Dysgraphia in the Classroom

Dysgraphia in the Classroom
Dyslexia refers to a language-based disability in which the student has difficulties understanding, reading and expressing language. Dyslexia is a well-known neurological disorder reading disability which is generally believed to cause the reader to see words and letters differently than the individual who does not suffer from it. Dyslexia deals with how the synapses of the brain functions interfere with the brain relay of the information. Reading is very difficult if not sometimes impossible for the learner and they must find other resources to help them. Some common interventions include the use of text-to-speech programs or audio programs to help with their reading.

There is another not-so-well-known writing “dyslexia” called dysgraphia. “Dysgraphia” is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. Individuals with dysgraphia may struggle with copying and writing text from a book, whiteboard, or computer. Follow this link for dysgraphia to learn more.

Using this information and that gained from your own research, post a short 1-2 paragraph response to the effects of dysgraphia for the learner in the classroom, be it online or in the face-to-face environment.

Click on the following link to access the rubric for this assignment.
Discussion Rubric

(2006), N. C. (n.d.). What Is Dysgraphia? | LD Topics | LD OnLine. LD OnLine: The world’s leading website on learning disabilities and ADHD. Retrieved June 20, 2013, from http://www.ldonline.org/article/12770/

 

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Plagiarism Detection and Prevention

The Council of Writing Program Administrators states that ” Plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original material without acknowledging its source” (as cited by Jocoy & DiBiase, 2006. p.2) Mashable.com, an online news community that provides news, information and resources relating to digital innovation to more than 20,000,000 visitors, (Mashable.com, 2012) provides a listing of 10 sites to use for plagiarism detection. Those sites listed include Turnitin, iThenticate, Viper, PlagiarismChecker.com, and Plagiarisma.net to name a few. Usability of the softwares range from automatic submittion of entire papers by students in TurnItIn to a sentence or two using PlagiarismChecker.com. Some sites are geared to individual or small scale use like Plagiarism Detect that charges per page to iThenticate, which is better developed for university scholar research. In other words, there are many different plagiarism detection software applications available.

Jocoy & DiBiase (2006) conducted a research based on plagiarism rates in the online higher educational level and software effectiveness of detection and how to deter plagiarism by adults. Their conclusive results indicate the use of a plagiarism detection software- their choice TurnItIn- was more effective at detecting properly quoted, paraphrased, cited and referenced (p. 12) material than Manual methods in regard to copy and paste plagiarisms. As they stated ” Even the most vigilant greater is likely to overlook many, if not most, infractions” (p. 11)

While plagiarism has been said to be on the increase in online and face-to-face learning environments, the instructor can take precautions to deter it. According to the Pew Research Center (Harper, Lenhart, & Moore, 2011) on Social and Demographic Trends, a majority (55%) of college presidents say plagiarism is on the rise and 89% of those attribute it to technology use. There are precautions the instructor can take to guard against plagiarism. Directing students in the recognition of plagiarism and correct citing of sources (Jocoy & DiBiase, 2006; Palloff & Pratt, Laurette Education, 2010 (video)) inform students of the use of plagiarism detection software that has been elected by the institution can also help deteror a plagiarism. Pratt (2010) discussed allowing his students to collaborate with one another during the assessments or to gather resources to help them was an effective method to guard against plagiarism. He directs that assessments should mirror real life – we use resources and colleagues to answer questions in real life.

The use of application assignments is a far better method of assessment than multiple choice or fill-it-in test. Application is a demonstration of knowledge learned not a regurgitation to test. I find this to be a more effective learning method and use it when instructing my current students and will use it when instructing my future students. I will guide my students to research material that will help them analyze the effects of plagiarism and proper citing techniques. When I receive a paper that I recognize has been plagiarized whether by manual observation or submission to a plagiarism detection software, I will tactfully and privately contact the student and discuss with them my findings on the paper. Following Palloff’s example, I would then direct them to resources providing examples of plagiarism and proper formatting. Plagiarism has many different forms and it’s often difficult for students to recognize that.

 

 

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.

Laureate Education, (2010) Plagiarism and Cheating (Video Podcast). 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_2652196_1%26url%3D

Parker, K., Lenhart, A., & Moore, K. (2011, August 28). The Digital Revolution and Higher Education. Pew Research Center. Retrieved April 10, 2013, from http://www.pewinternet.org/~/media/Files/Reports/2011/PIP-Online-Learning.pdf

Petronzio, M. (2012, August 29). Use These 10 Sites to Detect Plagiarism. Mashable. Retrieved April 12, 2013, from http://mashable.com/2012/08/29/plagiarism-online-services/

ONLINE TEACHING

SETTING UP AN ONLINE LEARNING EXPERIENCE

There are a number of best practices to be met as the instructor of an online course. In this week’s topic introduction we were asked to post responses to questions related to skills setting up an online environment and reflect upon the knowledge learned this week. Setting up a successful learning environment is more than just having a discussion board and a few assignments. The instructor must recognize the learners as individuals and as a group. Learners may be new to the online environment and require specific guidance. The more comfortable and knowledgeable the instructor is with their course the more successful the learner will be and less frustrated both will be.

What is the significance of knowing the technology available to you?
The instructor should be familiar with the technology available to allow for a smooth teaching experience as well as learners comfort level. What course management system is to be used? Do you have to locate it or is it preselected by institute? There are basics to know which include setting up forums, discussion groups, uploading text documents. I recall questioning why we needed to use Dreamweaver to create our Blog postings when Microsoft Word provides a Blog post development tool. The response basically was it provided experience using such tools for my future of online teaching and Dreamweaver allows for other coding that Word does not. Which leads to the question of learners possessing the needed skills to use the technology? Conrad and Donaldson (2011) discuss the importance of recognizing the skill level of the learners to avoid frustration. Are they knowledgeable in the tools required for the program? The use of icebreakers can help ascertain skill levels and skill building activities can be built in to the curriculum when needed. The application of tools helps the learner become comfortable in their chosen course. 
Other significant reasons include:

• Making assumptions the technology is available, to you and the learner, only to discover later in the course when it is needed the technology is not there.
• Is the tool feasible for the topic?
• Is the tool up to date or obsolete? Does it work right or will there be problems instituting it within your course?
• Helps to ensure you know where to find it as well.

 

Boettcher and Conrad remind us to keep it simple. “Focus on the essentials and build from there” (p. 57). There is time to add to your repertoire of teaching tools.

2. Why is it essential to communicate clear expectations to learners?
Clear guidelines about what is expected from learners and the instructor are essential to the success of the online course. (Boettcher & Conrad, 2010) The use of a syllabus is the best way to introduce the expectations (Boettcher & Conrad, 2010) to the learner as information can be added for resources. Learners need to know when and how often to post or when assignments are due. When or how do they contact the instructor? In the face-to-face environment the instructor is available with specific hours or before/after class. The online instructor should post hours available for email, chat or phone calls. Interaction is a vital part of the online learning experience and success.

What additional considerations should the instructor take into consideration when setting up an online learning experience?
Providing an area in the chosen CMS for learners to collaborate or just talk that is faculty free can allow for a social connection between learners that may not be possible otherwise. While it is important and expected the instructor leads the course, the learners need to be comfortable with communicating with each other. To accomplish this, the instructor should develop course content that encourages the growth and responsibility of the learners to their own learning. (Conrad & Donaldson, 2011)

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

 

Teresa D.

ICEBREAKER

The hardest thing to do in a new environment, be it face-to-face or online, is to open communication between individuals. I experience this every year as a middle school teacher with new students coming in from four different elementary schools. Students are reluctant to start talking to each other until they see they have something in common or I provide the icebreaker. While the online environment is not one that promotes instantaneous interaction it does require interaction between students. Personally I find it difficult still to begin a discussion with another student or often to post to a discussion, as I am not a fluid writer.
Providing an icebreaker is a “way to open the lines of communication” (Conrad & Donaldson, 2011. p.51) between individuals. Palloff and Pratt (n.d.) state the importance of getting to know your students and to be human. This is why we should present and participate in an icebreaker activity, which can include posting a short bio or participating in an activity, but make it fun and none academic.
Researching an online icebreaker not previously mentioned in the resources was a challenge in itself, but I think I found one or two that could be fun. I found Collaborize Classroom (Tucker, n.d) to have some fun ideas, but one in particular I liked.
Time Machine

Title: If you could travel back in time to one of the following time periods in American
history, which would you choose and why?

Post the following choices or make up your own.
• 1830s: Wild West
• 1920s: Roaring 20s
• 1950s: Rock ‘n Roll/Suburbia
• 1960s: Hippie Generation/Anti-War Movement/Civil Rights Movement
• 1970s: Disco Fever
• 1980s: Wild Fashion/Brat Pack
• 2025: The Future
• I am happy in 2013

Another I really liked was from Lasagna and Chips (Hulsebosch, 2009). This activity also provides for the opportunity for students to realize they are not the only ones to flub up on the computer, which can relax the atmosphere quite a bit.

Miscomm-puter-unication
Students share their most embarrassing moments using the computer…thinking delete would ‘delete’ the whole computer or replying to the wrong person in an email (thinking it was spouse and it was boss). This will loosen them up and cause a few to chuckle before embarking on a whole new way of thinking…using technology instead of paper and pen.

References

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

Hello My Name Is image retrieved from http://www.radicalparenting.com/2011/05/16/10-icebreakers-and-party-games-for-kids-tweens-and-teens/

Hulsebosch, J. (2009, March 4). Lasagna and chips: 10 online icebreakers. Lasagna and chips. Retrieved March 19, 2013, from http://joitskehulsebosch.blogspot.com/2009/03/10-online-icebreakers.html

Laureate Education. (n.d.). Launching the Online Learning Experience [Video podcast]. 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_2652196_1%26url%3Dhttp://www.radicalparenting.com/2011/05/16/10-
Tucker, C. (n.d.). 8 Icebreakers adapted for online student communities. Collaborize Classroom: Education to the power of we. Retrieved March 19, 2013, from files.simplek12.com/downloads/IcebreakersPtI.pdf

Understanding Online Learning Communities

A Walden University Assignment for Online Learning

How do online learning communities significantly impact student learning and satisfaction with the course?

Online learning is not a new concept, as I discussed in a previous post. What is new are the tachnology tools and student interactions. Previous online learners had very little, if any, interactions with their peers. There was no ‘community’ involvement. It was quite likely the same exact program used in the traditional classroom environments, just put online with maybe a video or online test. Students felt very isolated and the attrition rate would be low as student satisfaction was not met. Today’s online learning is a different world.

While the theories of online learning have not yet been fully explored or developed, (Saba, 2010) the significance of creating an online community has. Learners are able to interact and support each other in their studies. (Pallof & Pratt, 2010 video) Student learning is more indepth when participating in discussion post. They are able to process and research their response before posting or responding to anothers post, allowing students to be more active in their own learning. (Boettcher & Conrad, 2010) There is also the concept of continuous assessment (2010) in each step of the program, though not in the format of assimilate to regurgitate like many traditional classrooms. Within the Instructional Design program at Walden University learning is demonstrated by constructing a project or justifying our point of view.

 

The Elements of Online Community Building

 

Pallof and Pratt (2010) discuss three main elements of an online community and how each leads to the next- creating a community.

People – They connect with one another in a social manner while at the same time learning, which creates a purpose for social interaction.

People – they connect with one another in a social manner while at the same time learning, which creates a purpose for social interaction.
Purpose – the purpose as described by Pallof and Pratt are the “rules of engagement”. The rules cover how the students will be engaged in their learning, how often and to what degree the institution requires that participation. Put this all together and it leads to the process of learning.

Process – in a process that people in the purpose interact and work together they become involved in their learning and “generate knowledge for themselves and others” (Conrad & Donaldson, 2011 p. 5) learners are transformed for their perception of learning changing as they continue and online community. They become more confident, responsive and responsible for their own and each other’s learning. (Pallof and Pratt, 2010)

Keeping these all flowing is the job for the facilitator and the learner. The facilitator guides the direction desired to reach the learning outcome. The learner continues to collaborate with peers and the facilitator to increase their understanding of the learning objective. Student satisfaction is the key to success and to ensure this the facilitator needs to make certain the learner is ready and comfortable in the online learning environment.
Creating a learning community requires that facilitator to recognize potential hazards to online learning. Is the learner knowledgeable about the online delivery method? Have they ever taken an online course? As online learning even for them? The facilitator can make the online feel comfortable by reaching out and connecting with them at the beginning of the program and throughout the program to maintain the connection. Having the learner create a short Bio and post it, allowing not only for the facilitator, but the other learners as well, an opportunity to connect within the community, (Pallof, 2010) thus decreasing the ever present filling of isolation. Pallof also discusses developing an orientation program that goes for more than an hour or two with the recommendation of 1 to 2 weeks to allow the new learner the opportunity to get comfortable with a course management system used. This also provides the learner the opportunity to decide if online learning is for them. Finding common ground between learners provides the relationship base to grow from.

Some other things I’ve learned from this. As the facilitator, know your technology! Don’t use outdated technology tools and definitely be prepared to help the learner either by direct assistance or directing them to the resources to allow them to be successful. Frustration with technology can be a large factor to student/facilitator satisfaction. Personalizing the course management system used can make it a more welcoming environment. Pallof highly recommended sending a personal e-mail to each student before the course begins to introduce yourself and expectations within the course. The number one proponent to the success of an online learning community is to make certain as a facilitator to be there every day. This last step I feel is very important because new and experienced online learners can become frustrated and require the facilitator’s guidance. If the facilitator does a poor job of meeting the learner needs, the learner may just give up!

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
Pallof, R & Pratt, K. (2010) Online learning communities. Laureate Education. video
Sabe, F. (2010) Evaluating distance learning theory. Laureate Education. Video

 

 

Analyzing Scope Creep

This week’s blog post assignment is to describe a project, personal or professional, that experienced issues related to scope creep and reflect on the possible differences in the project had I been the project manager. Since I am new to the instructional designer arena and have not been in this situation to this point, I have relied on another source to help provide a scenario.

The administration building of the school district in my city needed a new boiler system to replace the old one. The plans were drawn up and funding for the budget was approved. The project manager gathered the ID team and requisitioned the materials needed based on the SME’s and blue prints of the building. The blue prints were not read correctly and a major steam line to the boiler was missed. As a result when the new piping and boiler had arrived, the building engineer was looking over the blueprints and discovered the mishap just before installation. The building engineer had not been consulted in the project as an outside team had been brought in. The financial burden on the district was great as all the piping had to be reordered (special order) and a new boiler brought in. The project manager had failed to consult with a key SME: the building engineer who knows every part of the building.

As a project manager continuous communication with all stakeholders is vital to the success of the project. (Stolovitch, 2010, Portny, Mantel, Meredith, Shafer, & Sutton, 2012) Communication with all stakeholders can solve many issues that can potentially delay the project completion and/or cost the company money. The project manager overlooked the expertise of the building engineer. As project manager, to help avoid scope creep I would create a responsibility matrix to help identify all stakeholders and team members, conduct a kickoff meeting to orient all team members and keep in continuous communication with the stakeholders.

 

References

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.

Stolovitch, Harold. (2010). Monitoring projects. Laureate Education, Inc. video

Effective Communication

Have you ever received an email, text or voice-mail and you interpreted the information wrong because of the delivery method? Communication can be interpreted different ways depending on the delivery method. While reviewing the message in the three forms: email, voice-mail and face-to-face, I found each one came across slightly different.

The email message seemed to focus on her getting the report right now! I had to actually read it a few times to understand what she was asking because of the repetition of the word ‘report’. She came across as being abrupt and almost rude. I felt as if Jane was angry

The voice-mail message made more sense as I could hear the fluctuations in her voice and better interpret her desire to get the report to complete hers. I do not recall seeing the words “missing report” in the written email, while it came through clear in the voice-mail This made a difference in the meaning and did seem indicate an accusation that Mark was not delivering the report intentionally.

The face-to-face communication was much friendlier, with the point being made clearly that Jane needed the report to be able to get hers completed and submitted before the timeline. While the words were all the same in each, the face-to-face allowed for a better interpretation when I could see her facial expressions.

When communicating with team members and stakeholders, a face-to-face delivery method is a more personable method. The recipient(s) are able to get a clear understanding of the topic intent with less chance of it being misinterpreted. When communicating face-to-face it also allows for instant feedback. For example, Mark may have been able to give Jane the report right then or show he was working on it. Communication does require different methods for different settings like formal for scheduled meetings and informal for impromptu information or meetings (Portny, Mantel, Meredith Shafer, Sutton, and Kramer. 2012) and “sharing the right information with the right people at the right time” is effective communication (p. 357).

Reference

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.

Post-Mortem of Design

A posting for Project Management

Throughout my Instructional Design courses at Walden University it has been stressed in the many classes attended thus far, to follow a methodical plan when designing instruction. The ADDIE Model or similar, since the ADDIE has undergone many changes throughout history, but maintaining the basic structure, (Kruse, 2009) is a good plan to follow. I followed the ADDIE when designing an instructional demonstration for my boss and colleagues at the school I teach at. The instructional project was geared to introducing an inexpensive interactive whiteboard with the use of a Wii remote, a computer and writing tablet. Planning is a key component of the successful, effective Instructional Designer (Greer, 2010)The project was to be a test pilot at the school.

I had collected my data and determined in the Analysis stage the school needed inexpensive interactive whiteboards. I then Designed my project learning objectives of demonstrating the interactive whiteboard. My next stage of Development was my putting all of the components together. I collected all of the required components: the Wii remote, a stand for the table to hold the remote (which was actually a drum stand), a ceiling mount to demonstrate how it can be hung from the ceiling, a power bar to increase signal strength, my writing tablet and an infrared pen for demonstration of the interactivity. I had spent hours and days working with the low cost interactive whiteboard and I was now ready for the Implementation phase of introducing it to the faculty and principal. Everything was ready; I had the “stakeholders” come in for the demonstration.

I began with the many benefits of the project, stressing how great the interaction would be for student learning and began the preparation for the demonstration. This is when Murphy’s Law attacked my plan; technology did what technology does or in this case does not do. To begin with the Bluetooth connection would not work and immediately began troubleshooting while still discussing the benefits. After a few precious minutes I finally got the Bluetooth to function properly. Then came the calibration problems – everything had to be lined up perfectly for it to work. I had just completed the entire process of connecting the Bluetooth and calibration before the meeting, but I had to do it again and again and again, until the demonstration of pros turned to cons. We, my boss and I, had discussed these same issues I had been having once or twice, but we really wanted it to work as it was a very inexpensive route to interactive whiteboards. The demonstration ended with the cons winning out and my demonstration never actually being completed as the technology would not get it together! I had included the Evaluation process in my plan, but wanted it to be focused on the positives of the project. Instead it was focused on the negatives of class instructional time loss and frustration of the teacher. As PettiVan Rekom says, you can’t avoid everything, things just happen!

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

Kruse, K. (2009) Introduction to Instructional Design and the ADDIE model. Retrieved from http://www.transformativedesigns.com/id_systems.html

Van Rekom, P. (2010). Practitioners voice. Laureate Education, Inc. video

New Project Management Class

My postings for the next few weeks will be in connection with project management and education. I look forward to an informative, enlightening class this semester.

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Current and Future Perceptions to Distance Learning

            Distance learning has changed dramatically over the past 20 years and will continue to do so in the future. The beginning of distance learning in 1813 involved Sir Isaac Pitman and a mail order shorthand course which evolved to the creation of DARPA (Defense Advanced Research Project Agency) in 1957 and ARPAnet (Advanced Research Project Agency) in 1959, which in turn led to the internet as we know it today (DistanceEducation Timeline, n.d.). Distance learning in the beginning was for self-advancement and had no degree potential whereas today we can pursue many degrees in many areas. Simonson, Smaldino, Albright, and Zvacek, (2012) discussed the study conducted by Picciano and Seaman (2007) for the Sloan Consortium that almost 700,000 K-12 students enrolled or participated in completely online courses. Changes in distant education will continue at a rate faster than we will likely be able to keep up with in the educational field. In the future our current distant education options will seem like black and white television from the 1950’s. The internet will be faster and virtual classrooms will allow for interaction as if you were there.

Educators will need to keep up with the changing times. As an instructional designer, it will be imperative that I develop more effective goals and objectives to meet the distance learning outcomes. The course management system (CMS) or other delivery system I choose should be capable of meeting the learning outcomes. The material used that relate to the topics taught should be interchangeable and useful for the learners’ future. Each learner taking a class is taking it for their advancement, be it job advancement or self advancement. Recognizing the differences in learners will be a large determinant of their success. If I design a unit that it more advanced than my learners it will deter their learning motive and vice versa, if I design a unit that is below leaner expectations they will gain very little from it. Generational differences would be more prevalent in this aspect and in technology knowledge. The older student may not be comfortable with the technology being used. Garcia and Qin (2007) noted that the students over 36 did not feel as comfortable with the technology tools and network systems used. As the ID and to keep up with the changing times I will need to keep up with the changing times as well.

Continuation of my own professional development will help me to better meet the needs of my learners. I need to be a near expert with the technology I expect my learners to use so I can be a positive force in their education. This will help to create a positive force in the field of distance learning. When the instructor is efficient in their instructional methods it creates a positive influence on the student and community.  

Many changes have occurred over the past years since the creation of the mail order shorthand course to the virtual classroom and many more will happen in the near and far future. Continuing to grow and develop effective distance learning goals and objectives will help to ensure these are positive changes. When these positive changes occur in the educational field there are positive results on the community.    

 

References

DistanceEducationTimeline. (n.d.). University of Arkansas at Little Rock. Retrieved October 27, 2012, from http://www.ualr.edu/kafreeman/distanceeducationtimeline.html

 

Originally published in Innovate as: Garcia, P., and J. Qin. 2007. Identifying the generation gap in higher education: Where Do the Differences Really Lie?. Innovate 3 (4). http://www.innovateonline.info/index.php?view=article&id=379 (accessed April 24, 2008). The article is reprinted here with permission of the publisher, The Fischler School of Education and Human Services at Nova Southeastern University. Retrieved on 10/26/2012 from http://www.innovateonline.info/pdf/vol3_issue4/Identifying_the_Generation_Gap_in_Higher_Education-__Where_Do_the_Differences_Really_Lie_.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson