Shari Carpenter's Blogs

As long as there are students, there will be attempts to cheat the process. Unfortunately some students feel that they cannot make the grade on their own or are simply looking for the easy way out. Students have chosen many methods; however, the methods may vary from the face-to-face classroom to the online classroom. Chances are either situation will find students referring to resources that are not permitted or obtaining answers from other individuals during the project or test. The online environment brings about different settings as well as different techniques.

Eplion and Keefe researched the techniques for online cheating and strategies to detect cheating (Eplion & Keefe, n.d.) The authors identified that potential techniques include having someone other than the student take the exam, exceeding the posted time limit, collaborating with others during the exam, downloading or distributing the exam to others, and using material that is not allowed (textbook or class notes)” (Eplion & Keefe, n.d., p. 4).

As I considered the techniques noted above, I felt that the most problematic would be students having someone else complete the work for them, collaborating with others, and distributing exams. Time limits can be set within most course management systems and may deter referencing outside resources. Questions may be re-ordered, and with time constraints, may deter referencing or collaboration (Eplion & Keefe, n.d.).  On the other hand, it is difficult to monitor distribution of exam materials and determine who is actually doing the work in the online environment or who is involved within the project or test.

As for distribution of exam materials, institutions may utilize Respondus LockDown Browser (Respondus, 2010). In order for the students to participate in the exam, they must access the exam through this custom browser. This custom browser “locks” a student into their exam screen and will not allow viewing of other pages or applications or allow printing of exam materials (Respondus, 2010).  Over the past few months, our community college has been piloting the use of this software; however, the success of the pilot has not been determined as yet.

Some institutions are considering the implementation of web cams for online students (DegreeTutor, n.d.). The cameras would help ensure that the student themselves are participating in the course and taking the required exams. Although this may be an option, is it really ethical to require placement of cameras in a student’s learning environment – in their home?  Are we invading their privacy? Some would argue that students would be aware of the requirement prior to the start of the class; however, I feel that this type of requirement would be – well, creepy. Many students participate in asynchronous or synchronous sessions using video, however, having a camera to watch over students as they complete their work seems a bit unethical.

Although I still have much to consider, I think that presenting questions in random order, setting time constants, and requiring the use of Respondus LockDown Browser would be good start in preventing cheating. Implementing several projects over the period of the course will also provide a basis for the instructor to get familiar with student work and easier to recognize if someone else may have been involved in the finished project or if the student plagiarized a section or project. As course facilitators perhaps we need to try our best to remind students of the importance of education and the stability and opportunities that it will offer to their future; that cheating will not get them where they want to be.

References

DegreeTutor. (n.d.). Cheating in online courses. Retrieved March 20, 2010, from DegreeTutor: http://www.degreetutor.com/library/online-assignments/online-cheating

Eplion, D. M., & Keefe, T. J. (n.d.). On-line exams: Strategies to detect cheating and minimize its impact. Retrieved March 20, 2010, from http://frank.mtsu.edu/~itconf/proceed05/dEplion.pdf

Respondus. (2010). Assessment Tools for Learning Systems – Respondus. Retrieved March 20, 2010, from Respondus: http://www.respondus.com/products/lockdown.shtml

The American with Disabilities Act (ADA) ensures equal opportunity for everyone, even those with a disability. To state it simply, it says that it is unlawful discriminate because of a disability (Woodbury, 2002; U.S. Department of Labor, n.d.). I think that we would all agree with taking the measures necessary to assist those with disabilities so that they have the same opportunities as anyone else. With that said, do we take into consideration our online presence as well?  The U.S. Department of Justice says that the Act applies to cyberspace as well (Woodbury, 2002). Users, with or without a disability, should be able to access the information and use the technologies available to them – but are we doing that?

How can we test a website to make be sure it is accessible to handicapped students? What do we look for? Are there tools we can use to check a website?

As we examine a website, we may think that it is well done if it is functional and eye-appealing. However, there are a number of things that should be considered if the website is to truly be accessible for everyone. The U.S. Department of Justice and the World Wide Web Consortium (W3C) both provide guidelines that will assist in testing a website for accessibility. Web designers must “…consider that many users may be operating in contexts very different from [their] own…” (World Wide Web Consortium, 1999).  The viewers may not be able to see, hear, move, or process information; may not be able to use a mouse; may have a text-only screen or a voice browser (World Wide Web Consortium, 1999). Areas for consideration include, but are not limited to providing alternative text in place of graphics, creating documents that are not dependent on a specific hardware, and designing a site that transforms to the visitor’s user agent (World Wide Web Consortium, 1999).

Many web designers will refer to the check lists or guidelines to manual check the accessibility of their site; however, there are many software programs and online sites that will assist in checking a website for accessibility issues. The W3C (2010) site provides an extensive list of programs and online accessibility checkers (http://www.w3.org/WAI/RC/tools/complete). “While Web accessibility evaluation tools can significantly reduce the time and effort to evaluate Web sites, no tool can automatically determine the accessibility of Web sites” (World Wide Web consortium, 1999). It appears that the “manual look-over” is required afterall.

As a teacher, how would you evaluate a website that you wanted to use for a class?

First of all, I want to assess the site for credibility and ensure that I am presenting a site that will provide valid, factual information. Not only should this be an assessment by the instructor, but perhaps a lesson for students. University of California – Berkley provides a list of questions that we should ask of the site to help determine if the site if one worth using (University of California – Berkley, 2010). Visit http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html to find out more.

Second, I would want to run accessibility checks on the site to determine if it is suitable for all students – including those that may have a disability. Checking the site using one of the online tools would be a good start; followed by checking the site based on the guidelines provided by the W3C or the U.S. Department of Justice (U.S. Department of Labor, n.d., World Wide Web Consortium, 1999). If the site contains accessibility issues, then it would be in the best interest of my students that I provide an alternative site or provide assistance where needed.

References

U.S. Department of Labor. (n.d.). U.S. Department of Labor – Disability resouces americans with disabilities act. Retrieved March 9, 2010, from U.S. Department of Labor: http://www.dol.gov/dol/topic/disability/ada.htm

University of California – Berkley. (2010, January 8). Evaluating web pages: Techniques to apply and questions to ask. Retrieved March 16, 2010, from Finding Information on the Internet: A Tutorial : http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

Woodbury, M. (2002). Computer and information ethics. Champaign: Stipes Publishing.

World Wide Web Consortium. (1999, May 5). Web content accessibility gudelines 1.0. Retrieved March 9, 2010, from W3C – Web content accessibility gudelines 1.0: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/

Regarding the NEA Code of Ethics –

Do you agree with the provisions that are included in the code and the way in which they are phrased?

As I read the NEA Code of Ethics, I found that I do agree with the statements given and with the way they are phrased. With that said, I found that it also served as a reminder of the level of commitment necessary to be a successful educator. Does that mean that I think that one cannot be “successful” if they stray from this code? I guess it depends on the meaning of the word “successful”. One may think that they are successful if they have completed “x” number of years and promoted “x” number of students. Maybe so, but I think that a truly successful educator is one that has touched the lives of their students in a positive way, created an environment conducive to learning, and provided the opportunities to accomplish a transfer of learning. Following the Code of Ethics will allow educators to accomplish that.

Had you ever read a “teacher’s code of ethics” before? Is there anything missing?

I have read different ethics readings and codes; however, I don’t recall if I have read this particular code. At this point, any topic or situation that I can think of is covered by one or more of the ethics statements.

Apply one of the ethics situations to your own work environment.

As I read the codes, the statement regarding excluding any student from participation and denying benefits immediately took me back to a situation where I pointed to the door and told a student, “There is the door.” Was I excluding a student from participation? You bet. Was I denying him the benefit of the review activity? You bet. Was I being unethical? No. As I re-read the statement, it clearly indicated that actions would not be “…on the basis of race, color, creed, sex, national origin ….” etc. My actions were a result of the student’s lack of respect and cooperation within an extra credit, optional activity. Not only are we as educators expected to follow a code of ethics, students are as well. He stepped over the boundary and was asked to leave. Wondering if he left? He didn’t, but he did begin to participate.

Another situation that comes to mind involved a student pushing to begin a test prior to the beginning of class and then rudely interrupting as I reminded students of the conditions and procedures of taking a test administered using Blackboard. As the test appeared on his screen, he asked permission to go to the restroom. I told him, “No.” Did I prohibit him from experiencing a conducive learning environment? Maybe. Was I being unethical? I don’t think so; however, I am certain that he would think so.

Given that this course is about online teaching, what are issues that might be included in a code of ethics for online teachers?

As I considered this question, I thought about issues that particularly appear in the online environment – interaction, copyright, intellectual property, etc. Although I think that it could expand more on the interaction issue, everything that I could think of appears or is covered by one of the existing statements.

References

National Education Association. (2010). NEA code of ethics. Retrieved March 6, 2010, from National Education Association: http://www.nea.org/home/30442.htm

Woodbury, M. (2002). Computer and information ethics. Champaign: Stipes Publishing.

In an earlier post, I stated that “Electronic learning, or any learning for that matter, cannot simply be placed out there and left to progress on its own.” I knew that coming into the course, but as a result of the Management of HRD (e-Learning) course, I now have a better understanding of the extent of the management activities that must take place – at all levels.

I have learned that e-learning management takes on many forms and involves many aspects of the online environment. For instance, management activities should involve institutional affairs, technological infrastructure, pedagogical decisions, ethical issues, interface design, resource support, and evaluation of the environment (Khan, 2005). Khan provided hard-core evaluation questions that should be considered by everyone involved in the e-learning setting – at all levels (Khan, 2005).

Although the “manager” provides the overall direction and monitoring, it is vital that this person provide the necessary support required during the design, development, and implementation of the program. I found it ironic that I read a blog this week posted by Mike Hawkins regarding leadership and the humble characteristics that it takes to be a successful leader (http://tinyurl.com/yfo7t6r). I couldn’t help but think about managing an e-learning program as I considered his suggestions of seeking feedback, testing motives, being aware of responsibilities, and considering the values added (Hawkins, 2010). Putting together a successful program must include careful management of the resources, pedagogy, technology, support…. The list goes on; however, Khan and Hawkins both reminded me that it takes a group of individuals working together – at all levels.

References

Hawkins, M. (2010, February 26). Guest Post: Five ways leaders can avoid the pitfall of pride. Retrieved February 26, 2010, from Michael Hyatt: http://tinyurl.com/yfo7t6r

Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation and evaluation. Hershey: Information Science Publishing.

What is the role of the program manager in evaluating online courses?
The program manager should oversee and ensure that evaluation is completed at all levels of the online course. Following evaluation, the manager would need to analyze the results of the evaluation and implement necessary modifications.

Are dashboards a worthwhile tool in evaluating e-learning?
Dashboards are used in many software programs to give the user a quick, overall look at the current happenings. Edublogs, LiveText and Microsoft’s Digital Dashboard are examples of software-provided dashboards. Although I have never used dashboards to reveal and analyze evaluation trends, I feel that it would beneficial.

Collecting evaluation data should be ongoing throughout the online program. Having that information in an easy-to-access, easy-to-read format would reveal where we stand and possibly where we are headed. It would also reveal the effect that modifications have on the program – whether good or bad. I am not aware of the use of dashboards in our community college, but I can see where their use would shed light on the data that is actually available.

Reference
Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation and evaluation. Hershey: Information Science Publishing.
Lockee, B., Moore, M., & Burton, J. (2002). Measuring Succuss: Evaluation strategies for distance education. Educause Quarterly , 20-26.

As I considered the most interesting point of the interview with Dr. Montague, I found myself considering the campus visits by the students involved in the program. Involving students in a ten-day on campus session is a technique that I found interesting. I imagine that it would be hard for students to commit to that time away from families and work responsibilities; however, the amount of interaction and team building must be tremendous; particularly permitting students to complete the first required course.

Although it may be an oversight on my part, I am still unsure as to what LEEP really stands for or represents. If I understand correctly, it is an online degree designed for library and information science majors; however, the meaning of the acronym escapes me.

References
Montague, R.-A. (n.d.). Resource Support of LEEP. (A. Fein, & N. Scagnoli, Interviewers)

As students enter the world of online learning, they will be quick to recognize that the classroom as they knew it has changed and the class participation methods have changed. In fact, just about everything has changed. What has not changed are the resources needed to succeed in the online environment: instructional, counseling, and technical support.

Upon entering the College of Education Online portal, students immediately see the resources available to them as well as the opportunity to locate additional help and information. Khan stated that among the resources necessary are instructional, counseling, and technical support. The College’s site includes all of those areas.

Students are provided counseling as they begin to register and apply for financial aid services as well as encouraged to participate in a student orientation that will better prepare them for instruction within the online experience. They are provided library resources, technology requirements and access to the online support team. In addition to these services, students are also permitted and encouraged to participate in the evaluation process.

All of these services are available immediately, not to mention the layers of support beyond the links.

References
Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation and evaluation. Hershey: Information Science Publishing.

Cultural diversity….we hear about it and may have even discussed it from time to time, but have we really considered how it impacts our classroom? I am afraid that we sometimes forget this important consideration. Oh sure, we may be aware that an individual’s culture is different than ours or we can hear an accent that is foreign to ours, but unfortunately we many times do not take advantage of the learning opportunities presented with varying cultural differences.

Having foreign students in a classroom can be an enlightening experience. So much can be learned about their culture, their likes, their dislikes, their reason for being in this strange new location, etc.  What we forget is how all of this new scenery plays into their learning.

Barriers to learning may include a difference in spoken words, use of color, and particular gestures – all having varying meanings and purposes (Khan, 2005).  Although I have experienced cultural differences in my face-to-face classroom as an instructor as well as a student, I did not even think about its effect in the online setting. Definitely an oversight on my part! It is vital as an e-learning manager that all of these aspects are considered; that our online environment provide the tools and appropriate learning opportunities for all.

References

Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation and evaluation. Hershey: Information Science Publishing.

Technological issues impact an entire campus, especially the online environment. Ryan Thomas, Director of Information Technology at the College of Education at the University of Illinois, discussed some of the issues in a recent interview with Dr. Adam Fein and Norma Scagnoli. As I listened in on the interview, these are the questions that I asked myself.

What was the most interesting point of the interview with Ryan Thomas?

I was surprised to hear that firewalls ranked third in his list of issues. Although I understand this can be a problem, I didn’t expect it to have had such an impact that it would be mentioned at all. Ryan didn’t go into detail as to what was happening, but I would assume there are problems with audio/video streaming.  As I thought about this issue and compared it to the current issues survey, I realized that it is possible that it could fall under faculty development/training, security, and/or infrastructure.

The fact that he discussed identity and access management did not surprise me. I think that this would be a critical point within the IT infrastructure at any institution. The Current Issues Committee revealed that this very issue ranked fourth in those surveyed (Camp, DeBlois, & CIC, 2007).

Is there something else you would have liked to learn from the interview?

I would have liked to hear more of what Ryan had to say about these issues as well as the policies in place.  I would also like to hear his take on faculty development and training. With the new technologies and course management system, did IT implement training or was that left to the divisions, faculty senate, or faculty themselves?

Were there any issues that were not clear?

I was unclear as to who “IT service providers” were. I am assuming that this would be referring to the individual within the IT department that is responsible for providing your support. For instance, on our campus, if there is a problem with Blackboard, “Krystal” will be our first contact.

Overall, it was interesting interview regarding some of the issues that impact the IT department and individuals at the College of Education. Thanks Ryan!

References

Camp, J. S., DeBlois, P. B., & CIC, E. (2007, November 2). Current issues survey report, 2007. EDUCAUSE , pp. 12-31.

Thomas, R. (n.d.). Technological Issues. (A. Fein, & N. Scagnoli, Interviewers)