Archive for February, 2016

CopyPastePlagiarism is a form of academic dishonesty and has been around for decades (Chao, Wilhelm, & Neureuther, 2009). In the digital age it is easier for students to access a wealth of information regarding a specific subject with just a few searches and clicks of their computer mouse. With this wealth of information at our fingertips, the potential for plagiarism is increased (Chao, Wilhelm, & Neureuther, 2009).

Fortunately, digital tools exist which can identify with a fairly high level of accuracy when plagiarism is detected in a document. Two of the top Plagiarism tools on the market today are Plagium, and TurnItIn (Educational Technology and Mobile Learning, 2016). These tools can quickly check and compare a submitted document to thousands of documents online and stored in online databases. With some training, the instructor can use the settings in these tools to filter out matches of commonly used terms within a specific topic, so that only information un-cited or unreferenced are tagged (Brown, Jordan, Rubin, & Arome, 2010). Thereby increasing the effectiveness of the tool.

plagiarismThe instructor’s role is educating students about what plagiarism is, and give instruction on how to avoid plagiarism. This instruction should include how to properly cite and reference materials obtained through library and internet sources (Jocoy, & Dibiase 2006). In addition, the instructor should provide examples of both the proper and improper method of paraphrasing information. The design of assignments and assessments in a way that mirrors real-life situations will also discourage plagiarism (Laureate Education, 2010). Using open resource and collaboration assignments and assessments allows students to discuss and refer to what they have learned in a way that removes the temptation to cheat or to resort to plagiarism. (more…)


Technology and multimedia have become common place in online learning environments. In and of itself “technology can provide more efficStreaming Mediaient instructions, it does not necessarily provide more effective instruction” (Morrison, Ross, Kalman & Kemp, 2013, p. 224). Technology allows for the insertion of simulations, games and other interactions designed to engage and challenge learners. The drawback of the use of these tools is they are often inserted without the benefit of good instructional design (Morrison et al., 2013). In addition, the technologies introduces may not be in line with the course objectives and goals (Laureate Education, 2010).

Before implementing technology the instructor must determine the value of the technology in alignment with the course objectives and goals. If the technology or use of multimedia is not the best way to accomplish these objectives, it should be left out (Laureate Education, 2010). In addition the learning experience you are trying to achieve should match the appropriate technology (Simonson, Smaldino, Albright, & Zvacek, 2012). The instructor should be comfortable with any technology prior to implementing it into a course (Boettcher & Conrad, 2010). Instructors that are intimidated or fearful of technology are going to struggle in the online environment (Adams, 2009).Internet Technology

The other considerations one should make prior to adding technology and multimedia tools to a course is the student. The skills level of the student will dictate the tools one should incorporate (Boettcher & Conrad, 2010). You will want to provide opportunities for students to expand in the skill and knowledge of different tools. There are a number of ways to accomplish this, via a tutorial, peer to peer learning, learning activities prior to the course, and others (Boettcher & Conrad, 2010). The other consideration in using technology tools is the bandwidth available to house the tools you would like to use at your location, and the location of the students and their access to these tools. For instance if you are using tools that require a high-speed connection and you have students in remote or rural areas they may not be able to access the necessary tools (Laureate Education, 2010).