A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Rolando Valentin High Tech Cheating Final Presentationrvalentin1125
The purpose of this project is to investigate the types of high-tech cheating in order to determine whether or not it is ethical to use technology to aid in academics. This project also not only identified types of high-tech cheating but explored ways in which to prevent this type of cheating from occurring in online and in classroom environments.
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
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Critical Thinking Process
ORIGINALITY REPORT
PRIMARY SOURCES
Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Rolando Valentin High Tech Cheating Final Presentationrvalentin1125
The purpose of this project is to investigate the types of high-tech cheating in order to determine whether or not it is ethical to use technology to aid in academics. This project also not only identified types of high-tech cheating but explored ways in which to prevent this type of cheating from occurring in online and in classroom environments.
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
0%
SIMILARIT Y INDEX
0%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS
Exclude quo tes On
Exclude biblio graphy On
Exclude matches < 2%
Critical Thinking Process
ORIGINALITY REPORT
PRIMARY SOURCES
Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Plagiarism in the
Digital Age
Katelyn Lemay
NYU FAS Office of Educational Technology
December 2, 2016
Office of Educational Technology
2. Agenda ● Intro & definitions
● Educating students
● Popular “tools” for cheating
● Instructor tools & strategies
● Demo: Turnitin
● Additional questions
3. Definitions
“Presenting others' work
without adequate
acknowledgement of its
source, as though it were one’s
own.”
NYU Academic Integrity policy
“Plagiarism can lead to course
failure or to further
disciplinary actions, including
suspension or expulsion.”
Liberal Studies Academic Integrity guide
http://tinyurl.com/nyuintegrity http://tinyurl.com/lsintegrity
4. “Studies differ in their
projection as to how
much college students
actually engage in
cheating.”
Differing estimates
Newstead, Franklin-Stokes,
and Armstead (1996):
>50%
Nonis and Swift (2001):
30% - 96%
Wotring (2007):
47.2% - 70%
Source: American College Personnel Association (ACPA) -
“Overview: Student Cheating in Higher Education”
5. How do
students
cheat?
● Content sharing sites
‒ coursehero.com, postyourtest.com,
scribd.com, etc
● Plagiarism checkers
‒ WriteCheck, Turnitin
● Paper writing services
● “Collaborative cheating”
6. Why do
students
cheat?
● Increasingly competitive
academic environment
● Perception that peers
are cheating
● Access to online
communication and tools
● Poor understanding of
academic integrity
7. Students and
academic integrity
● Differences in cultural
understandings of plagiarism
● Inconsistent instruction in
secondary schools
● Remix / mash-up culture
9. Current efforts
Preventative approaches have shown to be
more effective than punitive ones.
❏ Consistent messaging
Make sure students - and faculty - have
access to clearly written policy.
❏ Student education
Students complete an online module
before coming to campus.
❏ Supportive learning environment
Refer students to academic support
centers and wellness resources on
campus.
14. “Low-tech”
approaches
● Statement in syllabus about plagiarism
● Different versions of exams
● Low-stakes quiz on recognizing
plagiarism
● Quick in-class writing exercises
● Oral presentations with in-class Q & A
16. Course design
“Courses that rely upon infrequent, high-stakes assessments (such as three
exams and nothing else) put intense pressure on each of those grade-earning
opportunities, and ratchet up the incentive to cheat on each one…
...To tackle the cheating problem, we need to redesign college classes to help
students develop motivation of their own. Educational theorists tell us that people
learn best when they are trying to answer a question, solve a problem, or meet a
challenge that matters to them.
We know, in other words, how to build classes that lower incentives for
cheating—they are the same type of classes that create better environments for
learning.” - How college classes encourage cheating, Boston Globe (04 Aug 2013)
17. Turnitin
Creating a TurnItIn assignment
http://www.nyu.edu/servicelink/041223513203041
FERPA considerations
http://www.nyu.edu/servicelink/041223510243634
Viewing originality reports
http://www.nyu.edu/servicelink/041223614323072
Best practices
18. Turnitin:
Best
practices
● Include a statement in your syllabus
● Have students submit their own papers to
Turnitin
‒ Create separate NYU Classes Assignments for
drafts to avoid flagging for self-plagiarism
‒ Use Turnitin even if you don’t anticipate
problems with plagiarism
● Use Originality Report as an indicator to
look more closely at a student’s work
‒ If a student has a lot of long quotations, the
Originality Report will have a high similarity
index, even if they are properly cited
