Final Project Responses

Lewis Chappelear
Laura Lee
Rachel Salley
Anetha Johnson
Tawana Stiff

Video Presentation on Plagiarism

Moving Toward Dynamic Technologies

Before enrolling in Walden’s distance educational program I would say that I am defiantly a user of static technology. I say this because static technologies generally “mimic the traditional classroom or teacher-led instruction” (Moller, 2008, pg. 1). In this kind of classroom, textbooks and lectures are heavily utilized. Static technologies provide learners with the opportunity to take ownership of their learning. However, now that I am in my fourth distance learning course at Walden, I am rapidly moving in the direction of dynamic technologies. I would say that I am approximately at the midway point heading in the direction of dynamic technologies. Moller (2008), states that “the dynamic end of the interactivity continuum includes tools that involve learners on a much deeper cognitive level” (pg. 1). Being a gifted endorsed teacher my students are encouraged to think outside of the norm. So in order for them to become critical thinkers, I have to incorporate a variety of hands on activities where they are creating and constructing new knowledge.  

Dynamic technologies opens the door for those students who are the risk takers and who are not afraid to show their creative side. Walden has allowed me to enter the world of dynamic technologies through innovations like blogging, discussion forums, wikis, and Skype. So as I continue moving forward I am looking forward to using mindtools, virtual simulations, and gaming. By the end of this program, I hope to have gained a wealth of knowledge and resources that will take my students and I to the next level of dynamic technologies.

Reference
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Module 4 Engaging Learners With New Strategies

Before enrolling in Walden’s distance educational program I could not fathom the idea of continuing my education in an online learning environment.  I could not grasp the concept of not sitting in a classroom and listening to an instructor give a lecture as I took hand written notes. In our ever changing world of technology, the leaders in distance education have reformed the ways in which online learners communicate, collaborate and share information. In Andersons’ Community of Inquiry Model (2008), he mentions three components that are very vital to the success of distance education. These three components are cognitive presence, social presence, and teaching presence. Once these components are successfully implemented online instructors are setting their learners up for academic success. 

Cognitive presence is when the instructor provides their students with the necessary resources that will guide them to become critical thinkers. Resources such as on line links to articles that are relevant to the content that is being taught, course DVDs, and the required materials for the course. Social presence provides the learners with the sense of confidence that allows them to become risk takes and participate in discussion forums where they are free to express their thoughts and concerns. Instructors generally set up a meeting area like the class café where the students can freely communicate their concerns and ideas. Instructors may also set up learning communities where the members in the community come together and exchange cell phone numbers, email addresses, Skype and blog information. These tools work really well together because the students are not monitored by their instructor. As for teaching presence, the instructor is responsible for setting the tone when it comes to presenting information in such a way that engages the learners. A sure way to do this is by assigning the students to learning communities and requiring the learners to work together on projects.

In distance education, once learners are provided with the necessary tools that will enhance their learning they will have access to these tools at any given time. The goal is to integrate these tools in such a way so that the learners will obtain a genuine learning experience. These tools should promote a higher level of thinking and the learners are primary guided by the instructor through discovery learning. The learners are also forming relationships with other professionals in a globalized setting. 

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Assessing Collaborative Efforts

Dr. Siemens points out that (Laureate, 2008) the challenge with assessing collaborative learning has to do with redesigning a model that was solely based on individual learning. In regards to collaborative assessments, Dr. Siemens (Laureate, 2008) elaborates on several ways to assesses collaborative learning communities. Student Self Assessment is an example that could be used to assess student learning.  Students would assess their peers based on a rating scale by the way their peers collaborated with one another throughout the course. In my classroom, the students are grouped and given their assigned jobs, once the task is completed each group member is required to complete a group evaluation assessment which allows the student to rate each group member. Once the students know ahead of time that they will be evaluated on their performance in the group they tend to put forth more effort and produce a better quality of work. Receiving feedback from your community members or peers is also a valuable way to assess collaborative group work. Providing constructive feedback is very vital in a learning community because an open line of communication is extremely important when trying to lay the foundation for collaboration. The learners will be evaluated based on their comments. With this kind of interaction the learners form closer relationships with their learning community. Student contribution is also another way to assess collaboration. This type of assessment generally generates a grade. This kind of collaboration is easily managed in a collaborative learning environment by simply looking at a contribution log. Educators can also access learners based on information gained from a learning management system this kind of assessment allows the instructor to see how many hours a student is on line, in a group activity, and how many post and responses the student contributed to a discussion question.

The primary goal of an assessment is to access what the learner knows and demonstrate bases on the content that was covered. Assessments should be equitable in regards to the students’ performance in class. It should not matter if a student made minimal gains or significant gains as long as the students demonstrated growth. Educators must move passed grade based assessments and look for assessments that are authentic in context which constitutes to be a more valuable assessment.

Unfortunately, some students are reluctant and do not want to collaborate in online learning communities. I am sure that these students have valid reasons for opting out this kind of interaction; nevertheless, when there are community members who are not pull their fair share of the load the members in the community need to express their concerns to the reluctant nonparticipant. If the issue is not resolved, then concerns need to be reported to the instructor immediately. Reason being, if this kind of behavior persists the integrity of the learning community becomes a concern and grades are in jeopardy.  The instructor’s role then becomes more of a facilitator (Palloff and Pratt 2007) and assessing the group as whole needs to be reconsidered. Once way to do this is by creating a grading rubric or scale that assess the students individually.

References:

Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore: Author

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Video Presentation Storyboard

Narration: …. Introduce the topic Plagiarism and the speaker.	Plagiarism and It’s Effects in Principles of Distance Education Presented   Dr. Jayda Bogan-Fountain
Narration: ….Introduce the location Georgia World Congress Center in downtown Atlanta, Georgia   November 18-20, 2011
Narration: ….Introduce topic and share the definition of plagiarism from Dictionary.com	What is Plagiarism? pla·gia·rism    /ˈpleɪ dʒəˌrɪz əm, -dʒi əˌrɪz-/ Show Spelled[pley-juh-riz-uh m, -jee-uh-riz-] Show IPA noun 1. the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work, as by not crediting the author.
Narration: …. What is plagiarism? According to Walden University Writing Center Staff	Plagiarism according to Walden University  You plagiarize even when you do credit the author but use his exact words without so indicating with quotation marks or block indentation. You also plagiarize when you use words so close to those in your source, that if your work were placed next to the source, it would be obvious that you could not have written what you did without the source at your elbow.
Narration: …. Share the main  reasons for plagiarism	Common Reasons for Plagiarizing —  Not knowing how to correctly cite information —  Procrastination —  Willingly plagiarize in order to complete an assignment on time.
Narration: …. Explain what happens to an institution once plagiarism becomes an issue.	The Effect of Plagiarism —  Jeopardize the institutes integrity —  Accreditation concerns  —  Government funding
Narration: …. Explain ways to prevent plagiarism.	Preventing Plagiarism —  Pose a discussion questions about what it means to plagiarize. —  Begin researching and collecting information about your topic early in order to avoid procrastination. —  Complete a rough draft early and look for patterns of plagiarism and correct before submitting the final project.

Module 2: Elements of Distance Education Diffusion

According to Siemens, “people who traditionally found face to face communication was primary are starting to realize that they can have really meaningful relationships through online media” (Laureate Education, 2008).  Communication has greatly evolved since the days of the pony express and the telegraph machine. With the innovations of Skype and the capabilities of EVO people can communicate face-to-face in the virtual world setting. Social networks such as Twitter, blogs, and Facebook are also other avenues that provide instant feedback in regards to communication. The innovation of the telephone has also taken on a whole new technique in how people communicate. In my classroom, it is very rare that I pick up an actual telephone and call a parent. I have found that I receive a quicker response when I send them an email or a text message. The days of utilizing a landline for a house phone is almost obsolete. Today, most people communicate by way of the cell phone. However, not just any cell phone but a smartphone. Most smartphones have very similar capabilities as a computer.

In Cathy Marziali’s blog post on communication, http://cathymarzialiedtech.blogspot.com/, I was intrigued to learn about the numerous online communication technologies that she referenced in her post. I also agree with Cathy’s statement about online communication allowing learners to interact and connect with others without restrictions.

In Kaija Spencer’s blog, http://edtech4teachers.blogspot.com/, I totally agree that communication is an essential component in distance education. Without effective communication the success of online education could be jeopardized.

Laureate Education, Inc. (2008). Principles of Distance Education [DVD].  The Future of Distance Education. Baltimore: Author.

Next Generation of Distance Education

As I reflect on the idea of distance education and the required readings for this week’s assignment, distance education still has not completely evolved to the next generation. Moller, Foshay, & Huett  (2008), states that “The growth of online distance learning (e-learning) is explosive in almost all sectors, and in many developed and developing countries” (pg. 66). Nevertheless, distance education still cannot take the place of the traditional classroom. With all of the advances in technology in regards to distance education, I do believe distance learning can be very beneficial. One of the greatest benefits is receiving an advance degree from the comfort of your own home.

Moller, Foshay, & Huet (2008), and Simonson (2000) mutually agree that the interest in distance education is rapidly increasing. However, Simonson believes that distance education should provide the learner with the identical learning experience as the learner who is in the traditional classroom. Moller, Foshay, & Huet believes that learning institutions that provide distance education need to revamp the instructional design for distance learners. I would agree that once distance education undergoes a face-lift and is thoroughly redeveloped, the foundation for online learning will be more effective for all learners who are seeking a higher education.

However, I do feel that institutions are making progress in regards to improving distance education. For instance, requiring learners to obtain a Skype account and collaborate in a small group setting provides a sense of traditional learning. According to Simonson (2000), “the teacher of online instruction should provide a wide collection of activities that make possible equivalent learning experiences for students using an approach that recognizes the fundamental differences between learners distant and local” (pg. 34). I believe this kind of approach would assist distance learners to stay self-motivated throughout their academic program.

Overall, all of the authors voiced some very interesting points as well as concerns about distance education. With the continuous loss of jobs and with the downward spiral of the economy distance education will be of precedence. As a result, distance learning institutions will have to implement the necessary accommodations that will meet the needs of all online learners. 

References

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. Retrieved from: http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1607549341&sid=3&Fmt=6&clientId=70192&RQT=309&VName=PQD

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Retrieved from:  http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1607894971&sid=4&Fmt=6&clientId=70192&RQT=309&VName=PQD

Huett, J., Moller, L., Foshay, W., & Coleman, C.  (2008 September/October). The evolution of distance education: Implications for instructional design on the potential of the web. (Part 3: K-12). TechTrends, 52(5), 63–67. Retrieved from: http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1608653391&sid=2&Fmt=6&clientId=70192&RQT=309&VName=PQD

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34. Retrieved from: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9179014&site=ehost-live&scope=site