What plagiarism detection software is available to online instructors?
EVE (Essay Verification Engine) software, and Turnitin.com, an online detection service, are two of the most commonly used plagiarism detection software (Jocoy & DiBiase, 2006). They both compare individual student papers to Web documents and/ or to essay databases. This is done to find and report instances of matching text. Turnitin catches Web plagiarism and checks sources from students’ bibliographies for plagiarism, including articles that are unavailable on the Web. Free online search engines such as Google also allow instructors to track down copied phrases.
Course management systems such as WebCT and Blackboard help to limit access to a test for a specific date, in addition to a precise block of hours on that date (McNett, 2002). They also limit the time available for test completion to increase the difficulty of students searching for the answers. User-tracking functions make it possible for an instructor to determine the time that each question was answered by the student.
How can the design of assessments help prevent academic dishonesty?
Online assessments (or e-assessments) offers flexibility since they can be accessed from any geographic location, prevents schedule conflicts, and avoids wastage of resources. However, academic dishonesty is a major issue with assessments. Academic dishonesty is defined by cheating, plagiarism, and other covert methods to achieve high grades in exams, course assignments and projects. Instructors have to make the assessment a learning experience with “hard” questions, and avoid overly difficult or overly easy tests. It is also important for instructors to create assessments that mirror real-life situations, and can relate to personal experiences (University of Wisconsin-Eau Claire, n.d.). Employing a proctor for the assessment is also helpful. Proctors help to ensure that students take the assessment at a designated time, without collaborators and unauthorized materials (Rowe, 2004). Assignments can be designed to incorporate collaboration, including discussion posts and online group projects (Boettcher & Conrad, 2011). The instructor also has to be clear about the purpose and content of the assessment. Time limits should be set, along with low stakes (the questions worth few points). The assessments should contain clear definitions of what is considered cheating and plagiarism, including questions that can erase any misconceptions (University of Wisconsin-Eau Claire, n.d.).
What facilitation strategies do you propose to use as a current or future online instructor?
In watching the video, I discovered that one of the important functions of a facilitator is to educate learners about copyright, fair use, plagiarism, and cheating (Laureate Education, n.d.). Students should be informed about course requirements, and available support and communication (via syllabus, course announcements). Students also have to be taught to properly paraphrase and cite material, and should discuss their role as self-directed learners. I would also encourage students to make use of libraries and writing centers to learn about correctly paraphrasing and citing resources. I also believe that having TAs and tutors can also discourage cheating, by conducting sessions with students to discuss any questions or difficulties that they have with the course. I have worked with TAs at USF, and it was quite helpful to my overall understanding of the course and subject.
What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
In reading the resources and conducting research online, I discovered that there are several ways in which cheating and plagiarism can be prevented. Drawing questions randomly for each student from a pool is one example, helping to reorder multiple-choice answers randomly if possible (Rowe, 2004). Place one question per page when administering an exam. Placing one question per page when administering an exam or assignment is also helpful, as well as disabling printing and copying options, and requiring some short essay questions (University of Wisconsin-Eau Claire, n.d.). For the latter, students would apply concepts or material from the course.
CMSs as WebCT and BlackBoard have plagiarism prevention capabilities, which make it possible to administer a proctored examination online (McNett, 2002). Tests can be structured to require the input of a proctor’s ID and student’s ID, so that the exam can’t start until the proctor is present. It is also possible to limit access to a test to a specific computer at a specific Internet address, where a proctor can be present. Another technique that reduces cheating is the use of question banks. This entails use of several course-delivery software packages that supports databases of questions from which the software selects items, according to specific rules. These capacities randomize the sequence of questions, making it more difficult for memorizing and sharing the sequence of answers.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and
practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Jocoy, C. & DiBiase (2006). Plagiarism by Adult Learners Online: A case study in detection and remediation. Retrieved June 13, 2013 from http://www.irrodl.org/index.php/irrodl/article/view/242/466
Laureate Education, Inc. (Producer). (n.d.). Plagiarism and Cheating [Video webcast]. Retrieved June 13, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
McNett, M. (2002). Curbing Academic Dishonesty in Online Courses. Retrieved June 13, 2013 from http://www.ion.uillinois.edu/resources/pointersclickers/2002_05/
Rowe, N.C. (2004). Cheating in Online Student Assessment: Beyond Plagiarism. Retrieved June 13, 2013 from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html
University of Wisconsin-Eau Claire (n.d.). Desire2Learn 9.0: Tips to Ensure Academic Honesty. Retrieved June 13, 2013 from http://www.uwec.edu/help/D2Lv9/deter.htm
Thursday, June 13, 2013
Thursday, June 6, 2013
Impact of Technology and Multimedia
What impact does technology and multimedia have on online learning environments?
E-mail, announcements, and discussion forums are the basic technological tools to guide learning and build an effective online learning environment (Boettcher & Conrad, 2010). Audio and video lectures help with creating a media-rich learning environment by providing accessibility and usability, since they are available at any time during the semester. Blogs are online journals that capture student's thinking and understanding of the subject, and serves as an avenue for others (including the instructor) to make comments and suggestions. Similarly, Wikis are a collaborative project tool, that supporting student collaboration and teamwork on projects. Text messaging, instant messaging, and Twittering are important tools that faculty can use for quick information checks for students, such as the time before an assignment is due. Other positive impacts include decreased material costs, by creating the environment online, improved training costs, and further savings through decreased travel and reduced material (Tom, 2010). There is also increased productivity and efficiency, since e-learning is not bound by geography or time.
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology, at the start of an online course, part of the instructor's responsibility is to ensure that all learners are engaged, present, and participating (Boettcher & Conrad, 2010). It is also important to ensuring that students have basic technology skills and knowledge for online learning. In the first week of the course, students should create posts about getting acquainted with each other. In my opinion, this is where they post brief biographies, along with some of their interests, hobbies. After the getting-acquainted posting, students should identify their learning goals for the course, which helps to provide insights into the learners' knowledge, confidence, and experience with the course content. As a "social and cognitive negotiator", faculty members have to provide positive, supportive, and encouraging comments about the overall course process and clarify course expectations and learning experiences in the course requirements. Instructors then have to focus on designing and organizing engaging and challenging discussion questions with clear rubrics for assessing the online discussions.
What implications do usability and accessibility of technology tools have for online teaching?
Usability is defined as the extent to which specified users use a system to effectively and efficiently meet specified goals. (Irbe, 2012). Accessibility is the ability of a learning environment to adjust to the needs and preferences of all learners. Accessibility is contingent on the environment, tools, abilities, or disabilities. Usability and accessibility for online teaching accentuates the importance of not only providing physical access to learning, but providing access to online learning for all learners, including special needs learners. This can be accomplished through application of Universal Design for Learning principles. The system’s design with particular attention to features of the user interface are important usability factors for learners with disabilities. Accessibility and usability also impacts pedagogical effectiveness, and compliance with anti-discrimination legislation (Cooper, Colwell, & Jeffs, 2007). Other aspects of accessibility and usability include consistent navigation, the ability to change font and picture size, properly labeled and visible links, and visually appealing and safe graphics (Irbe, 2012). Proper implementation of accessibility and usability positively impacts online learning experience for all learners.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
Blogs, wikis, social media, PowerPoint slides, streaming audio and video, and videoconference tools are the most natural and appealing online teaching tools for instructional design. Furthermore, I did some research and found some other examples of useful technology tools that are appealing. EduBlogs is a site that I used in a previous course, and offers a safe and secure place to set up blogs for personal or educational use (Writer, 2012). Additionally, the functionality of creating and managing blogs for students gives teachers the ability to decide if students can post on blogs, and approve posts and comments. Skype can be a great videoconfereincing tool for keeping in touch with students, educators, administrators, and other professionals, and for attending meetings online. Teachers are able to connect with other classrooms internationally. Twitter is a social media tool for teachers to connect with other educators, participate in chats, and share and exchange ideas with various users. Google Education is also particularly appealing, with email and collaborative apps, videos, lesson plan search, professional development, and educational grants.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. 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. Retrieved June 5, 2013 from http://www.slideshare.net/martyncooper/embedding-accessibility-and-usability-considerations-into-elearning-research
Irbe, A. (2012). e-Learning Accessibility & Usability. Retrieved June 6, 2013 from https://www.ssbbartgroup.com/blog/2012/04/09/e-learning-accessibility-usability/
Tom (2010). Why E-Learning is So Effective. Retrieved June 6, 2013 from http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
Writer, G. (2012). 50 Education Technology Tools Every Teacher Should Know About. Retrieved June 6, 2013 from http://www.edudemic.com/2012/08/50-education-technology-tools-every-teacher-should-know-about/
E-mail, announcements, and discussion forums are the basic technological tools to guide learning and build an effective online learning environment (Boettcher & Conrad, 2010). Audio and video lectures help with creating a media-rich learning environment by providing accessibility and usability, since they are available at any time during the semester. Blogs are online journals that capture student's thinking and understanding of the subject, and serves as an avenue for others (including the instructor) to make comments and suggestions. Similarly, Wikis are a collaborative project tool, that supporting student collaboration and teamwork on projects. Text messaging, instant messaging, and Twittering are important tools that faculty can use for quick information checks for students, such as the time before an assignment is due. Other positive impacts include decreased material costs, by creating the environment online, improved training costs, and further savings through decreased travel and reduced material (Tom, 2010). There is also increased productivity and efficiency, since e-learning is not bound by geography or time.
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology, at the start of an online course, part of the instructor's responsibility is to ensure that all learners are engaged, present, and participating (Boettcher & Conrad, 2010). It is also important to ensuring that students have basic technology skills and knowledge for online learning. In the first week of the course, students should create posts about getting acquainted with each other. In my opinion, this is where they post brief biographies, along with some of their interests, hobbies. After the getting-acquainted posting, students should identify their learning goals for the course, which helps to provide insights into the learners' knowledge, confidence, and experience with the course content. As a "social and cognitive negotiator", faculty members have to provide positive, supportive, and encouraging comments about the overall course process and clarify course expectations and learning experiences in the course requirements. Instructors then have to focus on designing and organizing engaging and challenging discussion questions with clear rubrics for assessing the online discussions.
What implications do usability and accessibility of technology tools have for online teaching?
Usability is defined as the extent to which specified users use a system to effectively and efficiently meet specified goals. (Irbe, 2012). Accessibility is the ability of a learning environment to adjust to the needs and preferences of all learners. Accessibility is contingent on the environment, tools, abilities, or disabilities. Usability and accessibility for online teaching accentuates the importance of not only providing physical access to learning, but providing access to online learning for all learners, including special needs learners. This can be accomplished through application of Universal Design for Learning principles. The system’s design with particular attention to features of the user interface are important usability factors for learners with disabilities. Accessibility and usability also impacts pedagogical effectiveness, and compliance with anti-discrimination legislation (Cooper, Colwell, & Jeffs, 2007). Other aspects of accessibility and usability include consistent navigation, the ability to change font and picture size, properly labeled and visible links, and visually appealing and safe graphics (Irbe, 2012). Proper implementation of accessibility and usability positively impacts online learning experience for all learners.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
Blogs, wikis, social media, PowerPoint slides, streaming audio and video, and videoconference tools are the most natural and appealing online teaching tools for instructional design. Furthermore, I did some research and found some other examples of useful technology tools that are appealing. EduBlogs is a site that I used in a previous course, and offers a safe and secure place to set up blogs for personal or educational use (Writer, 2012). Additionally, the functionality of creating and managing blogs for students gives teachers the ability to decide if students can post on blogs, and approve posts and comments. Skype can be a great videoconfereincing tool for keeping in touch with students, educators, administrators, and other professionals, and for attending meetings online. Teachers are able to connect with other classrooms internationally. Twitter is a social media tool for teachers to connect with other educators, participate in chats, and share and exchange ideas with various users. Google Education is also particularly appealing, with email and collaborative apps, videos, lesson plan search, professional development, and educational grants.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. 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. Retrieved June 5, 2013 from http://www.slideshare.net/martyncooper/embedding-accessibility-and-usability-considerations-into-elearning-research
Irbe, A. (2012). e-Learning Accessibility & Usability. Retrieved June 6, 2013 from https://www.ssbbartgroup.com/blog/2012/04/09/e-learning-accessibility-usability/
Tom (2010). Why E-Learning is So Effective. Retrieved June 6, 2013 from http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
Writer, G. (2012). 50 Education Technology Tools Every Teacher Should Know About. Retrieved June 6, 2013 from http://www.edudemic.com/2012/08/50-education-technology-tools-every-teacher-should-know-about/
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