Title: Parallel Parking Parallel parking is defined as a method of parking a vehicle in line with other parked cars. Cars parked in parallel are in one line, parallel to the curb, with the front bumper of each car facing the back bumper of the adjacent car. Parallel parking requires driving the car in reverse gear into the parking space. Here is your scenario: You live in New York City, traffic is bad, and you are late for work. The parking garage is full. Now, your only alternative is to parallel park your vehicle on the street. You finally find a spot between two huge SUV's, it appears to be a very tight squeeze, do you proceed to parallel park? Here is a video link that might be helpful in answering your discussion question: Post Instructions: You are to read the scenario, and watch the video resource that is provided to you, then determine if you should proceed to parallel park. Be sure to cite any of your resources for the week to substantiate your answer.

http://www.youtube.com/watch?v=TMrO_-bsooQ


By Monday: Your original post is due. By Wednesday: You must respond to two of your colleagues either agreeing or disagreeing to their answer. However, you must find an outside, credible source to back up your claim. By Sunday: You must respond to all of your replies by Midnight.

Rubric:

Formative Evaluative Criteria for Discussion Board Assignments

Quality of Work Submitted	Exemplary	Above Average	Average	Below Average
Contribution to the Learning Community	The student’s contribution meets all assigned criteria and frequently prompts further discussion of a topic. The student takes a leadership role in discussions. Regularly contributes to collaborative learning. The student demonstrates exemplary awareness of the community’s needs.	The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions.   The student interacts frequently and encourages others in the community.   The student demonstrates an awareness of the community’s needs.	The student’s contribution is minimal to the posting and response deadlines.   Occasionally, the student makes an additional comment.     The student makes minimal effort to become involved within the  community.	The student’s contribution does not meet the assigned criteria   The student does not respond or responds late to postings.   The student does not make an effort to participate in the  community as it develops.
Initial Posting: Critical Analysis of Issues **May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings.	Demonstrates critical thinking to analyze and relate key points.   Supports content with required readings or course materials, and may use creditable sources** in addition to those materials.	Relates to the assigned discussion topic with satisfactory evidence of critical thinking.  Summarizes and supports content using information from required readings and course materials.	Summarizes or restates discussion topic components with minimal evidence of critical thinking skills. Post is off topic.  Post has minimal or no connection to course materials.	Does not relate to the assigned discussion topic.
Responses: Quality of Learning for Colleagues and Self	Provide specific, constructive, and supportive feedback to extend colleagues’ thinking. Encourage continued and deeper discussion.  Offer additional resources or experiences. Demonstrate exemplary evidence of personal learning as a result of interaction with colleagues.	Provide constructive and supportive feedback to colleagues.   Refer to sources from required readings and course materials. Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues.	Provide general feedback with minimal or no connection to required readings or course materials. Demonstrate minimal evidence of personal learning as a result of interaction with colleagues.	Provide agreement without substance or connection to required readings or course materials. Demonstrate no evidence of personal learning as a result of interaction with colleagues.
Expression	Provides clear, concise opinions and ideas effectively written in Standard Edited English. Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes.	Provides clear opinions and ideas written in Standard Edited English. Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes.	Expression is unclear or interrupted by errors. Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes.	Unacceptable written expression. May include outside sources and direct quotes that lack appropriate citations.

 

Part 2: Blog Assignment: Plagiarism Detection and Prevention

What plagiarism detection software is available to online instructors?

The university that I work for, they use Turnitin for all of the assignments that are turned in online. Turnitin is the only detection software that I have ever heard of. According to Wikipedia, here are some plagiarism detection software:

Free:

Chimpsky
CopyTracker
eTBLAST
plagiarism-detect.com
Plagiarismcheck
Plagium
SeeSources

Commercial:

Authenticare
Copyscape
Grammarly
Plagiarismdetect
Plagiarismscanner
Turnitin
Veriguide (Plagiarism (Detection))


How can the design of assessments help prevent academic dishonesty?

Dr. Pratt stated that assessments lower the chances of a student to cheat, in that, it ultimately incorporates collaboration. (Palloff) He used the example that when he first starts his class, he informs his students that they can speak to each other during testing, but he did emphasize that they are hard. (Palloff)

I have heard that for example, some of our classes, our course project is divided into weeks for this explicit reason. Each segment of our course project is due once a week, opposed to the whole thing due at the end of week seven.


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

I plan to educate my students about plagiarism, to this day, I feel that there are many students that are confused as to the correct way of citing. I realize that students may do this deliberately, especially when they do not undertand a concept. By the same token, I like how in some of our classes, certain assignments are chosen to be run through Turnitin, and that we are allowed to perform this ritual, it tells me that Walden trusts their students to a degree. By Walden doing it this way, it in turn educates the students about plagiarism.

Enlisting the help of a Librarian at the begining of each session is helpful. Perhaps, they can provide an online lecture with plagarism information incorporated. We do provide this service to all of our Instructors who request.

Writing Centers can certainly help - Walden has a writing center that can help with plagiarism education. I would highly encourage to each student, maybe, some need a refresher.

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

Educate, Educate, and Educate. "...students who received no explicit plagairism instructions plagirized twice as often as those who participated in active instructional such as class discussions of the definition of plagairism, review of Turnitin, com plagarism reports, and exercises requiring students to identify instances of plagiarism in example essays." (Jocoy, 2006, p. 5)

Personally, in all of my years attending online colleges, not once has the above ever been practiced. I still do not exactly how Turnitin works! :(

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.

Palloff, D., & Pratt, D. (Narrator). (2011). Plagiarism and Cheating [Motion picture]. Laureate Education.


Plagiarism (Detection) (n.d.). In Wikipedia. Retrieved April 3, 2011from http://en.wikipedia.org/wiki/Plagiarism_detection

Part 2: Blog Assignment: Impact of Technology and Multimedia

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

According to our book, because of the technology and the multimedia used in the online courses, all of the this can easily transfer from the traditional sit-down classes. (Boettcher, 2010, p. 58)

If it were not for technology, online courses would not exist, or function properly. Because online learning can be difficult at times, when it comes to learning complex concepts, multimedia helps to aid the student during this process. For instance, which I have used numerous times in previous discussions, learning how to tie a shoe. I think that I have seen this on YouTube at one time or another, the narrator informs you how to tie your shoe, step by step, in addition to presenting this information visually. Without mulitmedia, a student probably would not be able to learn how to tie their shoes successfully while taking an online course.

So, basically, without technology or multimedia, online courses would cease to exist, or not function properly.

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

Our book stated that for a first time Instructor to learn the basic, essential technological tools, and to ask the students when necessary, so that they feel like part of the process. (Boettcher, 2010, p. 56) To me, I feel that an Instructor should know how to utilize the technology that will used for the particular class. I only say this, if a student is having trouble, for instance, narrating their teacher introduction in a PDF, the teacher should be able to answer. I realize that this information is available online, however, sometimes it is too hard to understand, or the instructions are too vague.

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

Usability in this instance encompasses effectiveness, efficiency, and satisfaction that students can achieve specified learning goals in a particular enivironment with tools and learning resources (Cooper, 2007, p. 232)

Accessibiliyt is the flexibility of the e-learning system or learning resources to meet the needs and preferences of all users. (Cooper, 2007, p. 232)

If an assignment is created for students, all technological tools within the Blackboard, for example, should be working properly and efficiently, so that student can enjoy the full experience. Why devise and assigment if all of the technological elements are not suffice, or in place? This would be a waste of everyone involved time. If usability and accessibility cannot be created, then other options should be looked at, such as a different LMS or CMS, or modifying the technologicial tools.

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

Course Announcement: I plan to use to the fullest - I have been in some online class when the Instructor never posted anything to it. This is essentially how the Instructor communicates important information to the students.

Grades: I know how important this for me as a student. I like to know just where I stand as far as grades are concerned - every student is the right to know.

Peer Reviewing: I use to be afraid to have my school colleagues read my papers, I was embarrassed to say the least, now, I thrive on peer review. Why the change? I realized that we are all in the same boat, and everyone has their own writing style.

Skype/iluminate - For complex course assignments, by providing this service to answer any questions or concerns in beneficial to the student's succcess.

Blogs: Used for social networking purposes and an informal assignment (let your hair down, so to speak).

I could go and on, but I am not - I mentioned just a few.


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. (2004). Engaging the online learner: Activities and resources for creative instruction. 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.

Roblyer, M. D., & Wiencke, W. R. (2003).Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 17(2), 77–98.

Application: Setting Up An Onlne Learning Experience

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

First off, the course facilitor will need to become familar with the Course Management System, such as Blackboard or E-College. Some of the technological tools may differ from CMS to CMS. The university that I am employed with, we have part of our dedicated online courses on Blackboard and E-College, which is totally confusing to our students and facilitators.

For a first time class, a facilitator should have focus on the basic technological tools, such as uploading text documents, setting up and creating class discussions, and setting up and using the gradebook. (Boettcher, 2010, p. 57) As the facilitator teaches more and more online courses, they will become very familiar with all of the technological tools that are available.

I think that it is very important for the facilitator to split discussions into groups, especially if the class is rather large. An example, my son told me last night that he is feeling overwhelmed with his online dicussions, because it is not split into groups, and his class is very large.

Why is it essential to communicate clear expectations to learners?

Clear and concise communication is very essential in the online learning environment. Information can be misconstrued so easily. For example, a rubric for a particular assignment is very helpful, as it scores using a matrix with more than one category basing it on a point scale system. (Boettcher, 2010, p. 97) A rubric is cut and dry, it keeps assignment grading consistent, and across the board. However, the rubric should be very clear and concise, and understandable to the student. For instance, The rubric should not contain medical terminology for the instructional design student.


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

I am just naming a few:

Course elements that consist of the course syllabus and assessment plans. (Boettcher, 2010, p. 63) I think of the course syllabyus as a bible. This document is the keeper of the course informaton, relating to performance goals, learning outcomes, and requirements just to name a few. (Boettcher, 2010, p. 64) For assignments, for example, the syllabus provides information as to how an assignment might be formatted. Take for instance, our Reflection assignments, they need to be completed in APA format. The assessment part encompasses discussions, assignments, quizzes, and projects. (Boettcher, 2010, p. 67)

The development of creating and developing class lectures. (Boettcher, 2010, p. 64) This task consists of the preparation of short text, audio or video introductions, or mini-lectures, developing and managing threaded discussions, and the management of student spaces. (Boettcher, 2010, p. 64) I like the idea of a short video piece for each week of the class that provides the student with goals and the activities for the week. (Boettcher, 2010, p. 64)

The reviewing of the course textbooks to see if it meets all of the course. Textbooks should be relevant to the course. Perhaps, paperback books would be relevant with digital material to complement them.

Be sure you are able to access the course site, and that all necessary functions work. There is nothing like trying to enter a class when there is no access. Where I work, we had some Blackboard issues in regards to students and facilitators having problems entering.

The university where I work, the class facilitators are not allowed to change their course shell. All they have the power to do is to modify assignment dates and delete assignments when necessary.


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. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Palloff, R., & Pratt, K. (Narrator). Launching the Online Learning Experience [Online video]. Laureate Education. Retrieved March 13, 2011

Blog Assingment: Online Learning Communities Link

People
X
Purpose X
Process X

Blog Assignment: Online Learning Communities

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


Student learning: The class focus is no longer on the Instructor, but on the student. The Instructor now becomes a Facilitator of the course. The Facilitator acts a guide, they hold the key to how the class is run, keep the class safe, provide support, and assess student work.


Student Satisfaction: The student in this instance is labeled a professional participant. The student takes an active role in their learning process. They continuously reflect on the learning process, therefore, causing a deeper learning perception and increased self-direction. Scholar practice goes hand in hand with social constructivist, engaging the student, and figuring out the meaning.


What are the essential elements of online community building?


People: The student accomplishes their social presence online when they interact and connect with their colleagues and Facilitators.


Purpose: This is when the student comes together for their class. They follow specific guidelines answering the following questions: how often will the class meet, and Facilitator expectations and grading criteria for assignments.


Process: This has to do with the delivery of the class. Some courses may be labeled fully online or blended (hybrid).


How can online learning communities be sustained?



Reaching Out: Many students who took the traditional sit down class before the concept of online courses are now coming back to obtain their graduate degrees. These students may feel isolated, by college administration, advisors, and/or facilitators reaching to each student during the first couple of weeks of class. During the first couple of weeks of the class is essentially when a student drops or goes on.


Mandatory New Student Orientation: As I stated above, many of the graduate students took classes before the concept of online was available. All students, young and old should go through an intense new student orientation class, this way this would enable the student to determine if online is the right choice for them or not.


Facilitator Presence: The facilitator sets the tone for the class. For instance, if the facilitator decided to not answer e-mails or questions promptly, make their presence known from time to time through the discussion boards, or vanished without for days without communication then this would certainly contribute to low sustainability.


Responsibility: Each class member and facilitator is charged with equal responsibility. If one fails to take ownership of responsibility then sustainability will fail.


Miscellaneous Items to Consider: The facilitator keeps the course environment safe, they provide a safety net. Any breakdown of the facilitator’s role contributes to sustainability, for instance, no assessments are being performed to indicate to the student how they are faring, or students not receiving any support.


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

Community building encompasses everything pertaining to the delivery of online instruction as discussed above. Community building involves a 100% responsibility from the student and the facilitator that ranges from interaction, communication, and social presence just to name a few. If just one facet of community building is not being met satisfactorily then online instruction is not effective.

References:


Palloff, R., & Pratt, K. (2011). Online Learning Communities [Video]. Laureate Education.