If you Copy and Paste you Must Cite, Cite, Cite or Else it is Plagiarism

What plagiarism detection software is available to online instructors?
There is Turnitin.com which according to Jocoy & Dibiase (2006) is easy to use, it accepts papers in HTML format, and it allows for selected websites to be excluded from searches, a feature we needed so that the search did not simply match our students’ papers to their own postings of their papers in their e-portfolios, which were publicly available webpages (p.8).

Ledwith & Risquez (2008) in recorded this free software:  My Drop box, EVE, WcopyFind and WordCHECK.

 ELearning Industry listed 10 free plagiarism tools for teachers:

DupliChecker- Just copy-paste, or upload your essay, thesis, website content or articles and click search.

PaperRater- Paper Rater offers three tools: Grammar Checking, Plagiarism Detection and Writing suggestions.

Plagiarisma.net- Plagiarisma has a search box as well as a software download available forWindows.  Users can also search for entire URLs and files in HTML, DOC, DOCX. . .

PlagiarismChecker- Plagiarism Checker.com makes it simple for educators to check whether a student’s paper has been copied from the internet.
Plagium- Plagium is a free plagiarism detection tool.  It is easy to use.  All you have to do is paste in original portion of text (Max 250 characters).

Anti-Plagiarism- Anti-Plagiarism is software designed to effectively detect and thereby prevent plagiarism.  It is a versatile tool to deal with World Wild Web cop-pasting information from the assignment of authorship.

PlagTracker- Plagtracker is another online plagiarism detection services that checks whether similar text content appears elsewhere on the web.

Viper- Viper is a fast plagiarism detection tools with the abilityto scan your document through more than 10 billion resources, such as academic essays and other online sources. . .

SeaSources- SeaSources is an online, automatic and free plagiarism checker.  Choose MS Word in formats (.doc/docx) or HTML in the formats (.html) or text (.txt) or text document. . .

Plagiarism Detector- Plagiarism Detector is software especially designed keeping the growing content requirement over the internet in mind.  It is for teachers, students and website owners.  It scans the documents and detects plagiarism and provides an instant report.

How can the design of assessments help prevent academic dishonesty? 
I liked the idea that Dr. Pratt of Laureate Education Inc. 2010 allows his students to take assessments with open books and students have the ability to talk to each other to answer questions.  So I would most definitely design assessments that were less dependent on rote memorization and more based on how the students interpreted a study or article.

Another method suggested by Brown, Jordan, Rubin & Arome 2010 is to use authentic assessments, which involves the students in the learning process and reflection; another method is to create a unique assignment that is not available from the paper mills including specific requirements and changing those requirements each semester.  Within this same article they suggested that blogs, and wikis be used as a way to assess students also.

What facilitation strategies do you propose to use as a current or future online instructor?
I would like to use authentic assessments for courses that are non-science based.  I would have students to do group based projects, reflections and if I had to do an assessment outside of those ideas I would allow for students to use the internet, open books and any other resource they may have to answer the questions.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
The additional consideration that should be made is that as the instructor I have the responsibility to teach my students about what constitutes plagiarism.  I would inform them that copy and pasting parts or sentences from someone else’s work requires that the author of the work is cited in APA format, MLA or whatever happens to be the form of citation. 

I would also inform students that reusing work from a course previously taken is a form of plagiarism and that allowing another student or person to write your paper is plagiarism.  If the university or school that I am facilitating a course at requires a traditional multiple choice questions or short answer assessment then I would let students know that giving your answers to another student is plagiarism and cheating.

My last informative measure would be to have a document written that informs students about what plagiarism is and that it violates academic integrity.  The students would have to sign off on the sheet and electronically submit.

References

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110-131.

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.

Laureate Education (Producer). (2010). Plagiarism and cheating [Video file]. Retrieved from https://class.waldenu.edu

Ledwith, A. & Risquez, A. (2008). Using anti-plagiarism software to promote academic honesty in the context of peer reviewed assignments.  Studies in Higher Education, 33(4), 371-384.

Pappas, C. (n. d.). Top 10 free plagiarism detection tools for teachers.

http://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers
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Accessibility and Online Education

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

Technology has had a great impact upon online learning environments because it has made learning an affair that the student can exercise a great amount of self-based learning it no longer the professor being the sage on the stage but he is now the guide on the side (Palloff & Pratt Laureate Education 2010).   Palloff and Pratt Laureate Education explain that web 2.0 tools make it so that students can add content to the learning environment by using Wikis, social media like Facebook, Twitter. . . Web 2.0 tools allow collaboration in either a synchronous or an asynchronous environment.    Wikis can be used as a web page where collaborative work can be done; where groups are working together to create something new they are collaborating and building upon a project.

Technology has also made it so that students who are disabled can also attend classes online and have access to education without leaving their home.  The Open University (OU) is Europe’s largest educational establishment, has a commitment to widening access to higher education, to providing high-quality, interactive educational materials that meet student’s needs and operating within the mission of ‘openness to all (Cooper, Colwell & Jelfs 2007, p 231).

Madolda & Platt 2009 expound on web 2.0 opportunities:
Easy and cost-effective access to Web 2.0 technologies enhances learning.
Student collaboration in Web 2.0 environments enhances learning.
Faculty and student collaboration in Web 2.0 enhances learning.
Validating alternative views enhances learning.

 

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

Make sure that it is accessible for all students
Do the tools support the learning activity i.e. for synchronous collaborative environment facilitators can use tools such as Elluminate, Wimba, and Acrobat Connect (Boettcher & Conrad 2010 p. 137). 
The instructor should consider using tracking software to keep track of students responses on threaded post, and responses to other students.  The instructor can use this software to see the date and time a student has posted to the discussion board and display an aggregate of student responses to the discussion for the week.

What implications do usability and accessibility of technology tools have for online teaching?
Usability, in e-learning context, can thus be defined as the effectiveness, efficiency and satisfaction with which users can achieve specified learning (or related) goals in a particular environment or with a particular tool or learning resource (Cooper, Colwell & Jelfs 2007, p. 232).  The Open University Europe’s largest educational establishment that delivers online education did a study that stated that of its’ 180,000 students 5.5% are disabled so they strive to make education accessible for all people.  They have put in place aids that will allow students who have disabilities to participate in online education.  

 There are now in many countries anti-discrimination laws on the books concerning those with disabilities so now universities all over the world I am sure have to begin to define ways for these students to learn; which makes me happy.  Accessibility for all students will allow for a diverse learning community where all people have equal access to education.   This accessibility will allow for lifetime learners; technology is used to bring specialist support services to disabled learners and support services and a technical infrastructure are provided to enable staff at educational institutions to more readily offer their teaching and services in a way that is accessible to disabled learners (Cooper, Colwell, & Jelfs 2007, pp. 240-241).

Grabringer, Aplin, & Brenner 2008 write about supporting learners with cognitive impairments like bipolar disorder, anxiety disorders (depression, manic-depression, personality, and PTSD), traumatic brain injury and schizophrenia and the suggest ways media can be used to aid these people.  Like using voice-to-text speech; voice recognition, text outlines and support text readers for people with language symptoms.  For people with attention and memory symptoms they suggest using multiple examples to take advantage of strengths and prior knowledge, use graphic organizers and headings to separate content items to focus attention and avoid over stimulation (p. 65-66).  This was an excellent article found and the reference is listed below; if you have time please do a web search and read it because it offers ideas for utilizing Web 2.0 tools and other methods to help people with disabilities.

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

The most appealing technology for me as I move ahead in my career in instructional design is Web 2.0 tools because the student can construct their learning from course activities.  The student will add their knowledge to the learning community. 

Several professors in the online learning community at Walden have required that when we respond to threaded post or write our initial response to a question or ill-structured question that we use additional resources; which mean I have had to do some extra research on a topic.   

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.

Grabinger, R. Aplin, C., & Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. Techtrends: Linking Research & Practice to Improve Learning, 52(1), 63-39. doi 10.1007/s11528-008-00114-4.

Laureate Education (Producer). (2010). Evaluating distance learning theory [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2010). Enhancing the online experience [Video file]. Retrieved from https://class.waldenu.edu