Building Online Learning Communities

Building Online Learning Communities
Paloff and Prat (2008) state that by learning together in a learning community, students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feed back.  The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement (p. 158).
Sometimes it is difficult for learners to understand why collaboration is important for their learning, and can be resistant to working in groups. This can be due to prior negative experiences in working in a group, or underdeveloped skills in interdependence. For this weeks discussion we will explore ways that an instructor can help resistant students to actively engage in collaboration.
By Friday
Discuss at least two techniques an instructor can use to promote collaboration in online learning. What are the pros of group collaboration?  What are some of the disadvantages?

By Sunday
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings using the first bulleted item (bolded) and one or more of the remaining bulleted items:

• Build on something your colleague said.

• Explain why and how you see things differently.

• Ask a probing or clarifying question.

• Share an insight from having read your colleague's posting.

• Offer and support an opinion.

• Validate an idea with your own experience.

• Expand on your colleague's posting.

Access the scoring rubric here to help you with you discussion.
References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
(Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc.

Discussion Rubric

Criteria	Unsatisfactory 1	Emerging 2	Satisfactory 3	Exemplary 4
Main Post	Does not respond to the discussion prompt, or does not address discussion prompt or assignment guidelines.	Responds to the discussion prompt, but lacks evidence of understanding key concepts and assignment guidelines.	Demonstrates an understanding of assignment purpose and key concepts. Provides two techniques for collaboration, and provides a pro or a disadvantage, but not both.	Demonstrates an exemplary understanding of assignment purpose and key concepts.  Provides at least two techniques for collaboration, and details pros and disadvantages from an instructors perspective
Main Post Support	Does not cite examples from course resources.	Provides limited support from course resources.	Provides support from course resources, but no outside resources.	Cites course resources, and outside resources that strengthen the post.
Responses to Colleagues	Responds to one colleague’s posting.	Responds to two colleagues’ postings, but replies may lack supporting details and depth.	Responds to two colleagues’ in a thoughtful way.  Interacts with peers and contributes to learning experiences. May include references to course materials.	Responds to two colleagues’ in a thoughtful way. Includes insightful references course materials and/or outside resources.
Written Expression	Writing includes significant spelling and/or mechanical errors that impede readability and understanding.	Writing includes frequent spelling and mechanical errors that do not impede readability and understanding.	Writing is mostly clear and concise and has some spelling and mechanical errors that do not impede readability and understanding.	Writing is clear and concise and has very few spelling and mechanical errors that do not interfere with readability and understanding.
Comments:
Total =    /4

Week 6

Cheating and Plagiarism

Warning! Some or all of the material in this post may not be the authors’ original language, ideas or thoughts. 

Wouldn’t it be nice if that message automatically popped up when plagiarism or cheating is detected in a students’ work? This week we are given the task of discussing the prevention and detection of cheating and plagiarism in an online learning environment.  One of the concerns in online learning is that it is easier to cheat than in a traditional face-to-face classroom.  According to Palloff & Pratt (n.d.) learners cheat about as often in an online environment as they do in traditional environments. With that thought in mind we were given the task of considering the following questions.

What plagiarism detection software is available to online instructors?

In most instances, I assume that it is up to the university or school district what software they choose to use.  From personal experience my university uses Turnitin.  According to their website turnitin.com “Turnitin is the leading academic plagiarism detector, utilized by teachers and students to avoid plagiarism and ensure academic integrity.”  Of course turnitin is not the only software available.  There is PlagiarismDetect.com, which is software that is available for purchase, or there are several free sites for both teachers and students such as, DupliChecker, The Plagiarism Checker & Grammarly.  There are a plethora of other sites out there, but these were the ones that I know of or have personally used for my self or my students (yes I make music students write essays and papers).

How can the design of assessments help prevent academic dishonesty?

In the Palloff & Pratt video that we watched Dr. Pratt stated that he allowed his students to converse or use their resources during his exams or assessments, because he wants his students to have real world experiences.  His rational being that you are not going to be locked in a room or tethered to your desk when you are asked to do research or find information for a project at work.  He also stated that his exam was so difficult that if his students weren’t allowed to use their resources that it would have taken a week to complete.

In her article, Melissa Olt wrote of strategies to minimize academic dishonesty.  Sections of the paper echoed Dr. Pratt in that all assessments should be open-book, and be of a more substantive nature.  She also offers up some advice for designing effective assessments, such as “asking mastery-type questions which require the student to know the subject matter, requiring students to relate the subject matter to their own personal/professional/life experiences, and focusing on the process rather than a final product (Van Belle n.d.). An example of a process-oriented assessment would be to require students to submit thesis statements, outlines, and rough drafts so that they can see the project grow. Assessments should also be oriented toward higher ordered thinking skills, requiring application, evaluation, and synthesis rather than mere factual recall” (Olt, 2002).

What facilitation strategies do you propose to use as a current or future online instructor?

There are many suggestions for how to facilitate academic integrity the most prevalent being, educate your class on what plagiarism is, and how to properly cite your sources. Jocoy & DiBiase found that just referencing university policy wasn’t enough to stop plagiarism in their courses.  They developed an “expectation management strategy” to better communicate their expectations on plagiarism. “We developed guidelines, customized to our course, for proper citation of text and graphic source material in student assignments. In addition, we ensured that students adhere to those guidelines by requiring them to pass an academic integrity quiz to unlock instructions for project assignments. The guidelines and quiz together constitute our expectation management strategy” (p. 9).

Make sure your students are aware of how to properly paraphrase, quote, and cite sources in they style that you or your learning institution requires.   The Purdue online writing lab (OWL) has resources in assisting writers in research and citation in several different styles including APA and MLA.  By constantly reminding your students about your expectations, and by pointing out ways that they may have missed proper citation, you are narrowing the risk of blatant plagiarizing, and helping student who may not realize that they may have missed a proper citation.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

Unfortunately, instructors can no longer rely on a change of hand writing or ink color to detect cheating.  The online environment is world wide, and there is little ability to police who is cheating when they are in another part of the world.  One suggestion I read is that instructors should get to know their learners writing styles.  If there is something that seems out of place or unusual to the learners style of writing, there is a good possibility that it is not their work. 

Another useful tip I found was to provide students with an academic integrity/dishonesty policy.  It should include the following principles..

1.     Affirm the importance of academic integrity

2.     Foster love of learning

3.     Treat students as ends in themselves

4.     Promote an environments of trust in the classroom

5.     Encourage student responsibility for academic integrity

6.     Clarify expectations for students

7.     Develop fair and relevant forms of assessment

8.     Reduce opportunities to engage in academic dishonesty

9.     Challenge academic honesty when it occurs

10.  Help define and support campus-wide academic integrity standards (Olt, 2002)

Academic dishonesty is an issue that all instructors must face.  The key to reduce this is for instructors to be proactive and vigilant in their classroom.  They must also be willing to constantly create “cheat proof” course materials.

Chris

References

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.

Olt, M. (2002).  Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment. Online Journal of Distance Learning Administration, 5(3). 

Palloff, R. & Pratt, K. (n.d.). Laureate Education, Inc. [Video]. Plagiarism and Cheating. Retrieved from: http://sylvan.live.ecollege.com

Week 5

Impact of Technology and Multimedia

This weeks topic has to do with technology tools in an online class room, and things to take into account when stetting up an online learning environment.

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

Web 2.0 tools allow for user created content.

Create community

Offer an opportunity to decrease the sense of isolation in remote or high-pressure work environments

Mobile technology has made it easier to log into online classes from anywhere making it easier to access learning from anywhere

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

When designing an online course it is important to understand your audience and what they are capable of.  You cannot assume that everyone knows what all of the technology tools are and how they are used.  Use tools in online environments only when they support learning objectives.  Generational issues can and do arise when learning in an online environment, so the tools used must be adaptable for the student population.

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

It is important to understand that accessibility does not mean ease of use. It is the “ability of the learning environment to adjust to the needs of all learners” (Cooper, Colwell & Jelfs, 2007).  The main challenge in accessibility is responding to the diversity of the ways different users interact with a computer environment.

Palloff & Pratt (n.d.) state that not all of your learners are going to have high-speed internet connections and some of the Web 2.0 tools will not work with a slow or dial up connection.  You need to take into account those that are in remote locations

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

What most appeals to me are tools that make life easier.  Google docs is great, because with in it you can create e-mail accounts, Wikis, blogs, interactive calendars, surveys, and connect to aggregators and RSS feeds.  Evernote lets you take notes, pictures, pin maps, and create on the go.  It will then snyc to all of your devices so that an idea you have on the go, can be expanded upon when you get to your computer. 

What I have learned is that more is not better.  If the technology is not going to help the learner, then don’t use it.  Not every learner knows how to use all of the technology that may be used in your classroom, so know the technology and be prepared to help those that may need extra assistance.  There are a lot of cool tools to use in an online setting, but not all of them are necessary.  Know your learners, use only what is necessary, and understand the tools you choose to incorporate in your class.

References

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.

Palloff, R. & Pratt, K. (n.d.).  Laureate Education Inc. Video.  “Enhancing the Online Experience.”Retrieved from: http://sylvan.live.ecollege.com

Setting Up An Online Learning Experience

I broke my hand and had micro surgery on Friday.  I will post when I am not under the influence of narcotics, and can concentrate for longer than 5 minutes.

Chris

Setting Up An Online Learning Experience

            Much like teaching in a traditional classroom, online teachers, over time, will develop tools that they can use in an online environment.  It takes time and patience to develop your skills, but the quicker you develop those skills, and the more techniques you have under your belt, the smoother transition your student will have into your course.

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

            Knowing your technology is not only important to you, it is important for your students.  Most online learners are older and unfamiliar with the technology that will be used in you CMS.  You will need to familiarize yourself with all of the technology available, not necessarily because you are going to use it all, in fact, it is recommended that you only use two or three of them and become very familiar with them.  Also, technology and its tools are constantly changing, so keeping up with those changes is important to stay relevant.  Fortunately, the changes that are happening are making using technology and its tools easier and more user friendly.

Why is it essential to communicate clear expectations to learners?

            Boettcher & Conrad (2010) state that clear an unambiguous guidelines about what is expected of learners and what they expect from an instructor makes a significant contribution to ensuring understanding and satisfaction in an online course (p.55).  Distance learners are spread out over time zones and different countries.  Clarification of expectations provides for a trusting learning environment.

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

            One important aspect of online learning was mentioned by Drs. Palloff & Pratt in the Laureate Education video (n.d.), is that one must be sensitive to a student’s desire for anonymity.  Many people choose online learning to remain anonymous as not to be judged by others.  These students may need a little extra attention in the beginning of the course to get them to actively participate.  It is suggested that you start using the students name as soon as possible, make personal connections with them, and ask probing questions to students who need to provide more information. 

            The instructor’s participation in the first two weeks should be often.  Making your presence known to your students affords them a level of comfort in your class and allows you as the instructor to try to identify and connect with the student who seems to be distant or non participatory.  It is suggested that the instructor be present several times a day every day for the first few weeks.  This builds up a rapport with your students and there is a level of trust and community within your course.  Boettcher & Conrad (2010) list the three presences that an instructor needs to have.  They are social, cognitive, and teaching.  Social presence is getting to know one another such as sharing personal favorites or short bios.  Cognitive is by getting students to express their desire to understand ideas more deeply and creating a dialogue of what students know and how they know it.  Teaching presence has two stages.  The first relates to the preparation materials, such as course syllabus, discussions,, assessments, and recommended resources.  It is based on assumptions of what the student already knows.  The second consists of “ all of the monitoring, mentoring, questioning and shaping of the growing knowledge of particular learners in a class.” (p. 54).  This is the facilitation and direct instruction aspect of teacher presence.

What did you learn that would help you implement effective online instruction in the future?

                        There is an overwhelming amount to consider when preparing a course for online learning.  Not only do you need to focus on the content of your course, there are the tools that need to be used, the elements of and online course, the student’s prior knowledge, and your presence in the course.  It may seem overwhelming and daunting, but following the tips, and tools in the Boetcher & Conrad book can give you a good outline in how to begin to build your course and what to consider while building your CMS.

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.).  Video.  “Launching the Online Learning Experience.”  Laureate Education Inc.  Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=7369045&ClientNodeID=984650&coursenav=1&bhcp=1

 

Online Learning Communities

 This week we were asked to reflect on our learning about online learning communities.  The following questions seek to discover the benefits of online learning communities, and how students perceive that community.

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

“Learning communities create a dynamic where facilitators and learners are equal participants” (Laureate Education, n.d.).  Learners in an online environment have the unique situation in that the learners are able to direct their own learning.  They are given the task of challenging each other, being able to draw things out of each other and professionally give each other feedback.  The goal is co-created knowledge and meaning.   A students’ perception of learning becomes deeper from these experiences, and they are happier with their results.

What are the essential elements of online community building?

There are three main elements that form an online community.

People-have to interact with others, social presence.

Purpose-how the people are brought together, in this case an online class.  This element comes with guidelines and policies to help the class develop.  Not only are there classroom guidelines, but there are also state and federal guidelines that must be followed in an online class.

Process-how the course is delivered.  Set up process for a learner-to-learner environment.  They need to engage with each other to make meaning. 

Not one of these can be dealt with in isolation.  They all interact with each other.

How can online learning communities be sustained?

Some strategies for sustaining online communities include holding a new student orientation.  This gets the student to know the CMS, what online learning involves, and who the members of their program will be.  Make the classroom feel warm and inviting rather than cold and formal. A learner-to-learner environment helps students become more confident in taking charge of their own learning, where by they start to become practitioner-scholars.  They will take that experience with them to the next class, and their sense of presence starts to grow. 

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

“What a faculty member does makes a difference in what students do” (Boettcher & Conrad, 2010).  When a student feels that they are part of the learning community, they become more actively involved in their learning.  It is up to the faculty member to connect with their students right at the beginning of class and it is even suggested by Drs. Palloff & Pratt to visit the class multiple times per day during the first two weeks of the course.  The instructor is responsible for setting up and maintaining a safe and welcoming environment for students to engage in meaningful learning experiences. The instructor needs to be and equal level in the class, and they need to be present throughout the entire course.

What did you learn that would help you become a more effective instructor in the future?

Community is very important in online instruction.  There may be people in a class that are isolated, not just in the fact that they are alone in a room taking your course, but also geographical location.  By establishing a learning community, students feel more impelled to log on and engage their fellow classmates in their learning.  People will become a more active learner when they feel that they can be comfortable being who they are on-line, and know that others will challenge them in the course, and that they can draw from others expertise to increase their knowledge of the subject matter. 

Drs. Palloff & Pratt also make some suggestions to set up your online community to help students feel more comfortable in your course.

Make the course easy to navigate
Make the classroom feel warm and inviting rather than cold and formal
Visit the classroom multiple times per day during the first two weeks
Welcome students to post a bio
Respond individually to their bio
Relate to something personally

Post an icebreaker for students to get to know one another on a different level (Laureate Education, n.d.)

Following these strategies will help me to be able to engage my students in the course and make them more comfortable in my learning environment.

Chris

References

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

Palloff, R. & Pratt, K. (n.d.). [Video] “Online Learning Communities.”  Laureate Education. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=7369045&ClientNodeID=984650&coursenav=1&bhcp=1