Plagiarism, cheating, and misuse of research is common among college students. Earlier this semester I personally witnessed two students cheating on a quiz. One student was copying another student’s work, without his permission. However, the student saw him copying and he allowed it. After talking to them privately about academic integrity, I gave them both zeros for the assignment. I never saw one of them again after that day; he never withdrew, he just took a failing grade. I have since wondered, could I have handled the situation differently? 

Yes, I know what the definition of plagiarism is. However, not until grad school did I truly understand or think about the need to cite every sentence that is not originally mines. This is the case for many learners, unfortunately unintentional plagiarism is still plagiarism. Therefore, I will make sure to take the time to discuss this with my adult learners. Dr. Rena Palloff believes there is a need for instructors to teach learners about plagiarism, fair use, cheating, and copyright rules and laws (Laureate, 2012). I would also make them aware of the consequences and the policy of the school about such infractions. 

Instructors should strive to design their classes in a way that limits or prevent the ability to cheat or behave dishonestly. According to Dr. Keith Pratt, this is quite possible. He designs
every assignment in a way that makes cheating almost impossible or unnecessary. His learners are encouraged to work in groups and to seek outside help. He feels this method reflects real work learning and working environments (Laureate, 2012). As a math instructor, I almost feel like I will have to recreate the wheel on this one. He also feels that authentic assessments alleviates the need or desire to cheat. Dr. Pratt presents authentic assessment
as test that includes collaboration, while showing how learners can use and implement skills gained to resolve real world situations. 
 
It is said that online learning has created more opportunities to plagiarize; plus plagiarism is rapidly increasing, especially among adult learners (Jocoy & DiBiase, 2006). Therefore,
facilitators of online learning must become more vidulent in detecting, punishing, remediating, and eliminating such violations. Educators are using Google search engine, online service like Turnitin.com and Essay Verification Engine (EVE) software to identify and track plagiarism. I like the view of spending time to educate learners about plagiarism and copywriter laws. Jocoy and DiBiase (2006) recommend incorporating “explicit plagiarism instructions” to assist in the prevention process (p. 5).

References
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. Retrieved from the Walden Library databases.

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and cheating. Baltimore,  
MD: Dr. Rena Palloff and Dr. Keith Pratt discuss effective methods for dealing with 
plagiarism in distance education.

What impact can technology have on adult learning? 

There are many multimedia resources for online learning, such as interactive online games and simulations, weblogs, video clips and podcast, plus much more. Incorporating such tools in an online course will help to increase communication, interaction, and collaboration, which add to student engagement and help to build a classroom community.

Weblogs are great for sharing and collecting information, as well as communication and self-expression. There are many websites that host blogs. A few of the free sights are Blogspot, Weebly, Thoughts, and WordPress. SupportBlogging.com is a great place to start. A weblog is a forum for asynchronous dialog, giving the participants the flexibility to respond and post at their convenience. Will Richardson (2010) refer to blogging as paperless classrooms and a great asset to the read/write web.

Wikipedia is a great source for learning. You can find answers to almost anything on Wikipedia. The amazing concept of this internet-based multimedia resource tool is that people like you and I are the editor in chief. On this site “anyone can edit anything” (Richardson, 2010, p. 56). Teachers are able to create or use already created lessons, quizzes, etc. Wikispaces classroom quizlets can be great assets to classrooms, where students can do homework, take test, study, and much more.

An important aspect in using online collaborative tool is allowing students to see the world from different and new perspectives (Conrad & Donaldson, 2011). However, with the challenges and busy schedules of online learners it’s necessary for instructors to require the use of these tools (Shank, 2006). Wikis, Blogs, social media, and the like give online learners the opportunity to interact through communication and sharing. This interaction often takes place globally.

References
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for     classrooms      (3rd ed.). Thousand Oaks, CA: Corwin Press.

Shank, P. (2006). Activities aren’t optional. Online Classroom, 4–5.

What steps are most essential for setting up effective online learning experiences for adult learners?

• The most essential aspect of creating an online learning experience is the instructor’s presence. According to Boettcher and Conrad (2010) the facilitator’s presence is most valued by the learners; students equate the course satisfaction and effectiveness by the instructor’s presence. 
  
• Creating a strong beginning; where the instructor connects with the learners a few days before the course begins. This connection would include: making sure students are prepared with all class required materials, instructor post an introduction biography or getting acquainted post in the cybercafé or forum and encourage the learners to do the same. During this stage the instructor needs to be patient and available to answer questions (Boettcher & Conrad, 2010). 
  

Why is it necessary to communicate clear expectations to online learners?

• Learners need to know exactly what is required of them. This will help them to clearly decide if they are willing to commit to the requirements. Clarity adds to a smoother transition and promotes a trusting environment (Boettcher & Conrad, 2010). Students new to online learning come to the table with fear and uncertainty. I recall feeling totally overwhelmed and unsure of myself during my first online experience. It has been a year since and I still experience overload and stress from time to time. 
  
• The students also need clear guidelines of what they can expect from the instructor. 
  

What additional considerations should the instructor take into account when setting up an online learning experience, especially one that targets adult learning?

• Use students name when addressing a student, this help adult learners feel recognized, respected, a part of the group community, and it lets them know you care about them. 
  
• Set assignments in a week by week structure. Dr. Keith Pratt and Rena Palloff (2012) discussed incorporating week zero activities, before the course begins to start creating a community and building relationships. 
  
• Provide the assignments for the entire semester, unless you are still working on the course, then provide a few weeks ahead of schedule.
  
• Checking and responding to discussions and emails regularly (daily is best). 
  

The most important things are instructor preparedness. Lessons are planned (at least the first few weeks), a class syllabus with detail learning outcomes, performance goals, content resources, class requirements, grading criteria, assessments, etc. (Boettcher & Conrad, 2010) is ready for distribution. This should be done at least two weeks before the class begins. Then, the instructor can focus on week zero (connecting and reaching out to the learners in a fun and non-demanding way), through getting acquainted biographies, icebreakers (Conrad & Donaldson, 2011), and connection assistance. Finally everyone will be ready to begin week one with a less stressful attitude.

References:
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. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Executive Producer). (2012). Launching the online learning       experience. Baltimore, MD: Dr. Rena Palloff and Dr. Keith Pratt.

    Over the last eight weeks I‘ve learned much about a variety of  emerging technologies. My colleagues’ blog post have enlightening in many ways. Blogging has allowed me to learn and experience several educational outcomes without doing the leg work myself (Bonk, 2009). I learned about many technologies and websites that are beneficial for me personally as an educator, and for my learners. I teach math at a community college and many of my learners have a level of math phobia or anxiety. Introducing games and finding ways to
present lessons in a non-threatening way can create a more positive attitude about learning. Games make learning fun and more engaging (Richardson, 2010). Marie Arriaga’s (2013) post on voki.com enticed me to explore the site. I was able to create a speaking avatar. The option of having a cartoonish character as my profile photo was intriguing to me. During the first few weeks of class I will allow my learners to create a voki and use it as an identifier if they choose. 
    The website Think U Know is great to learn about internet security and web etiquette. There are several fun games students can play while they learn about netiquette. I especially like the game Star Rider. Another site with educational games is called Digital Passport, this site is great for teaching digital citizenship (Charita Hooper, 2013). My learners will have the opportunity to take an IQ test on netiquette, thanks to Jeff’s post recommendation. 
    Rozena Johnson shared about Knowmia in her post, I found knowmia to be most useful of all the weekly blog posts I read. Knowmia offers video presentations and interactive assignments that can be done inside or outside the class. Instructors can find lessons or share lessons. I’m interested in incorporating the flip classroom into my courses, the flip
classroom will provide opportunities for more independent learning, placing some of the learning responsibility in the hands of the learners (NMC Horizon Report, 2012). Knowmia will be a great asset to that. It will allow my learners to view and work on assignments, while allowing me more time in the classroom to address other issues or introduce other activities; like group work, projects, and more time for collaboration—locally and possibly internationally. Students need to have multiple skills to perform and remain relevant in this world of constantly changing technology (Dede, 2011). Such tools will assist instructor in
preparing their learners and educating themselves as well. 

References

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San        Francisco, CA: Jossey-Bass. 
Laureate Education, Inc. (Executive Producer). (2011). Adult learning in the information age.      Baltimore, MD: Dr. Chris Dede. 
The New Media Consortium (n.d.). NMC Horizon Reports. Retrieved May 30, 2012, from http://www.nmc.org/publications 
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms      (3rd ed.) Thousand Oaks, CA: Corwin Press. 
 


 
 
 

I enjoyed learning about and researching technologies related to digital citizenship.  The website Common-Craft is great for creating video tutorials, it has a professional
appearance and offers many tools for educators use, like, cut outs, clip art, and animation images. I would use Common-Craft to create class lectures, assignment, or project to teach my learners about internet safety and netiquette—this will work well for my online students. The only drawback from using this sit is the cost, there is a fee of $49 to $159 per year. 

The website Think U Know has a great interactive game call Star Riders that teaches internet safety tips, it’s great for kids, but adults can learn from it as well. Network Etiquette has great resources to teach your learners core rules for proper online behavior and
ethics. According to David Chiles (2013), internet etiquette is conducting yourself properly in an online environment, he calls it good online behavior or proper etiquette. I’ve received emails from my students that reads “hey, my work …” which shows me that they haven’t learned or is too lazy to use the rules of good netiquette. 

The rules for core netiquette includes: spell check, no all caps, tell the truth, do not flame (respond to inflammatory material), do not spam, and do not send emails at night (Network Etiquette, 2013)—this one surprised me, does it really matter what time of day you send an email? Sally Bradley (2009) also shared some practical communication principles that I think
my learners can benefit from. They include: “acknowledge before differing, speak from your own perspective, before sending an angry message take a break and consider a milder one, keep to the subject, and keep messages short” (Bradley, 2009, P. 155). So, think about all these rules the next time you communicate online.

References
Bradley, S. (2009). The impact of netiquette ononline group work: A study of UK Open  
University students. In O. Kallioinen (Ed.), Learning by developing—New ways to learn         
2009 conference proceesings (pp. 152-167). Espoo, Finland: Laurea University of Applied       Sciences.



Chiles, D. (2013). Core Netiquette Rules. Retrieved from:
http://www.networketiquette.net


 
 

I was amazed by the number of universities offering free open education, sometimes referred to as Open University. Universities like MIT, Yale, Oxford, Stanford, Berkeley, and many others provide there courses online for free, which includes lectures, iBook’s, videos, audios, instructor post, syllabus, class assignments, PDFs, and more. The technologies I investigated this week that are highly efficient for distance and open education are YouTube EDU and iTunes U. The interactivity of open education encourages learner engagement (Taylor et al., 2010) which adds to intrinsic learning.

YouTube EDU is great for video lectures and lessons. The lessons are short, to the point, covering a complete section of a certain math concept. These lessons are taught by expert instructions and professors from around the world. Instructors can create their own videos and others are able to nominate them to be added to YouTube EDU. For me this site is beneficial; proving great resources and giving my learners more choices. Often I ask my learners to review certain materials before class. Now, I will assign them a certain video to watch before class, which will enrich their experience. I think watching videos can make the concepts pop and the class more engaging. For example, this basic statistics video would have been a great asset to my class about two weeks ago.

When I goggled iTunes U many sites appeared, but all sites leads to the Apple store. The iTunes U tool is a free app that gives you access to open universities catalogs on your iPhone, iPod, or iPad. The app keeps track of your notes, documents, videos watched, and bookmarks. You can share information with just a tap; through email, social networks, etc. Open University has many resources for my learners, like mathematics and statistics, plus many other subject areas. My learners can research how mathematics is affecting their fields currently and future projections. They can view videos, course assignments, and lesson plans from other universities, if they wish they can see the next level math content or materials and begin work on or reviewing it. To see specific content they can go to www.open.edu/itunes/subject, they can also visit the iTunes U student site.

The internet (World Wide Web) is a great medium for distance learning. No longer does the instructor have to be in the same room with their learners, “learners can learn with different types of resources, delivery mechanisms, and assessments” (Bonk, 2009, p.167). These learning tools can sometimes create a more authentic learning experience. According to George Siemens (2009) distance learning embraces a more diverse audience, allowing for group collaborations of likeminded people, therefore enhancing the learning experience.

References

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San        Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Executive Producer). (2009c). The future of distance education.          Baltimore, MD: Dr. George Siemens. (approximate length: 4 minutes)

Taylor, J. D., Dearnley, C. A., Laxton, J. C., Coates, C. A., Treasure-Jones, T., Campbell, R., &    Hall, I. (2010). Developing a mobile learning solution for health and social care practice.    Distance Education, 31(2), 175-192.

    I do not want to think about all the hours I spent this week researching multimedia games. Usually I see games as extra curricula, not part of a learning environment, and definitely not a teachable tool. Hence, I now see that games are great learning tools, they are “carefully crafted learning experiences” (Squire, 2011, p. 13). Virtual games can be played in a
collaborative social group or in isolation. Learning through media simulations and games allows you to learn at your own pace, you are able to repeat, seek help, and pursue your task as many times as needed. Gaming teaches you systems and holistic thinking (Squire, 2011). The games I personally play are Wii sports (tennis), Sudoku (I love the challenge, plus it’s a fun game), and Klondike (relaxes me and helps me fall asleep more quickly). According Andy Robertson (2012) video games provides relaxation, entertainment, self-improvement, and educational benefits.
     I was looking for specific games for my mathematics classes. I had an idea of what I hoped to fine. Unfortunately, I haven’t pinned it down perfectly yet. Here are some of my desires (feel free to send me any games that you think might meet these requirements): 
1. Topics or math skill content outlined, preferable in a consecutive transformational
style (building on previous skills learned).
2. The ability to test out of a content area or play through it quickly if you have mastered the content. Judy Willis (2011) discusses this in relationship to game entry point and pre-assessment. She states that, the best online learning programs allows learners to progress through early levels quickly, while acknowledging them with almost immediate feedback.
3. Learning tutorials and extra practice linked to each question that becomes accessible if
the gamer answers a question incorrectly or desires to learn more about the content. 
4. Positive reinforcement after each question or set of questions relating to a particular
topic, like showing their skill set (in-progress, understanding, mastered or beginner, intermediate, advance). Which will provide immediate satisfaction and future challenges. 
     I like IXL.com because it offers many of my above desires. However, it begins at a pre-school level and progresses through high school algebra 2. Many adults math skills are below a high school level and can benefit from a site like this. Learning or reinforcing math content in a nonthreatening (fun) manner can change learners’ negative attitude, build confidence, and alleviate math anxiety. I can use this site for in-class math practice, homework, content review, and extra individual practice. Sudoku can be used as an icebreaker, warm up, or group activity. Sudoku provides exact answer practice, fun math, and ease of stress and anxiety. Another interactive game site is Cool Math. Cool Math has fun games, it’s not laid out where the content is obvious. You have to read through the list of
games and search to find something related to your interest. The games appear to be a bit juvenile, but I did find some structured higher level lessons which was organized clearly, and easily implemented (not interactive). These can be used as notes for the students to have for personal study, test prep, and practice. 

     Many other sites was not easy to navigate and/or they required a financial investment. I hope to research further the following sites: Mangahigh.com (I created an account so I could practice, difficult to navigate), hotmath.com (algebra vs. cockroaches), mathplayground.com, and many more; I have a list. 
 
References
Robertson, A. (2012, February 29). Finding the meaning in video games: Yes they have value beyond entertainment and self-improvement. TED Conferences. The lab: Session 4 at TED2012 [Blog post]. Retrieved from http://blog.ted.com/2012/02/29/the-lab-session-4-at-ted2012/

Squire, K. (2011). Video games and learning: teaching and participatory culture in the digital age. New York, NY: Teachers College Press. 

Willis, J. (2011, April 14). A neurologist makes the case for the video game model as a learning tool [Blog post]. Retrieved from http://www.edutopia.org/blog/video-games-learning-
student-engagement-judy-willis

    As I researched Mobile Learning this week I came across many interesting mobile technologies. Many was new to me, for instance: the portable LMS plug and specialty vehicle mobile classroom. The tablet PC, ultra-mobile PC (UMPC), educational games, MP3 player, Personal Digital Assistant (PDA), iPod, smart phone, eBook reader, USB drive, and laptops are all mobile devices that can be used to enhance adult education. Mobile devices can be used to promote formal and/or non-formal, lifelong learning (Balasubramanian, Thamizoli & Kanwar, 2010). I wish I could use the mobile classroom specialty vehicle
for my learners! Such a tool is most useful for corporations whose employees are
required to travel. 
     The portable LMS plug is like a USB flash drive, but more powerful, it’s a “personal learning environment” (NetDimension, 2012). The device is plugged into the USB port to extract all the information that was downloaded into it for mobile learning. It can be synchronize to be used by a specific user. The instructor could have the class exams, syllabus, homework, reference materials, PowerPoint, class notes, etc. pre-loaded into the
mEKP. An iPod would be great for group collaborations. On the iPod students can access internet research tools, download tutorials, lecture videos, e-books, and relevant content base podcast, keep a calendar of the class and assignment schedule, collaborate on projects, share and exchange files. The smart phone can do all of the above, plus adds telephone capability. However, there’s an app that allows the iPod to text, also make and receive calls when Wi-Fi is available. 
     Mobile technologies allow teaching and learning to extend beyond
the walls of a classroom. It makes learning tangible for busy people like me who are always on the go, providing flexibility and freedom to work according to your personal schedule. With today’s youth being so technologically engaging (Richardson, 2010) mobile learning will speak to their nature. I can only see an increase desire for mobile learning. Learners are turning more to their smart phones and tablets to find solutions to their questions (Low,
2012).

References
Balasubramanian, K., Thamizoli, P., Umar, A., & Kanwar, A. (2010). Using mobile phones to promote lifelong learning among rural women in Southern India. Distance Education, 31(2), 193–209. Retrieved from the Walden Library databases.

Laureate Education, Inc. (Executive Producer). (2012). Mobile learning. Baltimore, MD: Low. (approximate length: 2.23 minutes)

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

Thompson, K. (2013, September 26). A website about specialty classroom vehicles. Retrieved from Farber Specialty Vehicle website:
 http://www.farberspecialty.com/classroom/index.php?gclid=CM3m9_Py6bkCFabm7AodLWIA0g