Poetry. There is an essay assignment in the middle of the session during week six and another during week fourteen.

Many of the links found throughout the course are downloadable via pdf format. Video and audio presentations are accessible for audio and visual presentation and learners. Many of the assignments are expected to be returned via an electronic format, which falls into the format of distance learning. The courses provide a link to the same material provided in the course and they provide the date of when the course was implemented. These forms of activities do promote learning within each course. Though courses are free, they do follow along the rule of “balance variety with economy” (Simonson, Smaldino, Albright, & Zvachk, 2012) extremely well. For a free course, it seems as though these sites are very under utilized but at the same time, it is understandable because in taking courses one can gain a lot of knowledge. Many of the students that may participate in the courses will not receive credit for it and this may hinder the idea of participation.

Due to the large amount of courses with the various subjects provided, I feel that they provide more than enough information and tools for success with the courses at hand. A recommendation in online instruction found is through the instructor feedback through the course projects and assignments. “Instructors need to provide two types of feedback: information feedback and acknowledgement feedback.” (Simonson, Smaldino, Albright, & Zvachk, 2012) The students are provided with assignments and most of the courses state that there will be an agreed upon date of submission and completion for the final project but the assignments throughout the middle of the course would be submitted on various days. My course chosen provide the requirement of submitting two essays; the first one at the midpoint of the course of 5 – 7 pages in length and one at the end of the course at 8 – 10 pages in length. This promotes the idea of active learning between the professor and the student but with course sites it takes away from the interaction of other students. Depending on the subject the course falls under, one course may provide a sense of independent learning while another would have a more interactive online learning format participating in discussions or forums. The course I choose with Romantic Comedy did not provide the opportunity for discussion forums.

Course sites are very beneficial in providing the opportunity for education to people all around the world. Without the time and contributions provided by these various organizations, many students and peers may never have the opportunity to experience what it is like to participate in a distance learning course. In using course sites, other students or peers that have had the opportunity to participate may use these sites to find more information on the different subjects that they may be researching on or they may have the opportunity to participate and learn about a subject from a different perspective.

Reference:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.