Open Textbook Publishing:


What is it?

With the advances in e-reader devices and the trends in publishing toward electronic media textbooks authors have more options in how their work will be distributed.

How does it work?

Textbook creators are motivated by the content for educational purposes should be open and educational models are evolving to depend on open content. Compensation to the creators is acquired through grants, foundations support, and advertising within the textbook.

Who is doing it?

Many open texts are available from for-profit publishers such as Flat World knowledge, Lulu, O’Reilly, and Textbook Media. Repositories are store textbooks such as CK-12, Curriki, OpenLearn (UK) and the California Open Source Textbook Project (Baker & Hood, 2011). Connexions open repository offers a full range of educational content to a worldwide audience and is suitable for learners at any age level (Baker & Hood, 2011).

Why is it significant?

The open textbook model represents only a fraction of the textbooks needed by educational institutes, the model represents a new direction in publishing and lowers the cost to students reduces economic barriers in postsecondary education (Baker & Hood, 2011). This venue also helps instructors vary materials in their courses without the gray area of fair use (Baker & Hood, 2011).

What are the downsides?

Without the backing of a publisher some authors might not embark on authoring a textbook. Publishers provide support in the form of editors, illustrators, and compensation but they also troubleshoot copyright issues. Open text books could be missing essential credentials that speaks to its validity. The adoption of open textbooks could impact traditional campus bookstores (Baker & Hood, 2011).

Where is it going?

Open publication may encourage commercial publishers to provide additional services, such as modifiable textbooks, resources in a variety of formats, and various access options such as rentals, subscriptions, and per-chapter downloads improving the availability and affordability and allow more targeted course content selection (Baker & Hood, 2011).

What are the implications for teaching and learning?

Authors and students can now contribute to course content without writing an entire book. Instructors can design content on an as-needed basis with the option to choose from a variety of books, articles, videos, audio recordings, and readings (Baker & Hood, 2011).



Android:

What is it?

A Linux-based operating system designed for use on cell phones, e-readers, tablet PCs, and other mobile devices (Educause, 2010). The adoption of Android by Motorola, Samsung, HTC, and Sony Ericsson among others suggests that Android-bases phones will continue to be strong competitors in the smart-phone market.

How does it work?

With androids growing popularity and open market that allows software developers to create new applications without waiting for review and approval users have a growing marketplace to choose from. Android’s ability to support screen-based interfaces has made it the OS of choice for many industrial and consumer electronics. Devices such as kiosks, self-checkout stands, medical equipment, netbooks, tablets, and e-readers use Android technology (Educause, 2010).

Who is doing it?

Computer science, engineering, and applied science teams though out the world our working on applications for using Android technology. Major companies are funding grant opportunities to develop learning applications, data-collection platforms, and custom hardware.

Why is it significant?

Android based phones are available from all major cellular providers in the U.S. Market allowing students to choose a phone that works with their network of family and friends phones (Educause, 2010). Location awareness in the Android phone allows the phone to be silenced based on your schedule of work or class time. With this feature your phone can automatically read text allowed when in the car and only except voice input when driving. My personal favorite time saving feature is the voice recognition allowing me to speak to text, search with any application, and navigate. I have found the features to be easy to use and time saving, the newest addition to my application library is “Evernote” the article said this feature would save time allowing me to go paperless on the numerous notes and take throughout the week and be able to share them with others.

What are the downsides?

While the number of Android applications are growing it tends to fall behind the number of iTunes applications. Students could find that fewer applications could mean less flexibility. And the major difference is Android applications may pose some privacy or security concerns because unlike Apple, Google does not oversee or approve third-party Android apps before they go to market (Educause, 2010).

Where is it going?

The App inventor which provides a web-based visual development environment may prove simple enough that faculty and students may build custom applications. This could broaden student understanding and transform them from consumers to creators.

What are the implications for teaching and learning?

The list of connectible devices is longer for the Android devices than for other devices and this interconnectivity allows students to move data from their smart phones to other locations. Building individual and group projects is easier with the use of mobile learning devices and give faculty and students new ways to interact with content (Educause, 2010).

This is a helpful link to the top 25 Essential Android Apps for College Students as a Droid owner I am excited to see how useful this technology can be as we enter our final two courses. http://undergraduatedegree.org/2010/25-essential-android-apps-for-college-students/



Online Media Editing:

What is it?

Cloud-based media editing applications allow anyone with a suitable computing device to touch up photographs, mix music, and edit video (7 Things You Should Know About Online Media Editing, 2010). Compared to costly software applications that need to be installed on individual computers online media editing are available from a multitude of locations and devices. They are an affordable solution for many common student projects that require media manipulation.

How does it work?

For many of these online editing applications the students must register an account then upload media, perform editing as needed, and wither download the new file or send it to a site such as Flickr, YouTube, or Facebook for sharing (2010). Typically these are free for basic feature of editing and limited storage and for an additional features and storage a fee is charged.

Who is doing it?

Cloud based free pared-down versions of software offer student’s options to work with media in their projects without the commitment to expensive software applications. Many of institutes such as Art Institute of Chicago lists media editing applications for images, video, and sound on its “Wiki Site for Digital Stories” (7 Things You Should Know About Online Media Editing, 2010).

Why is it significant?

Without the cost of traditional web applications more students may undertake media-based assignments. Traditional software editing suits are complex to use and may demand to steep a learning curve to be practical for many course projects (7 Things You Should Know About Online Media Editing, 2010). With media processing done in the cloud local Ram or storage is not burdened with the storage of media. Though these media were originally designed for media professionals they are now easier to use and it possible for more people to use their editing capabilities.

What are the downsides?

Students may not be able to find free web-based applications to complete their work depending on the projects parameters. Some knowledge is required to use the software and could be difficult to receive support if you have issues. Online digital editing is tricky if an application disappears mid-semester you could lose work.

Where is it going?

Digital editing as moved to mobile devices with applications like Adobe’s Photoshop Express for iPhone or Android (7 Things You Should Know About Online Media Editing, 2010). With cloud based media tools being offered inexpensively or free they promise to open new territory in teaching and learning. Students can now remix their coursework and create new media to expand their learning options.

What are the implications for teaching and learning?

Logistical challenges for instructors are reduced by providing all students with access to media editing tools. Students learn best when involved in projects that results in creative output and with free user friendly tools that do not require extensive skills teachers are able to develop projects that encourage creativity. With the learning threshold being lower than with traditional media software the low online media services open up opportunities to students in any discipline.

Works Cited:

7 Things You Should Know About Online Media Editing. (2010, Oct. 22). Retrieved April 20, 2011, from Educause : http://www.educause.edu/Resources/7ThingsYouShouldKnowAboutOnlin/214611

Baker, J., & Hood, J. (2011, March 8). 7 Things you should know About Open Textbook Publishing. Retrieved April 20, 2011, from http://www.educause.edu/Resources/7ThingsYouShouldKnowAboutOpenT/225383

Educause. (2010, December 8). 7 Things You Should Know About Android. Retrieved April 20, 2011, from Educause : http://undergraduatedegree.org/2010/25-essential-android-apps-for-college-students/

Plagiarism Detection and Prevention

What is Plagearism?

Types of Plagiarism

Anyone who has written or graded a paper knows that plagiarism is not always a black and white issue. The boundary between plagiarism and research is often unclear. Learning to recognize the various forms of plagiarism, especially the more ambiguous ones, is an important step towards effective prevention. Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:

Sources Not Cited

1."The Ghost Writer"

The writer turns in another's work, word-for-word, as his or her own.

2."The Photocopy"

The writer copies significant portions of text straight from a single source, without alteration.



 

3."The Potluck Paper"

The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing.

4."The Poor Disguise"

Although the writer has retained the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases.

5."The Labor of Laziness"

The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work.

6."The Self-Stealer"

The writer "borrows" generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions.

Sources Cited (But Still Plagiarized)

1."The Forgotten Footnote"

The writer mentions an author's name for a source, but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations.

2."The Misinformer"

The writer provides inaccurate information regarding the sources, making it impossible to find them.

3."The Too-Perfect Paraphrase"

The writer properly cites a source, but neglects to put in quotation marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information.

4."The Resourceful Citer"

The writer properly cites all sources, paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document.

5."The Perfect Crime"



Well, we all know it doesn't exist. In this case, the writer properly quotes and cites sources in some places, but goes on to paraphrase other arguments from those sources without citation. This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited material.

Consider the following:

What plagiarism detection software is available to online instructors?

• ArticleChecker: http://www.articlechecker.com/
• CodeMatch (incorporated in CodeSuite):
• www.ZeidmanConsulting.com/CodeSuite.htm
• CopyCatch: http://www.copycatchgold.com/
• Duplichecker.com: http://www.duplichecker.com/
• TurnItIn: http://www.turnitin.com/
• MyDropBox: http://www.mydropbox.com/
• Eve: http://www.canexus.com/
• PlagiarismDetect.com: http://www.plagiarismdetect.com/

How can the design of assessments help prevent academic dishonesty?

Build the assignments to enable students to prevent plagiarism

• Use of reference material
• Life experience
• Collaboration
• Teacher created questions that are required to be addressed
• Comparison or application questions

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

• Clarify and educate learners about the definition of plagiarism
• Guide students to resources with the college and course that explain how to prevent plagiarism.
• Encouraging the use of resources prevents plagiarism by encouraging sited sources.

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

As an instructor its essential to be knowledable of current resources and methods of plagiarism. It is necessary to guide students toward resources and methods that will help them understand what plagiarism is and how it can damage their credibility. Designing course materials so that students are required to answer specific questions and use course resourses encourges honesty. Utilizing software to help detect and prevent plagiarism is also important on major coursework. Knowing that work will be investigated encourages academic honesty.

 

Resources:

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., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved April 7, 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? (n.d.) Retrieved April 7, 2011, from http://www.plagiarism.org/learning_center/what_is_plagiarism.html%3E ( resources I used from this site were used based on the site permissions of fair distribution to expand knowledge as long as citation was included )

Image links:

Understanding Technology in Online Education

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

Course management systems form the basics of online courses. You will need to first prioritize familiarizing yourself with management system.

• Requesting and arranging for a course template
• Uploading documents and pictures
• Updating and revising documents
• Setting up and creating discussion forums
• Setting up and using the grade book
• Setting up teams and groups
• 
  

  The most popular course management systems include:

• Blackboard
• Desire2Learn
• Moodle
• WebStudy
• Sakai

You may review these systems and many others including details of their features and tools are at the WCET Edu Tools site (http://www.edutools.info). WCET is a nonprofit, membership-based organization.

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

• The instructor will need to learn the required software applications
• Synchronous collaboration applications
• Maintain grade book
• Participate in email, discussion thread, wikis, blogs
• Use and explain the use of audio, video, podcast, webcams
• Upload resources, course documents, learner tools

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

• Students want to learn with technology
• Critical thinking skills and knowledge application
• Comprehension of new ideas
• Decision making and problem solving
• Information analysis

Students need to be able to demonstrate knowledge through the use of multimedia elements such as sound effects, music, narration, and text.

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

• As a classroom teacher and future online instructor webpages, blogs, wikis and skype are sources I find exciting
• I utilize an internal course management system with my current students to post links to educational sources and course documents/requirements.

My new personal favorite technology is my Droid X phone my sister purchased for me. She told me I would be able to upload, download, view emails to study and send my images to the computer with ease. She was right and so much more, I know have the ease of use of calendars, emails, and media files. I would be even more excited if I could watch course videos from my phone – I am working on that.

My son who is 18 received the same phone and his favorite feature is the voice command feature. He explained to me that all you have to do is activate voice command and it will call who you choose, locate your destination using the GPS feature and compose your text messages for you. I am anxious to start using this time saving feature after his excited explanation.

Resources:

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)

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