Research Showcase Video Blog

Wiki Reflection Blog

First Time Using the Wiki:

I have set up wikis in courses for my job multiple times, but I have only interacted with them once in a previous class. Even then, the experience was more for publishing purposes rather than collaboration as the group updated a GoogleDoc with the information as needed. I found the setup of the wiki pages to be similar to the GoogleDoc as it tracked changes for easy comparability. As with the GoogleDoc, formatting was a bit of a pain within the wiki. The team corresponded by email to compose the proposal and the formatting was not retained once pasted into the wiki. In fact, I had to copy the contents of the outline, paste it into WordPad, and then reformat the spacing within the Wiki. I was unable to format the references due to the lack of formatting options as well. There were components of the proposal that were certainly not in alignment with APA because of this. I was unaware of the option to insert files into the Wiki at the time and wished I had tried this function initially. I am sure that uploading a Word file would have alleviated some of the difficulty and allowed for proper APA formatting throughout.

While Using the Wiki:

For the literature review, each team member was assigned a portion of the outline to cover in approximately four pages. The team members emailed the portions to me and I compiled them into a Word document, adding the title page, abstract, and other components of APA. I edited the paper lightly and ensured that references were consistently cited and formatted. Once the paper was peer-reviewed, I made changes to the document initially and sent remaining questions to team members to address via email. This did not prove promising as there were issues opening and viewing the comments in the Word document. As such, I moved the contents to the Wiki for team members to review. While all were able to view the comments, only one could edit the contents at a time. This caused a bit of a waiting game. One would try to save edits only to be prompted to cancel because saving the edits would overwrite the work of another classmate that was making changes to the Wiki at the same time. The utilization of the Wiki enable team members to access the information, but I do not think it enhanced collaboration due to the inability to work on it and save changes at the same time. 

Last Time Using the Wiki:

As with my initial experience, the Wiki served as a means to publish content rather than interact or collaborate. It was beneficial as team members were able to add assortments of materials. For example, members added images and videos in addition to the required text. The widgets made the integration of different media types easy as well. However, the managing of the pages did not prove as effective. The team member that set up the Wiki ensured that all members were able to edit the material, but this did not prove to be the case. I tried to delete pages within the wiki but was unable to. I could add pages easily, but the creator had to remove the unnecessary pages for me. While the project was successful and the Wiki experience proved beneficial to one who works with educational technology, I do not think the Wiki is the best technology to utilize for a literature review compilation. It slowed the collaborative process collaboration and served as a showcasing forum. The forum would be better suited for an e-portfolio or an assignment that allows the students to work in separate pages (i.e., a glossary compilation or platform for chapter summaries). The wiki did not serve as a means to foster community or interaction with material as expected.

Muddiest Point Blog

One of the muddiest points associated with online learning environments is plagiarism. There is a common misconception that plagiarism consists of copying and pasting material information directly and submitting it as one’s own work. However, it is much more! Referencing ideas or even paraphrasing previously stated content is considered plagiarism if credit is not given to the author. As such, plagiarism is often committed unknowingly to the student. Because of the nearly limitless access to information, the student is able to recycle information easily. In fact, many times information is shared without proper crediting and plagiarism is committed unknowingly.

This is of particular concern as resources are offered openly without charge and as third party companies market pre-written papers for students to pass off as their own. While products like SafeAssign and Turn It In help to minimize the instances, the student is still able to manipulate them and the products do not pick up all instances. For example, older textbooks are not always in the systems and cannot be detected. Then there are other ways to detect metadata and keystrokes, but there is the question of invasion of privacy as content not related to education can be seen as well.

Most Important Theory

There is much research to defend the fact that learning takes place in environments that are engaging. The research I reviewed this week took the concept further with the creation of the game engagement theory. The authors took components of adult learning theories as well as results from a research study that gauged perceptions and motivations to play games in order to defend the use of gaming as a mode of learner engagement at the higher education level. The theory is an important, revolutionary one as it has the potential to greatly impact the distance education learning environments as it currently stands. 

In just the past few years there has been an increase in gaming with the emergence of mobile devices, tablets, and the apps associated with them. Applications like Words with Friends, Duolingo, and Ruzzle have been some of the top grossing apps on iTunes and continue to teach individuals of various ages outside of educational settings. If this approach were to be utilized in the educational setting, the results could be incredible as games are motivating and engaging allowing for content to be soaked in without bore, monotony, or even an awareness of academic forces. The theory has certainly opening my eyes to the possibility of bringing “fun” into the classroom and I look forward to implementing games into the courses I design and research the effects they have on the students.

Reference

Whitton, N. (2011). Game engagement theory and adult learning.  Simulation Gaming, 42(5), 596-609. doi: 10.1177/1046878110378587

The Most Important Point

The point that stood out to me during my interview was the impact and issues associated with scalability. Each institution desires to grow and increase demand for its product. However, expansion affects much more than I initially anticipated particularly at the higher education level. Once a course is created and deployed, progress does not stop. Material have to constantly be updated and maintained. Staff is needed to analyze the needs of the course, created updated material, and correct technical difficulties once the course is launched. As a university grows, the amount of individuals needed for upkeep increase as well. Additionally, as the geographical borders expand, special attention needs to be given to cultural and language barriers as well as accreditation and financial aid requirements. 

This point is very important as it affects many processes and involved parties. The interview reminded me how much technology and distance education has impacted the world. Opportunity is reaching those that would not have opportunity otherwise. This is especially relevant to me as an Instructional Designer. It is reassuring to know that there is a growing demand for the position and the field in general.

Collaborative Blended Learning

References

Devon, C. D. (2004). Blended learning in education, training, and development. Performance Improvement, 43(8), 35-38. Retrieved from http://search.proquest.com/docview/237232152?accountid=12085   

So, H. J. (2009). When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. Journal of Computer Assisted Learning, 25(2), 143-160. DOI:10.1111/j.1365-2729.2008.00293.x