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