Analyzing Scope Creep

Most people have committed their time and energy to a project simply to discover that their responsibilities develop far beyond the initial requirements. They often think to themselves “this isn’t what I signed up for” or “if only I’d known what I was getting into.” This brings about the experience of scope creep, whether we run into it in our personal or professional life; all the same, we all become a victim of it at one time or another. Scope creep is identified as a project management term appropriate to merely about any task in work or life. It results occurs when the degree of a project transcends or creeps beyond the boundaries of its unique goals and objectives. According to Lynch & Roecker (2007) scope creep afflicts most projects and is the main motive for time and cost overrun. This is a something that I have been familiar with in my life time but was not up to date with the name and unaware that it could be controlled. Scope creep takes on many diverse appearances depending on the character of your projects. As it is indicated in our text, scope creep is a natural tendency of both client and team members to append to the project as a means of improving the ultimate outcome (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).

This week’s assignment requests me to analyze a project, either personal or professional, that I experienced concerning issues related to scope creep. As I reflect on this matter, I looked back on the experience of organizing a Christmas holiday for my family. Each year we face a dilemma during the holidays based on who will host what dinner. Last Christmas I hosted the Christmas dinner. I feel that I took on the role as a project manager to plan and organize this dinner. I had to take into consideration the space, cost in dollars, as well as time in preparing this dinner. I had to use a form of communication in order to get suggestions on how to invite people and what they should bring so that everyone would not bring the same thing. I find insufficient planning and communication to be two of the key causes for scope creep. My goal was to do this dinner with a minimal cost as to say on a budget.  However, sometimes we find out that the optimum orchestrated plans can give way to surprises. According to our text “great project plans often fail by the wayside when well-intentioned people start to do what they feel is necessary to achieve the best possible results” (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008, p. 321).

My goal was to prepare well before this day arrived. As Dr. Stolovich points out in this week’s resource “you are not God” therefore planning takes time and patience (Laureate Education, Inc). In managing projects you want to begin with top priority as well as avoiding the desire to be perfect (Laureate Education, Inc.).  Therefore, a few weeks ahead, I went through my house in order to prepare a to-do list of things that needed to be cleaned, repaired, or replaced. I cleaned, organized, and repaired, all those minor chores I've been procrastinating. Then I prepared my grocery list a couple of weeks in advance in order to try not to leave out anything. I planned to shop for bargains because I had a budget allotted for this dinner. I also had other items to take into consideration such as paper plates, napkins, and other household items. I then begin calling my relatives to invite them to my holiday dinner. As a means of decreasing time and cutting down on cost, I passed along duties to other members of the family so that I wouldn't have to do it all myself. I made plans to do the ham, turkey, and dressing. I allowed other family members to bring side dishes and desserts. I feel that it is necessary that others become involve making this a successful family gathering.

In spite of  planning in advanced in order to avoid issues, upon the activation of the project, a number of issues still emerged during the perform phase. I discovered during the perform phase of the project that there were changes that needed to be made in order to improve the success of the project goal but were not acknowledge during the planning. Due to the fact these issues were encountered late, the project had to endure some changes. “To keep course development within the original cost and time estimates, the additional features or new courses must be developed within the original cost and time estimates” (Lynch & Rocker, 2007, p. 96). On the other hand as Lynch & Rocker (2007) point out “sometimes changes must occur due to a change in vision, a change in the needs of customer, even a sudden change in budget” (p. 96). However, “project managers must expect change and be prepared to deal with it” (Portny et al., 2008, p. 346).

I was faced with the scope creep issues of omitting the invitation of relatives, over spending my set budget, as well as a relative misunderstanding in relation of bringing the appointed dish. According to Portny et al. (2008) “risk management is the process of identifying possible risks, assessing their potential impact on a project, and developing and implementing plans for minimizing their negative effects” (p. 378). As a solution for this problem, I had to organize a checklist to make sure that I had informed all of my relatives about the holiday dinner. I also had to call and check off making sure they were aware of the dish that they agreed upon. As Dr. Stolovich points out in monitoring projects you have to communicate with the client because as you get involve new things come up (Laureate Education, Inc.). As for the budget I made other adjustments. As a project manager you are going to have to make adjustments due to the unexpected changes (Laureate Education, Inc.). As stated by Dr. Petti Van Rekom (Laureate Education, Inc.) always take the right precautions to prevent failure in a project.

Reflecting back on this experience and with the gain of new knowledge of project management,

numerous things could have been done to control the scope of the project. According to Bellanca (2010) “scope creep is the weed that grows from seeds of unclear planning.”  First the planning should have been more systematic and fully documented. There also should have been better organization during the project completions as well as a detailed agreement. “Plans should always be in writing as a means of helping the project manger clarify details and reduce the chances of forgetting something” (Portny, et al., 2008, p. 79). A lesson from Dr. Budrovich indicating that that it is vital to “get decisions from stakeholders formalized and in writing so that you always have proof that you didn't make a controversial decision on your own” (Laureate Education, Inc.). An organized list with detailed information would have clearly helped avoid the issues that caused the project to creep. As indicated in our text “the success of a project depends on how clear and accurate the plan is and whether people believe they can achieve it” (Portny et al., 2008, p. 79).

References

Bellanca, R. (2010). Beat the omnipresent scope creep with communications. Retrieved May11, 2013 from http://www.isixsigma.com/implementation/project-selection-tracking/beat-omnipresent-scope-creep-communications/

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge.

Portney, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B.E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Laureate Education, Inc. (Producer). Monitoring Projects [Video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549170_1%26url%3D

Laureate Education, Inc. (Producer). Practitioner voices: You Can’t Win Them All [Video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549170_1%26url%3D

Laureate Education, Inc. (n.d.). Creating a Resource Allocation Plan [Video podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693702&Survey=1&47=7253860&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education, Inc. (n.d.). Practioner Voices: Planning for Contingencies [Video podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693702&Survey=1&47=7253860&ClientNodeID=984650&coursenav=1&bhcp=1

Blog Assignment: Communicating Effectively

This week’s assignment required that I view the multimedia program entitle “The Art of Effective Communication” in which I observed the same identical message in three modalities: email, voice mail, and face-to-face.  

 

Upon observing the identical message through the three modalities, it was astonishing to perceive the differences in the methods of communication. The content of this message is presented with a sociable tone which is detected by the courteous words utilize in the message. I found the email message to be formal, courteous, and very much to the point. When reading the email I could see that Jane needed the information from Mark as soon as possible by her choice of words. I also perceive some impatience as she indicated that she might miss her deadline if she didn’t receive the report at a timely manner. Jane showed politeness in her email by being considerate of Mark’s time and his busy schedule.

Jane’s voice mail came across as a tone of friendliness. According to Dr. Stolovich (Laureate Education, Inc.) in written communication you should keep the tone of all communications business friendly and respectful. She also was clear and concise which Stolovich (Laureate Education, Inc.) acknowledge as being vital in communication even though I detected urgency in her voice tone without any impoliteness or impetuosity, only a concern of not being able to meet her deadline if she did not receive the missing report or data from Mark. In comparing the three modalities, I found Jane’s voice in the voice mail to be the most compelling form of communication due to tone of business friendly and respectful. The tone she utilized was optimistic and showed an impression of professionalism.

The face-to-face conversation bought the message to life. She was able to demonstrate the significant of the message through body language, facial expressions, and vocal tone. In this week’s resource Dr. Stolovich indicated in his video that in communicating with stakeholders the “spirit of attitude” is communicated not only orally but through body language, timing, and the personality of the recipient (Laureate Education, Inc.). Not only could Mark hear her sincerity he could also see her gesticulation which is important in any business.

The key factors that affected my perspective of the distribution of the message comprised the words being expressed, facial expression, body language, as well as the tone of voice. According to Portny, Mantel, Meredith, Shafer, Sutton, & Kramer (2008) “in today’s workplace, communication takes numerous forms” (p. 357).  I find all three approaches to be an effective means of communication; however, they all have their use. However, I feel that utilizing a combination of all three can sometime be effective in ensuring all persona type is attained. Once you identify the personalities within the project team, you are probable to select the key communication modality that is best for them. In one of this week’s videos Dr. Budrovich suggests tailoring your communication strategy to fit the specific needs of each stakeholders (Laureate Education, Inc.).

 In my opinion, face-to-face is more convenient due to the fact of promoting a question and answer section. This method of communication also allows me to detect visual cues. Nevertheless, with the enhancement of technology, email has become more ideal, professional, as well as a more convenient way to communicate.

In deliberating on my previous projects, I find that the project manger must maintain a record tracking system to ascertain how they will communicate information, to what team members, in what method, and within what time frame. A word of advice from Dr. Stolovich is to document everything. The suggestion for communicating effective with members of a project team is crucial for its success. “The ability to communicate well, both orally and in writing, is a critical skill for project managers (Portny et al., 2008, p. 357). 

References 

Laureate Education, Inc. (Producer). (n.d.). Communicating with stakeholders. [Video webcast].

Laureate Education, Inc. (Producer). (n.d.). Practitioner voices: Strategies for working with stakeholders. [Video webcast].

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Learning from a Project "Post-motem"

This week’s assignment requested that we look back at a project we were involved in whether it was personal or professional that we believe that was not successful or did not conclude in the coveted end result. I found convolution in coming up with a project. I consider myself a systematic person, when I plan to do something I usually go for the best even if it requires pushing buttons in progress to get it done. However, I am not perfect and sometimes everything does not occur the way you want it to. After a great deal of thought I selected the project that I was involved in last summer.

This was a project that was sponsored by our church. It was a “feeding program” a project to help feed children all over the community a nutrition meal during the summer break. One of the other church member and I was in charge of this project. It’s a charity event where children in the community are fed breakfast and lunch free of charge. I feel it was a great project that was very constructive for the community children.

In May of 2012 we began planning for the project. We began by advertising the project by means of presenting flyers around the community and sending announcements to different churches. Parents were provided registration forms to register their children.  Although, I was not solely the head of this project I took on the responsibility of making sure the project took off successful. As it is indicated in the text “successful project managers must take the initiative for planning and controlling projects, whether or not they’re asked to do this” (Portny,, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 14). I considered the stakeholders to be the pastor of the church and the stewards because they handle the finance.

This project also benefited the church in some ways as well. It provided the church $1200 which they utilized to purchase a stove, refrigerator, and freezer that was needed for the project. It also provided the church some supplies utilized in the kitchen. However, it caused the church also due to the money being spent on appliances instead of placed in the bank to help pay for the resources that were utilized during the project. Then there was the transportation problem due to the church being located in a rural area. The project was supposed to be design so that the children come and eat breakfast and leave and come back to eat lunch. The parents were supposed to be responsible for getting the children back and forth from the church but that were not the case. Due to working parents we had to provide transportation; therefore, we ran the church van to pick the children up every morning. Because the children had to stay the complete time, we had to provide activities for them to do. There were two sponsors that headed this project and volunteers were required to help promote this program. I provided the volunteers their responsibilities, which they all agreed that they would take on. We receive numerous registration forms back from parents that register their children. Upon initiation of this project volunteers agreed that they will provide help throughout this project. However, the first week of this project the volunteers were very supportive. After that the volunteers began to fade away.

There are some things that went well during the implementation of the project. There were some church members that were very supportive of the project. The project was proven to be effective for some children because they stayed from the beginning to the end of the program. They were provided a nutrition breakfast and lunch that was helpful for the parents. It provided the church with items that were needed. 

Lin (2006) informs that project management occurs in four phases: planning, scheduling, controlling, and terminating. Even though I did not pursue all these phases precisely, however my church member and I knew that basic things had to be done. We had to proceed with little time to carry out details of the project. The mistake I made was having the faith that this would be an uncomplicated task and did not bother to go over the plans in detailed with the stakeholders on how it would benefit or affect the church.

In the conclusion of the project, I reflected back on many areas that could easily been improved upon. First of all the biggest lesson I learned was that a project manager should always have a “kick off meeting” Greer (2010) with the stakeholders to discuss the criteria and expectations. We should have had a meeting with the pastor and stewards to discuss this project. As Portny et al. (2008) point out “detailed planning is critically important” (p. 8).  Although, it was a wonderful project, I do not feel that it provided a desirable outcome. First of all it caused the church money due to the fact of the light and gas utilize during the program. Then there were children that did not complete the project. I feel that if the church would have been in the city so that the children could come and leave as they please it would have been more successful. We must remember that there is always some uncertainty in a project to make sure that they travel a rough road. If the world we live in were predictable, no project would ever go wrong; however, this is a vague world, filled with chance events and uncertainly (Portny et al., 2008, p. 6).

As it is acknowledge in our text “a project is unique; therefore, project managers must be creative and flexible, and have the ability to adjust rapidly to changes” (Portny et al., 2008). My lesson learned from this project is to always be prepared to adapt to the changes quickly and be ready to do other things when things do not happen as planned. This experience taught me to always do detailed planning in order to promote success. Always talk communicate the negative and positive aspect of a project to the stakeholders.

 

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects!

(Laureate custom ed.). Baltimore: Laureate Education, Inc.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs. Workforce Education Forum , 33 (2).

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc

 

Making Online Discussion Lively

Introduction

Web-based education tools provide many ways to increase communication
between class members and faculty, including discussion boards, chats, and emails. Researchers have found that adding these elements to a course increases student motivation and participation in class discussions and projects. By learning together in a learning community, students have the chance to expand and deepen their learning experience, test out new ideas by sharing them with supportive group, and receive critical constructive feedback (Palloff & Pratt, 2007). The probability of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement. Online study is diverse from learning by attending lectures. The online discussions are a vital component in how you will learn from the course. Yet, we often find topics that may intrinsically motivate interest, whereas, most topic require contentious “twist” to make the topic motivating, and cause the participants to partake in the discussion.

Begin by reviewing the information indicated below related to online

discussions by clicking on the link. Next, consider your experience as an online learner in online discussion groups and collaborative projects. Then, reflect on the following questions as you compose your post:

• What makes a good online discussion?
• How does an instructor keep online discussion lively?
• What can instructors do if participants are swaying off the topic?

Video




By Wednesday:
Post your thoughts on maintaining good online discussion. Provide strategies that you will use to keep online discussion lively. Provide information indicating what an instructor can do if participants are swaying off a discussion topic.

By Sunday:
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways: In your response, draw a connection between the material posted using the following:

• Build on something your colleague said.
• Explain why and how you see things differently.
• Ask a probing or clarifying question.
• Share an insight from having read your colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Expand on your colleague's posting.
• Ask for evidence that supports the posting.

Return to the Discussion in a few days to read the responses to your initial posting. Continue the dialogue as desired by responding to your colleagues’ thoughts.

References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass

Resources

Teaching Critical Thinking through Online Discussions

Online Discussions

Generating and Facilitating Engaging and Effective Online Discussions

Click on the word "Rubric" to review the rubric
Rubric

Reflection

First of all as Dr. Palloff (2011) points out that we should ask complex, engaging questions rather than yes/ no questions. My goal was to ask questions that would engage my learners. I feel that the discussions were lively and showed evidence that this assignment prompted an engaging conversation. The participants engage with some very knowledge information. Discussion is the heart of an online course so therefore it is vital to encourage the learners to participate. According to Benfield (2002) “the most active and effective online discussions are highly purposeful and task oriented” (p. 1). We find that if learners do not observe an instant instructive value in the exercise, then they will not be predisposed to participate in the discussion. In the future, I will design online discussion to stimulate creative and critical thinking, and appeal to different learning styles. This can be done by integrating a variety of links to sounds, music, pictures, cartoons, simulations and graphics. As Walker (2005) acknowledge from his research “it can be a challenge integrating methods of learning and interaction to stimulate critical thinking in asynchronous discussions” (p 4). Most of the time courses are planned with only one procedure of interaction, such as answering and responding to questions.

References

Benfield, G. (2002). Designing and managing effective online discussions. Retrieved October 23, 2011 from http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/online_discussions.pdf

Palloff & Pratt (2011). “Assessing Interaction and Collaboration in Online Environments” (video).

Walker, G. (2005). Critical thinking in asynchronous discussions. Retrieved October 23, 2011 from http://itdl.org/journal/jun_05/article02.htm

Plagiarism Detection and Prevention

Plagiarism Detection and Prevention is the concern of most universities. Universities recognized plagiarism as a form of academic dishonesty and its occurrence is prohibited. According to an online article “What is Plagiarism?” (2011) plagiarism is a function of fraud which entails both stealing another person work and being dishonesty about it later on. Plagiarism is a word that is well-known in the education world. Educators work hard to find ways to instruct students in preventing plagiarism. According to Jocoy & DiBiase (2006) “Kohlberg and Hersh (1977) acknowledge that as a basic tenet of scholarly activity, educators have a responsibility to foster and maintain standards of academic integrity, which requires engaging students in the development of moral reasoning” (p. 1). In the past, the detecting of plagiarism was complex, but today due to online environment and technology preventing plagiarism is much easier. However, we find that “cheating is a little more visible in the classroom because we are online” (Palloff & Pratt, 2010). We are now a part of the age of “cut and paste” online information which makes it easier to plagiarize more that before. However, as Palloff & Pratt point out “many learners do not consider coping and pasting from websites as plagiarism.” Some students are not aware that they are plagiarizing. As Jocoy & DiBiase point out “writers’ uses of the works of others are not always deliberate” (p. 2).

As indicated by Jocoy & DiBiase (2006) “instructors’ ability to detect plagiarism has improved dramatically in the last decade” (p. 5). We find that there are tools that help the instructors better detect plagiarism. Jacoy & DiBiase (2006) identify “free online search engines such as Google allow instructors to track down copied phrases, while commercially available plagiarism detection software and online services (e.g., EVE; Turnitin.com) compare individual student papers to Web documents and/or to essay databases to find and report instances of matching text” (p. 5). I have had experience with Turnitin.com and found it to be great for detecting plagiarism. Other tools that I find of interest are CheckforPlagerism.net and Viper. CheckforPlagerism.net is a site that checks databases, Internet sites, publications, synonym & sentence structure, multiple document comparison and multiple languages (http://www.checkforplagiarism.net/, accessed August 1, 2011). Viper is a free download service that is utilize to help check editing, scans the Internet to check for plagiarism. Another thing acknowledged by Dr. Palloff and Dr. Pratt (2010) is to educate learners about copyright, fair use, plagiarism, and cheating." We find that we use search engines as a means of doing research. Nevertheless, the instructor must inform students that the Internet and its search engines are great tools to use in researching information, yet anything used for information must be cited.

How can the design of assessments help prevent academic dishonesty?

First, I believe that a rubric, if designed appropriately, would be great in preventing academic dishonesty. Rubrics are provided to permit the students the opportunity to know and understand the criteria of an assignment in order to evaluate their performance. Facilitators should reduce possibilities for plagiarism by attempting to design assignments that hearten students to examine, scrutinize, and synthesize information. When the work “test” is spoken to learners, they tend to become nervous and think about cheating. Therefore, we as educators should considered other options such as open book exams, or allowed the opportunity collaborate and work together if preferred. I feel that this will reduce the desire of wanting to cheat as well as boost their success rate. Dr. Palloff & Dr Pratt indicated that facilitators should construct the assignments to facilitate students to prevent plagiarism by collaboration, use of reference material, librarian, real-life anticipations, and authentic.

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

As a future online instructor, I will first educate students about academic integrity. According to Jocoy and DiBiase (2006) “because academic integrity involves the development of behavior that reflects moral values, educators’ responsibility for addressing plagiarism may go beyond shielding students from copyright infringement” (p. 3). I will also spend time at the beginning of the course discussing standards of academic scholarship and conduct. Most students do not recognize when they are cheating because cheating means different things to different students.

I will educate students about copyright, fair use, plagiarism, and cheating. I will teach learners what plagiarism is and how to avoid it because we cannot take for granted that students understand the meaning of plagiarism. In order to help build the learning community, I technique will allow the student the opportunity to collaborate and work together in order to eradicate the feeling of needing to cheat. I will most certainly utilize one of the detection software’s mentioned in the lesson to help me in detecting plagiarism. I value Turnitin.com because I have had experience with this software. We find that most students have problems with paraphrasing; therefore, I will help them to improve their ability to paraphrase as well as learn to cite their material appropriate.

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

I will like to express to students that if it is not their idea or information please cite it. I find that I am guilty of not utilizing the librarian when help is needed. I will like to stress to the students to utilize the librarian. I find that as a facilitator, it is vital to be knowledgeable about the techniques of plagiarism. I feel that it important for students to understand the harm that plagiarism do to their credibility. I find that using software to help detect and prevent plagiarism is essential to students’ assignment. Academic honesty is encouraged if students are aware that their work will be examined.

Synthesis of my thoughts regarding the detection and prevention of cheating and plagiarism in an online learning environment.

The detection and prevention of cheating and plagiarism in an online learning environment is one of the concerns among universities as well as high school. In its most flagrant appearance, plagiarism is considered a means of intentional academic dishonesty anticipated to misinform the audience. Yet, we must bear in mind that according to Chao, Wilhelm, and Neureuther (2009) “plagiarism can be intentional or unintentional” (p. 33). Due to the use of the Internet, I believe that most plagiarism is done by coping and pasting from the websites.

According to Dr. Palloff and Dr. Pratt, they believe that most learners do not consider coping and pasting from websites to be plagiarism. I feel that this may be the case if they have a poor ability to paraphrase and cite credible material. As Dr. Palloff and Dr. Pratt point out that it is important to help learners improve their ability to paraphrase as well as their ability to cite appropriate in order to prevent plagiarism. I definitely believe that students should be taught about plagiarism as well as given evaluation tools in order to scrutinize their assignment. I do believe that most students cheat or plagiarize unintentional but it do happens (Palloff and Pratt, 2010). We must educate them about copyright, fair use, plagiarism, and cheating in order to prevent it.

What did you learn that would help you implement effective online instructional strategies in the future?

I have become aware that there should be a deliberate planned set up in order to educate students about plagiarism in order to implement effective online instructional strategies. As Dr. Palloff and Dr. Pratt indicate students plagiarize inadvertently because they just do not know. Therefore, we must be aware that many students simply do not know what plagiarism is. I feel that it is vital to discuss the benefits of citing sources in order that for students to learn that it is crucial to give proper credit to the originator of the work the utilize. According to Brown, Jordon, Rubin, and Arome (2010) “plagiarism has become a serious problem at institutions of higher learning” (p. 113). I found that there are a variety of detection software available for students in order to prevent plagiarism.




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.

Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31–42.
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, R., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved August 1, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

What is Plagiarism? (2010). Retrieved August 1, 2011 from http://www.plagiarism.org/plag_article_what_is_plagiarism.html

Impact of Technology and Multimedia

The Internet and multimedia are classified as technologies that have been around for quite sometimes. They are both constantly increasing in terms of use and technological evolution as well as rapidly converging over the Internet’s World Wide Web. Today, the community is encouraged by Web 2.0 tools. According to Dr. Palloff & Dr. Pratt (2010) Web 2.0 is useful in online environments only when they support the learning objectives. As Bates (2000) points out “multimedia can represent knowledge in more ways than text or speech can” (p. 40). Multimedia provides learners and instructors with unique learning resources that can be utilized in various ways to stimulate many forms of learning (Bates, 2000, p. 40). According to Boettcher & Conrad (2010) due to the technology and multimedia utilized in the online course, learning can be easily transferred from the traditional environment to face-to-face environment (p. 58). Involving technology in our learning environment has definitely demonstrated to be a positive move. Nevertheless, there is not a lot of communication about what is required to move a face-to-face format into the online environment. "Moving to the online environment means developing a new set of habits, tools, and practices, and that takes time, energy, and patience" (Boettcher & Conrad, 2010, p. 103). I have personally experienced switching to online and expanding new online learning in my instructive work.

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

When designing online course there are a lot to take in consideration. First of all, the impact technology and multimedia have on online learning environments. Technology and multimedia have a vast impact on the online learning environments. They are both an important part of the course management. Technology is the dynamic force while multimedia has prepared a way to personalize learning to an even higher education. Multimedia presents the capability to enhance learning. For example, multimedia can add clarity through multiple views through the use of Web 2.0 tools. Dr. Patloff & Dr. Pratt indicate that the Web 2.0 tools can support learners in their choices of reaching their goals. Multimedia can also provide opulence and sense, through video, to show as well as tell. As Bates (2000) points out “Multimedia technology affects both aspects of teaching and learning” (p. 40). Instructors want to be careful to avoid an overload of technology because too much of a good thing can have a destructive effect. Nonetheless, when technology and multimedia are integrated properly, the advantages are great for the learners.


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

There are factors that the online instructor should take into considerations before incorporating technology and multimedia into their program. I see the most important considerations an online instructor should make before implementing technology is to design instruction to fit the needs of the learners as well as educational objectives to be achieved. The instructor should then consider what type of technology will be utilize for example videos, blogs, wikis, course management system, interactive games, etc. According to Boettcher & Conrad (2010) meeting the needs of learners implies setting up a shared learning community that will provide learners the self-assurance of working together, as well as offering clear means that will facilitate learners to take charge of their own learning. Meeting the needs of learners takes time and careful planning. Instructors should keep in consideration that learners come with diverse learning styles therefore a variety of learning activities and directions will be needed in the beginning. Some learners will need tutorial in using online learning tools. Boettcher & Conrad (2010) identify the best approach for initiating an online class is to keep it simple as well as focusing on the essential tools and constructing the first course around these tools (p. 57). As time and experience progress, move at a slow pace by branching out later as you teach the course a second or third time. Keep technology limited to what is well-known to both the instructor and learners. Avoid introducing several new technologies at one time. According to Wicks (2011) “This shift of learning from traditional materials to using Web 2.0 tools should cause teachers to rethink how they deliver content, and to seek ways to incorporate the tools students use for recreation to further their interest and education” (p. 1).

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

According to Cooper, Colwell, & Jelfs (2007) “accessibility and usability impact directly on the pedagogical effectiveness of elearning systems or resources for all learners, but particularly for disabled learners” (p. 233). Instructors should be aware that they are faced with diverse learners. They should prepare online instruction to meet the need of all learners therefore technology should be user friendly. The instructor and student should be able to evaluate applications in a way that is helpful to learning and instructing in order to have a successful learning community. The instructor should accommodate the learner in intricate ways.

An additional issue to reflect on is what the insinuations might there be for the usability and accessibility of the technology tools concerning online teaching. We must bear in mind that there can be a glitch in technology involving technical issues with operating, starting, etc. The online instructor should make the learners aware and provide a back up plan if there is a failure in technology. According to Conrad & Donaldson (2004) in terms of usability, allowing learners to utilize the technology with non-graded assignments prior to a graded assignment is a wonderful resource to exercise. This provides the learners with experience and direction before completing the actual assignment.


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

As an educator, I find utilizing visual in learning is essential. I am a believer of the saying “a picture is worth a thousand words” (Jarboe, 2010). I find videos to be a useful factor in learning. I have utilized YouTube a great deal to help me in my previous online class. I have also had the experience of designing a course management system.

I also find the blog and wiki to be very vital tools in the online teaching. Dr Palloff & Dr. Pratt (2010) identify blog and wiki as greats tools for managing a large group of students. I have had experience with both and will continue their use in my career in instructional design. Those are the two technology tools I've found very beneficial and provide a lot of opportunities for my development in the online learning environment.

I find that technology played a significance role in my online learning experience. Technology allowed me the opportunity to make a change from face-to-face instruction to online formats. Creating effective interactive learning environments for adult online course is vital for the success of students with flexible schedules. Therefore, being a full time worker with other obligations, technology has allowed me the opportunity to continue my education. I have found online education to be a great learning experience, although the use of technology can be a bit overwhelming. Through the use of technology, I have learned the significance of community learning as well as how to create an online learning community in the course of prudent direction by the instructor. In an online article “Emerging theories and online learning environments for adults” Wicks (2011) points out that “technology can enhance or defeat the building of community learning environments” (p. 1).

What did you learn that would help you implement effective online instructional strategies in the future?

I have learned that effective online instruction relies on learning experiences properly devised and facilitated by well-informed instructors. We find that instructors are faced with students who have diverse learning styles or a combination of styles; therefore, the instructors should create activities that address their methods of learning in order to offer considerable experiences for each learner. I learned that it is vital of utilize multiple instructional strategies when designing a course. I learned that when designing a lesson it is important that the learner is involved. Conrad & Donaldson (2004) stated, “The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more that a lecture-oriented course in which interaction is primarily between the learner and the content or the learner and the instructor” (p. 6). It is also vital that the instructor provide a high degree of interactivity and participation in online classes. In an effective online environment, the instructor and learner should be partner. Course should be design by involving technology at a slow pace in order to avoid overwhelming the learners. As Conrad & Donaldson (2004) point out “engaged leaning does not simple happen, but requires “architectural engineering” by the instructor. I also learned that the instructor should always be present because guidance is needed.


References
Bates, T. (2000). Teaching, learning, and the impact of multimedia technologies. EDUCAUSE Review. Retrieved July 27, 2011 from http://net.educause.edu/ir/library/pdf/ERM0053.pdf

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Palloff, Rena. & Pratt, Keith (2010) Video: Enhancing the online Experience
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=
5974603&ClientNodeID=984650&coursenav=1&bhcp=1 (Accessed Mar. 28, 2011)

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. doi:10.1080/09687760701673659
Jarboe, G. (2010). If a picture is worth a thousand words, then is a video worth a million? Retrieved July 27, 2011 from http://searchenginewatch.com/article/2050522/If-a-Picture-is-Worth-a-Thousand-Words-Then-Is-a-Video-Worth-a-Million

Pitt, T. J. & Clark, A. (1997). Creating powerful online courses using multiple instructional strategies. Retrieved July 28, 2011 from http://www.cordonline.net/mntutorial2/module_1/Reading%201-2%20multiple%20strategies.pdf
Wicks, D. J. (2011). Emerging theories and online learning environments for adults. Retrieved July 27, 2011 from https://sites.google.com/a/boisestate.edu/edtechtheories/emerging-theories-and-online-learning-environments-for-adults-1

Setting Up an Online Learning Experience

According to Dr. Engvig (n.d.) online education is a swiftly developing, highly incoherent field. It fascinates specialists from varied academic backgrounds but these specialists have very little shared experience therefore this cause major setback when planning and implementing online education. Another challenge is that most instructors and professors teaching online is in lack of educational background or have very little. Their only structure is their own education, which typically consisted of a “sage on the stage” instead of a “guide on the side” approach needed in online education. Teaching online in the beginning is similar to trying to operate a car in a bizarre country. You are familiar with driving, just like you are familiar with teaching, except it is hard to get the hang of operating a car in a strange place. Setting up an online environment is an essential step to creating a positive learning experience. As Yu-Mei & Chen (2010) point out “educators hold the beliefs that learning takes place in a dynamic learning community where students actively construct knowledge through meaningful interactions, whereas a successful online learning community should possess three elements—cognitive presence, social presence, and teaching presence” (p.289).

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

The significance of knowing the technology available permits one to create a set of learning experiences and challenges for their students. The first initial step is that the course facilitator will be required to become familiar with the institution primary tool, the course management system (CMS) such as the Blackboard (Boettcher, 2010, p. 97). According to the research of Tella (2011), “course management system is identified as a class of information systems that administer teaching and learning as well as created to support and enhance the organizational processes of content creation, storage and retrieval, transfer, delivery and application (p. 56). However, the Blackboard provides information or content to support teaching and learning (Tella, 2011).

Due to facilitating a class for the first time, a facilitator should focus on the essential 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 progressively instructs online courses, he/she will become more familiar with all of the essential tools that are accessible. In order to effective manage large classes; I feel that it is vital that the facilitator split the discussions into groups. This will help prevent students from feeling overwhelmed in the discussion forum. This will also provide a facilitator the opportunity to make personal connection with students to avoid “cookie cutter” experiences in the online environment (Palloff & Pratt, 2010).

Why is it essential to communicate clear expectations to learners?

It is essential to communicate clear expectations to learners because high expectations are premeditated to generate a credible and pertinent space between participants’ current and future performance. Instructors need to make sure that the entire environment is supportive and non-threating in order to persuade learners to take risks, turn temporary failure into enduring success, as well as expand their learning skill (Smith, n.d.). A welcoming learning environment that conveys trust and respect is required before expressing high expectations so that learners are apt to respond more optimistically to high expectations (Smith, n.d.). For instance, the use of a rubric for a specific assignment is beneficial, because it scores utilizing a matrix with diverse characteristics basing it on a three-point scale system (Boettcher, 2010, p. 96). Yet, the rubric should be clear, precise and understandable to the student.
What additional considerations should the instructor take into account when setting up an online learning experience?

When setting up an online learning experience the instructor should take in considerations the course elements as well as the tools and applications utilized in teaching and learning online. Boettcher (2010) suggested essential course elements that must be finalized before initiating the course include syllabus, the weekly plans and discussion postings for the first weeks, and the course site (p.63). The syllabus is considered to be a significant part of any course, whether online or traditional because it provides a “bird’s-eye picture of the entire course so that the learner can plan his/her life accordingly” (p. 64). We find that visual is vital in assuring learning therefore communication tools, integrating technology, is useful in interaction with each other. These tools involve discussion board, chat, social network, and email. What I have learned that in addition to presenting students with information, it is vital to use visualization by means of technology to boost students learning performance. This can be done by means of audios and videos. As Boettcher (2010) points out “audio and video is utilized in creating a media-rich learning environment” (p. 59). Another consideration to take in consideration in an online course is assessment because it takes the instructor full circle from the start of the course to the outcome.
Since this course, I have become familiar with the use of technology as a means of integrating it into the classroom to foster students learning. I find the blog to be very beneficial in helping nurture children’s creativity and imagination in the classroom. I have learned that Web 2.0 can motivate and engage students. As an educator, it is my task to hook the most unwilling learner as well as boost students’ academic achievement which can be done by means of utilizing the Web 2.0.We must bear in mind that we now live in an international, knowledge-based economy. Our students must be able to master the necessary 21st century skills in order to survive in the world beyond the classroom such as exploring the Internet, assessing data, working collaboratively, and thinking critical.

I have learned that in order for an online course to be pleasant and effective, the instructor must do four things: 1) prepare the students for the course by mean of social presence; 2) design an effective course; 3) be visible in the entire process; and 4) create an effective learning community. I have learned that you must reach out to your students to let them know that you care. As Dr. Palloff and Dr. Pratt point out “they need to see you as a human being and know that you are concerned about them.


References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Engvig, M. (n.d.). “Online learning: All you need to know to facilitate and administer online courses.” Retrieved on July 11, 2011 from http://www.engvig.com/pdfs/mona_online_learning_all-you-need-to-know_overview.pdf

Pratt, K. & Palloff, R. (2010). Laureate Education, Inc. (video).

Smith, P. (n.d.). 3.1.7 Setting high expectations. Retrieved July 12, 2011 from http://cetl.matcmadison.edu/efgb/3/3_1_7.htm

Tella, A. (2011). Reliability and factor analysis of a blackboard course management system success: A scale development and validation in an educational context. Journal of Information Technology Education, 10, 55-80.

Yu-Mei, W., & Chen, D. (2010). Instructors as Architects-Designing Learning Spaces for Discussion-Based Online Courses. Journal of Educational Technology Systems, 39(3), 281-294. doi:10.2190/ET.39.3.e