Category: Technology

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Strategies for Preventing Plagiarism in Higher Education

Plagiarism, the act of using someone else’s work without proper attribution, is a serious concern in higher education. Educators play a pivotal role in equipping students with the knowledge and skills to avoid plagiarism and uphold academic integrity. Recently a few colleagues and I sat down to discuss strategies and best practices for preventing plagiarism in college and promoting a culture of originality and ethical writing.

Educate Students about Plagiarism and Academic Integrity

Begin by educating students about the importance of academic integrity and the consequences of plagiarism. Clearly define what constitutes plagiarism and explain the different forms it can take, such as copying and pasting from online sources or failing to cite properly. Emphasize the value of original thought, critical thinking, and ethical writing practices.

Teach Effective Research and Citation Skills

Many instances of unintentional plagiarism stem from a lack of understanding of proper research and citation techniques. Teach students how to conduct thorough research, evaluate sources, and integrate information into their writing while giving proper credit. Provide guidance on citation styles such as APA, MLA, or Chicago, and demonstrate how to create in-text citations and reference lists.

Promote Time Management and Planning

Procrastination can lead to rushed assignments and a higher risk of unintentional plagiarism. Encourage students to manage their time effectively by breaking down assignments into manageable tasks and creating a realistic schedule. Emphasize the importance of starting early, allowing ample time for research, drafting, and revising to avoid last-minute copying or inadequate citation.

Use Plagiarism Detection Software

Plagiarism detection software can be a valuable tool for educators to identify potential instances of plagiarism. These tools compare student work against a vast database of sources and highlight any similarities found. By using such software, educators can detect both intentional and unintentional instances of plagiarism, providing an opportunity for timely intervention and education.

Promote a Supportive Writing Culture

Create a supportive writing culture where students feel comfortable seeking assistance and feedback. Offer writing workshops, peer-review sessions, or one-on-one consultations to help students develop their writing skills. Encourage open dialogue about plagiarism and academic integrity, addressing any questions or concerns students may have.

Preventing plagiarism in higher education requires a multifaceted approach that includes educating students about academic integrity, teaching effective research and citation skills, promoting time management, using plagiarism detection software, and fostering a supportive writing culture. 

-RG

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Embracing Virtual Reality to Enhance Student Engagement in Higher Education

Virtual reality (VR) has emerged as a transformative technology with the potential to revolutionize higher education. By creating immersive and interactive experiences, VR can significantly enhance student engagement and learning outcomes. Let’s explore the benefits of incorporating VR in higher education and discuss practical ways to engage students using this innovative technology.

Immersive Learning Experiences: Enhancing Understanding and Retention

Traditional classroom lectures can sometimes fall short in capturing students’ attention and fostering deep understanding. VR offers a solution by immersing students in virtual environments that simulate real-world scenarios. Whether it’s exploring historical sites, conducting scientific experiments, or practicing professional skills, VR enables students to experience concepts firsthand, leading to increased engagement, improved comprehension, and long-term retention of knowledge.

Active Learning and Collaboration: Breaking Boundaries

VR technology allows students to actively participate in their learning by providing hands-on experiences and promoting collaboration. In virtual environments, students can manipulate objects, solve complex problems, and work together with peers in simulated scenarios. VR breaks the boundaries of traditional classrooms, enabling students to explore new perspectives, engage in interactive discussions, and develop critical thinking and teamwork skills.

Accessibility and Inclusivity: Overcoming Limitations

Virtual reality has the potential to address accessibility and inclusivity challenges in higher education. Students with physical disabilities or geographical constraints can now participate in immersive learning experiences that were previously inaccessible. VR also provides opportunities for students to explore diverse cultures, environments, and perspectives, fostering empathy and cultural understanding.

Career Readiness and Skill Development

Virtual reality offers a unique platform for students to develop practical skills and prepare for real-world careers. From medical simulations to architectural design and engineering prototypes, VR enables students to practice and refine their skills in a safe and controlled environment. By engaging in realistic scenarios, students can gain confidence, hone their problem-solving abilities, and bridge the gap between theory and practice.

Virtual reality has the potential to revolutionize higher education by providing immersive learning experiences, promoting active engagement and collaboration, addressing accessibility challenges, and preparing students for future careers. As educators, it is crucial to embrace this innovative technology and explore its applications to create transformative learning experiences. By integrating VR into higher education, we can enhance student engagement, foster deep learning, and empower students with the skills and knowledge they need to succeed in a rapidly evolving world.

-RG

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Exploring the Benefits of Artificial Intelligence in Higher Education

Artificial intelligence (AI) has emerged as a powerful tool in various industries, revolutionizing the way we work, communicate, and solve problems. In higher education, AI presents exciting opportunities to enhance teaching and learning experiences. From personalized learning to automated grading systems, AI can transform the education landscape. Let’s examine a few of the benefits of using AI in higher education and explore practical applications that educators can leverage.

AI in Higher Education: Personalized Learning and Adaptive Instruction

One of the most significant advantages of AI in higher education is its ability to deliver personalized learning experiences. Through machine learning algorithms, AI systems can analyze student data, identify learning patterns, and adapt instruction to individual needs. This personalized approach enables students to learn at their own pace, focus on areas of difficulty, and receive targeted support, ultimately leading to improved learning outcomes.

Automated Grading Systems: Efficiency and Consistency

Grading large volumes of assignments can be time-consuming and resource-intensive for educators. AI-powered automated grading systems provide a solution by streamlining the grading process. Using natural language processing and machine learning algorithms, these systems can assess assignments, essays, and even subjective responses. Automated grading not only saves time but also ensures consistency and fairness in evaluation, reducing the potential for human bias.

Enhancing Student Support: AI Chatbots and Virtual Assistants

AI chatbots and virtual assistants have gained popularity in higher education as tools to enhance student support services. These intelligent systems can provide instant responses to frequently asked questions, assist with course registration, guide students through academic resources, and offer timely reminders and notifications. By automating routine tasks and providing 24/7 support, AI chatbots and virtual assistants help improve student satisfaction and foster a positive learning experience.

Data Analytics and Predictive Insights

The vast amount of data generated in higher education can be leveraged through AI-powered data analytics tools. These tools can analyze student data, including academic performance, engagement levels, and course completion rates, to generate predictive insights. Educators can use these insights to identify at-risk students, implement targeted interventions, and improve student retention rates. Data analytics also offer valuable insights for curriculum design and program evaluation, leading to evidence-based decision-making.

Artificial intelligence is poised to reshape higher education by offering personalized learning experiences, automated grading systems, enhanced student support, and data-driven insights. As educators in higher education, it is essential to embrace AI as a powerful tool to support student success and improve teaching practices. By leveraging AI technologies effectively, we can create a more adaptive, efficient, and student-centered learning environment, preparing students for the challenges of the future.

-RG

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Embrace AI to Design Writing Assignments

In the ever-evolving landscape of education, technology continues to reshape the way we teach and learn. One of the most exciting advancements in recent years is the integration of artificial intelligence (AI) into the classroom. While AI may have initially seemed like a distant concept, its potential impact on education is becoming increasingly apparent. Today, we explore how educators can embrace AI to design writing assignments that enhance student learning.

Enhancing Feedback and Assessment – One of the biggest challenges in writing assignments is providing timely and constructive feedback to students. AI-powered tools now offer sophisticated capabilities to assist educators in this process. Automated essay scoring systems, for example, can analyze and evaluate students’ writing based on predefined criteria. This allows teachers to focus on higher-level feedback and personalized guidance, fostering student growth and engagement.

Promoting Individualized Learning – Every student has unique strengths and areas for improvement. AI can help tailor writing assignments to suit individual needs and abilities. Adaptive learning platforms can analyze students’ writing patterns and suggest personalized topics or writing strategies. By using AI, educators can ensure that writing assignments address each student’s specific learning goals, maximizing their potential for success.

Unleashing Creativity and Critical Thinking – AI is not limited to grading and assessment; it can also stimulate creativity and critical thinking among students. With AI-powered tools, students can explore new writing styles, experiment with vocabulary and grammar, and receive instant feedback on their choices. These tools can even generate writing prompts based on specific themes or topics, sparking students’ imagination and encouraging them to think outside the box.

Engaging Students in Authentic Writing Experiences – Incorporating AI into writing assignments allows students to experience real-world applications of their skills. For example, language models like ChatGPT, an AI-based language model, can simulate conversation and provide a platform for students to practice persuasive writing or develop storytelling techniques. By interacting with AI, students can improve their writing skills in a dynamic and engaging manner.

Facilitating Collaboration and Peer Feedback – AI can also facilitate collaboration and peer feedback. Online platforms equipped with AI tools enable students to review and comment on each other’s work, promoting a sense of community and fostering constructive discussions. These platforms can provide suggestions for revision, highlight areas of improvement, and encourage students to refine their writing through collaborative efforts.

AI is revolutionizing the design of writing assignments in education. By embracing AI technologies, educators, administrators, and instructional designers can enhance the feedback and assessment process, promote individualized learning, stimulate creativity and critical thinking, engage students in authentic writing experiences, and facilitate collaboration. Integrating AI into writing assignments not only empowers educators with time-saving tools but also enriches students’ learning experiences, preparing them for the demands of the 21st century. As AI continues to advance, let us seize the opportunities it presents and create a future where education is powered by technology for the benefit of all learners.

-RG

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Asynchronous Videos in Online Courses

In online courses, asynchronous videos have become a popular instructional tool for delivering content, fostering engagement, and enhancing the learning experience. It is essential to understand the best practices for creating effective asynchronous videos. Let’s explore the benefits of using asynchronous videos and provide key considerations and strategies to ensure their successful implementation.

Benefits of Asynchronous Videos:

Asynchronous videos offer several advantages in online courses. They provide flexibility for students to access course material at their own pace and convenience. Additionally, videos can present complex concepts in a visual and engaging format, catering to various learning styles. Furthermore, asynchronous videos create opportunities for interaction and active learning, as students can pause, rewind, and reflect on the content.

Best Practices for Creating Asynchronous Videos:

Clear and Concise Content: When creating asynchronous videos, ensure that the content is clear, concise, and well-organized. Break down complex ideas into manageable segments and use simple language to explain concepts. Structure your videos with an introduction, main points, and a conclusion. Consider using visual aids, such as slides or graphics, to enhance understanding.

Engaging Delivery: Capture students’ attention by delivering the content in an engaging manner. Use a conversational tone and vary your voice tone and pace to maintain interest. Incorporate storytelling, real-life examples, or relevant anecdotes to make the content relatable and memorable. Consider using gestures or facial expressions to add emphasis and convey enthusiasm.

Visual Elements: Utilize visual elements to enhance comprehension. Create visually appealing slides or use graphics, charts, or images to support the content. Incorporate on-screen annotations or highlighting to emphasize key points. Ensure that the visuals are clear and legible, even when viewed on smaller screens.

Quality Production: Invest in quality production to ensure a professional-looking video. Use a good microphone and ensure clear audio quality. Consider the lighting and choose a suitable background that minimizes distractions. Use video editing software to trim unnecessary segments, add captions if applicable, and enhance the overall production value.

Chunking and Interactivity: Break down the content into shorter segments to promote better engagement and retention. Aim for videos that are no longer than 10-15 minutes. After each segment, consider incorporating interactive elements, such as knowledge checks, discussion prompts, or reflection questions. This allows students to process the information and apply their learning.

Asynchronous videos play a vital role in online courses, providing flexibility, interactivity, and engagement for students. These videos have the potential to enhance the learning experience, support diverse learning styles, and promote student success in the online environment. Asynchronous videos offer a valuable medium for delivering content and fostering a dynamic and interactive learning experience in online courses.

-RG

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More Instructional Support for Adult Learners

Adult learners bring unique characteristics and challenges to the educational setting. It is essential to provide effective instructional support that caters to the specific needs of adult learners. Here are several key strategies that can enhance the learning experience for adult learners, including live consultations, language scaffolding, modeling, gaming, and feedback.

Live Consultations: Live consultations offer valuable opportunities for adult learners to engage in one-on-one or small group discussions with instructors or subject matter experts. These consultations provide personalized support and guidance, allowing learners to ask questions, seek clarification, and delve deeper into the course material. By offering live consultations through virtual meetings or office hours, educators can address individual needs and foster a supportive learning environment.

Language Scaffolding: Adult learners may face language barriers or varying levels of proficiency in the instructional language. Language scaffolding involves providing support and structure to help learners understand and communicate effectively. This can be achieved through techniques such as simplifying complex vocabulary, using visual aids, providing examples, and offering opportunities for practice and application. Language scaffolding ensures that adult learners can comprehend and engage with the content, promoting deeper understanding and participation.

Modeling: Modeling is a powerful instructional strategy that involves demonstrating the desired skills or behaviors for adult learners. By showcasing exemplary work or providing step-by-step demonstrations, instructors help learners understand expectations and develop a clear vision of the desired outcomes. Modeling can be particularly effective for practical skills, such as problem-solving, critical thinking, or professional communication. By observing and analyzing models, adult learners gain valuable insights that support their own learning and skill development.

Gaming: Gamification elements can greatly enhance the learning experience for adult learners. Incorporating game-like elements, such as points, badges, leaderboards, and interactive challenges, can increase engagement, motivation, and active participation. Gaming elements provide a sense of achievement and promote a friendly sense of competition among learners. Adult learners can benefit from the immersive and interactive nature of gaming, which can enhance their retention and application of knowledge and skills.

Feedback: Providing timely and constructive feedback is crucial for adult learners’ growth and progress. Feedback should be specific, actionable, and focused on both strengths and areas for improvement. Adult learners often appreciate feedback that is meaningful, individualized, and linked to their personal or professional goals. By incorporating feedback loops and offering opportunities for self-assessment and reflection, educators can empower adult learners to take ownership of their learning journey and continuously improve their performance.

-RG

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Working From Home

Going forward many of us may be working from home, for the summer…or the rest of 2020. This is the current state of affairs we are faced with. The coronavirus pandemic is and will be pushing many skilled workers to home offices. Time will only tell if we will be returning to our pre-pandemic offices or not. 

Those that have a history of working remotely report that they enjoy the freedom to manage their schedules, work anywhere and little or no commute. If you find yourself in need of a home office to function as your primary work place, here are a few things to consider.

Setup a focused workspace

A top priority for working from home is to ensure that your designated work space is equipped properly, comfortable and has good lighting. Additionally, you’ll need to have a comfortable and supportive chair as well as an area large enough to accommodate your computer and paperwork needed for each work day. TIP: If your work space is small or dark, consider hanging a mirror to bring in natural light.

Establish a routine

Those in leadership positions report that they worry remote workers will be distracted by household responsibilities or social media. However, when surveyed most employees report that when they are working from home, the challenge is more about breaking away from work. TIP: Schedule several 15-minute breaks during the day for light chores or set timers as reminders to get up and move around throughout the day. Finally, consider making a clean break from work at the end of the day by working out, playing with kids or pets.

Stay connected

Employees that enjoy remote work report that they do miss some of the routines of a shared workspace, including bonding with co-workers like coffee breaks, lunches and celebrations. TIP: Intentionally schedule meetings to replicate the in-office experience. For example, coffee hours or happy hours are a great way to keep remote workers in the loop, boost morale and stay connected.

Tips to quickly create a home office

If you find yourself in a position to quickly set up a remote work space, consider:

  • A desk with plenty of space
  • An uncluttered area or bare wall to serve as a background for virtual meetings
  • A computer with a built-in webcam, microphone and speakers
  • Noise canceling headphones
  • An internet speed of up to 30 Mbps for downloads should be fine
  • Check with local internet service provider for best pricing options
  • Sufficient outlets to keep devices powered up
  • Printer and printer paper
  • A room with a door that you can close
  • Plenty of natural or artificial light
  • A solid wi-fi connection – (a hard-wired connection, if possible)
  • Locate a solution for free file storage – OneDrive, Google Drive, Dropbox etc.
  • Online productivity tools that allow for low barriers to collaboration with colleagues (Google or Microsoft)
  • No or low cost video conferencing and project management solutions
  • Lastly, develop a plan to keep your hardware and software updated and secure 

-RG

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Myth Buster

There are many online teachers that are dedicated to the modality and have figured out some great strategies and best practices. However, there are a few myths about online teaching and learning that still exist. Here are a few:

**Teaching online is not an enjoyable experience

Many teachers in higher education don’t see online teaching as a rewarding experience. In fact, many teachers report that teaching in-person is a much more rewarding and enjoyable experience. Perhaps this is because teachers that have made the switch to on-line teaching find they are doing much more administrative work than expected. If teachers simply log on, grade student work, review discussion posts, and manage other basic functions it may seem that this modality is not going to be enjoyable.

Teaching online courses can be very rewarding. From my own experience and experience of some of my closest colleagues, I would say that a majority of the online students are not only working but are also caring for children or other members of their families. These students take online classes because it’s the only way for them to pursue higher education. Many online teachers report getting a closer glimpse into the personal lives of their students, those experiences, and those challenges that the students choose to overcome when taking online classes. An experienced colleague of mine recently told me that the opportunities provided by a classroom without walls and across great distances are how they find joy in teaching online.

**Teaching online classes doesn’t work

In 2017, EDUCAUSE conducted a survey on faculty and information technology and discovered that approximately one-half of these faculty didn’t agree that online learning was effective. There is plenty of evidence that online courses can produce student learning outcomes that are comparable to those in-person courses. This evidence continues to roll in year after year. Just like any in-person class, the high-quality on-line versions will require excellent on-line teachers. It is the responsibility of the teachers and the designers with which they work to create a highly engaging and effective on-line classes.

**Students that take online classes are lazy

Some students that take on-line classes may put in a minimal amount of work, and just enough to get by with. Does this mean that lazy students are more likely to take an on-line class? Or have we as educators created an environment on-line that contributes to this type of student disengagement? Things to consider:

  • Are we offering these courses to a student population that is more likely to be working and raising a family?
  • Are we offering these courses to students who do not have the adequate equipment to be successful?
  • Are we asking faculty without experience in on-line education to lead these courses?
  • Are we presenting an unorganized and confusing course design that is less than appealing to the students?

Any one of these items can make on-line learning a challenge. A combination of two or more of these items can be a disaster.

Successful online learning requires a certain level of skill that some students simply do not possess. This means that on-line students must be able to manage their time well, motivate themselves, direct their own learning, and seek help when it is needed.

Successful online teaching requires that faculty make an extra effort to help those students persist. This takes awareness of the challenges of on-line education as well as careful thought, expert planning, empathy, and a high level of comfort with technology. 

**Online courses can run on auto-pilot

Some on-line teachers subscribe to the idea that on-line courses, once created, can simply be run by themselves and students can successfully meet the objectives. Maybe this is because online courses take such a tremendous effort to prepare before the very first day. In theory, all assignments, activities, discussion prompts, and the gradebook should be created in advance so that students can see everything from the first day. Unfortunately, some online teachers feel that students should be able to walk themselves through the on-line course without much engagement or guidance from the teacher.

On-line teachers should plan to guide their students through the course by being active and engaged weekly. Best practice includes blocking out time on the weekly calendar as if you’re attending the class in person. Be available, post announcements, reply to discussions, and grade students’ work on a regular basis. Just like an in-person course, teaching online requires continuous involvement from the teacher.

-RG

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Scaffolding

What does scaffolding mean (in education)? This is the question I was asked recently during a meeting with a group of colleagues. I think this is a term that many of us have been using and taking for granted. Some entering careers in instructional design may not completely understand what the word means. I am finding that many of the folks I have been working with recently have not had the opportunity to teach a course of their own. Many instructional designers are working with faculty and subject matter experts that teach and have been for many years. So, when this question came up…we hit the brakes and had a conversation about scaffolding and shared some examples.

In the field of education, the term scaffolding refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed. Psychologist and instructional designer Jerome Bruner first used the term scaffolding in this context back in the 1960s. The theory is that when students are given the support they need while learning something new, they stand a better chance of using that knowledge independently. Bruner recommends positive interaction and three modes of representation during teaching: actions, images, and language.

When leading in-person courses faculty may do a lot of modeling without even knowing that they are doing just that. For example, when faculty show how to solve a mathematical equation, they explain their thought process along the way. When faculty share examples, they are showing how to connect concepts for a deeper understanding. And, when faculty ask critical questions, they are modeling how those in that discipline make sense of theories and approaches to challenges.

Faculty have the opportunity to explain things, step-by-systematic-step, to help students learn and perform successfully on exams, projects, papers, and other assignments.

This kind of modeling and scaffolding doesn’t take place quite as naturally in online courses, where real-time interactions are limited.

To help students achieve success, faculty must be creative. Faculty should scrutinize their assessments, both large and small. Have the students had the opportunity to build step-by-step, as they would have in an in-person course? Do they have the knowledge and skills they will need to do well on the assessments? 

Here are some examples of how faculty can scaffold activities in an online course. When possible, the faculty should make these an opportunity to give incremental feedback so students know whether or not they are on the right track:

  • Many faculty want students to record a video presentation of their research topics. It’s hard enough to give a good presentation without the video-recording element. Faculty can help their online students gain experience with the technology before they have to use it on a high-stakes project. For example, in the first module of the course, faculty can give the students a low-stakes, low-stress assignment: Ask students to record and post a two-minute video introducing themselves to the class.
  • As part of an orientation module, faculty can ask students to send a message using the LMS messaging/email system so they know how to do this later in the class if they have a question or are in need of support. Students can answer a question about the syllabus or list two goals for their learning in the course. Faculty should reply with a short personal greeting so students know the message was received and support is available.
  • During the first module/week of a course, ask the students to upload a PDF of their handwritten work related to solving some type of problem. This exercise will help them learn how to create, locate and submit a PDF file as an assignment in the LMS. It’s a good way to correct any missteps early on.
  • Another idea to consider is that of asking the students to create a concept map of what they already know about the topic of the course, during that first module/week. As the course moves along, ask students to submit a concept map to help them make sense of topics presented in each module/week.

Faculty should look for ways to break down complex tasks so that students can make progress in a timely manner and receive feedback on their work while there is still time to adjust their approach if needed.

-RG

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Walk A Mile

When online students are in their class, they aren’t anywhere near the faculty member. The students aren’t there physically. Most online students do their coursework when they are alone, and that means either at home or in a public space such as a library or a local coffee shop. These online students are not able to simply raise a hand and ask a question or turn to another student who is seated next to them and ask for clarification. This creates a strong sense of isolation and sometimes overwhelming need for support. Much different then when classes are conducted in the traditional in-person setting.

Faculty that have taught in a traditional classroom setting can pick up on those nonverbal cues from students. It is much easier to determine if students are tuning out, becoming bored, not understanding or just confused. Faculty can make adjustments on-the-fly much easier in a traditional classroom setting. When working with online students, faculty aren’t able to determine if students are puzzled over what has been presented to them or if providing simple clarification is needed. 

The question then becomes how do online faculty support online students just as they would in a traditional classroom setting. By walking a mile in the shoes of an online student faculty will be able to anticipate their isolation and plan for it in better course design.

Instructional designers will encourage faculty members to try to make sense of what is being presented on a computer screen. It’s necessary for faculty to get outside of their own head where their own online course makes perfect sense to them and everything is clear. Faculty need to try to envision how their students will experience the course. Some questions to consider:

  • If your online course uses discussions is it crystal-clear how long the students’ responses should be? And should students cite their sources?
  • Are there detailed grading rubrics being used for all assignments? Will students be able to view the grading rubric before beginning work on any particular assignment?
  • Will examples of successful projects from previous semesters be provided to the students?

Faculty that are offering their courses online should work closely with an instructional designer, and if possible ask a trusted colleague to evaluate their online course and explore the course as if they were students. Faculty may be surprised by the feedback they get by following through on this course review exercise. Common feedback may include things such as course materials being presented in an unorganized fashion, intimidating tones being used in assignment instructions and a lack of clarity of what to do on the very first day of the course. Faculty should take whatever feedback is provided and consider making a few adjustments to the course.

In a perfect situation, students should know exactly what is being taught and what they are supposed to do as a result. Online faculty must be intentional and put themselves in the shoes of the student and designing for clarity must be the priority.

-RG