Plagiarism Detection and Prevention

Plagiarism is a form of academic dishonesty and integrity. Plagiarism in its true form is when an individual uses someone else’s language, ideas, or original materials without acknowledgment of the source. (Jocoy & DiBiase, 2006) Plagiarism and cheating happen about as often as in traditional environments. (Laureate Education, 2010) For online education detecting and preventing plagiarism and cheating presents additional challenges and responsibilities for instructors.


As technology and online learning has become the new “norm” for education today. It has been important to use technology to verify learner’s honesty and integrity. There are many options available to learning institutions and instructors. Automatic plagiarism detection tools such as Turnitin and EVE (Jocoy & DiBiase, 2006) There are many software-assistant detection programs available depending on the detection area the instructor is seeking to analyze for plagiarism or cheating. Google a free online search engine allows instructors to track copied phrases. Wikipedia offers a list of various tools to be used to detect different forms of plagiarism.


Using authentic, performance-based, or application based assessment design can reduce opportunities and help prevent academic dishonesty. (Laureate Education, 2010) These assessment designs provide information to the instructor on if the learner is able to apply or demonstrate that the knowledge or concepts have been learned. Thought authentic learning and in the process and the students’ solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts. (Mueller, 2016) It is a challenge for a student to duplicate or cheat using these designs.


There are several facilitation strategies available to online instructors. I think it is important to consider the purpose behind the strategy to decided what strategies should be used. Is it for content, citations, word usage, or cut and paste? Although manual methods of plagiarism detection can be time-consuming, I think this strategy is important to consider in some situation. An example of a student who may want to use their original work in the future may not want to use a tool such as Turnitin which will then claim that students work “Turnitin can claim (rightfully) that it already has not only this students body of paper but more than 330 million other students’ papers.” (McCracken, 2015, p. 3) As an instructor, I think the best strategy is prevention. We should verify with learners that they are aware and knowledgeable of what cheating, plagiarism, and academic integrity are. Implementing a quiz to assess the students understanding beyond written or verbal (Jocoy & DiBiase, 2006) to include the understanding of cut and pasting information and content from web-based sources is a form of cheating and plagiarism.


No one is a born cheater, often students are not aware that they are actually cheating. It is important for instructors to set guidelines so that students are aware of academic integrity. Having instructor presence and knowing the students in the online community is also important. This can help instructors to detect or prevent cheating and plagiarism. It there is noticeable cheating or plagiarism then the student should be contacted by the instructor immediately (Laureate Education, 2010) Instructors have opportunities to provide feedback if there is a noticeable change in the student work or provide resources such as the writing center, library, or contact the librarian. (Laureate Education, 2010) It is the responsibility of the instructor to utilize all plagiarism detection tools and resources available to the learner while using learning strategies to deter or prevent cheating and plagiarism. Student expectations and consequences should be clearly presented on academic dishonesty and plagiarism prior to class.




Laureate Education (Producer). (2010). Plagiarism and cheating[Video file].


Jocoy, C., DiBiase, D. (2006 ). Plagiarism by Adult Learners Online: A case study in detection and remediation. International Review of Research in Open and Distance Learning, Vol 7, Iss 1 (2006). 1, 2006. ISSN: 1492-3831.


McCracken, M. (2015).My love-hate relationship with Turnitin.

Retrieved on June 16, 2016 from:


Mueller, J. (2016). Authentic Assessment Tool Box. Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Retrieved from:



Impact of Technology and Multimedia

Technology and multimedia have a significant impact on most societies. In an online learning environment technology and multimedia has a tremendous impactful and it is a gateway to many individuals who may not otherwise participate or have an opportunity to engage in learning. Technology and multimedia can be used to bridge gaps with the use of learning tools, collaboration, and communication.


For online instructor’s technology and multimedia are useful and beneficial with allowing interactivity and flexibility. The most important consideration an online instructor should make before implementing technology is pedagogy first, technology second. (Boettcher & Conrad, 2016) Pedagogical principles are first needed before consideration of design and implementation of learning. Technology and multimedia are tools that allow instructors to meet the needs of a diverse online student audience.  It is important for an instructor to consider the demographics, disabilities, learning styles and challenges of students. Instructors need to get to know the students, keeping technologies simple and geared towards appropriate learning levels. It is also important for instructors using tools to make sure that they are supported by the learning institutions and that the institution provides some level of technical support to both the students and instructor. This is helpful while the learner gains more experience and confidence. (Boettcher & Conrad, 2016)


With usability and accessibility of technology tools, instructors should consider that not all students have equal access to the internet or have poor connections. This can deter or hinder students from using technology tools (Laureate Education, 2010) Students with different needs or disabilities may have challenges using certain technologies. Different opportunities, options, and support should be provided to online students with special needs. (Betts, Riccobono, Welsh, 2013) Instructors can limit such implications by getting to know students, being supportive, communicating and providing a presence.


Moving forward in a career as an instructor in instructional design, I still have much to learn. Some of the technology tools I find appealing as an instructor for all learners are blogs and Wikis. Wikis allow access to both the student and instructor. For students’ this tool allows collaboration. A student can enter their work, edit theirs and others work entries, while the wiki records edits and new contributions. (Laureate Education, 2010) Blogs and wikis can also be used by younger learners with proper settings and use of institution firewalls for safety. As I continue to explore the different technology tools available, I would like to be knowledgeable and proficient in the use of different tools for children, adults and disabled to incorporate learning strategies into design and implement using technology and multimedia.




Betts, K., Riccobono, M. & Welsh, B. (2013). Introduction to the special section on integrating

accessibility into online learning. Journal of Asynchronous Learning Networks, 17, 1-5.


Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical

 pedagogical tips (2nd ed.).San Francisco, CA: Jossey-Bass.


Laureate Education (Producer). (2010). Enhancing the online experience[Video file].




Setting Up An Online Learning Experience

As we continue through the 21st-century innovation will continue in the development of technology. For instructors, it is vital to be familiar with technologies available to support both teaching and learning. Technology is a platform that can connect the instructor-student and student-student relationship allowing the instructor to engage communicate, motivate, and be creative. Technology’s benefit for an instructor is to allow them to improve their own instruction and personalize learning. The significance of knowing the technologies available is beneficial to both instructor and student. Not all student but, some students may bring a wealth of knowledge to their class. Instructors should be aware that some students may be a source or added benefit to their online learning community. Students may offer, “websites that might be effective supplemental or alternative for core concept or choice learning experiences.” (Boettcher & Conrad, 2011, p. 63) Instructors recognize the benefits of using technology to deliver content that will allow them to engage students in interactive and collaborative activities. It is important for the instructor to be knowledgeable with technology to support the online learning community for a good learning experience.

Setting clear expectations to the learner is essential and should be communicated throughout the online learning environment. There are several ways for instructors to communicate expectation to the learns. Some communications tools that are effective in reinforcing expectations are a unit introduction, discussion forums, syllabus, and rubrics. One of the best tools for instructors to communicate and follow up on expectation is the announcements area. All students have access to review daily updates. (Boettcher & Conrad, 2011) This also allows for continued instructor presences to the entire class. Learners should also be proactive with communication using the different communication tools that aid with the instructor helping a student who may need further guidance and mentoring.


As instructors when setting up online learning experiences we should consider the learners entering the class. Getting to know the student is important, these connections should start in the first week. Ice breakers, Bio., and introductions are a great way for the class to start building trust, support, and relationships with each other and the instructor. (Laureate Education, 2010) These strategies allow instructors to establish a social presence while getting to know their students, their interest, their backgrounds, and personalities. This is building trust and community for support during the learners’ online experience. (Boettcher & Conrad, 2011) Knowing that it is important to incorporate these strategies and framework from the start to ensure the learner will be set up for success will be beneficial as a future instructional designer.


Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.).San Francisco, CA: Jossey-Bass.

Laureate Education (Producer). (2010). Launching the online learning experience [Video file].


Online Learning Communities

The impact of online learning communities is significant, this form of human-computer interaction alleviates and supports learners with disabilities, cultural diversity, social interaction, travel, and cost, which can be barriers in a face-to-face learning environment. Online learning communities allow learners to pull together, support one another in the process, explore content together to construct meaning and gain knowledge, all while building learning connections and relationships. (Laureate Education, nd)

Essential elements of online community building are the components of people, purpose and the process. These key elements benefit the learning community in facilitating and supporting an online learning experience. People from all over the world with different backgrounds and culture bring diversity, experience, and different perspectives, all in the pursuit of gaining knowledge while engaging and communicating with others. The process of building a solid online learning experience is to incorporate the teaching presence. Involving the design, facilitation and the direction of cognitive and social interactions towards the goal of purposeful learning. Social presence, engaging communication and interaction in a trusted environment while building relationships, support, and sharing learning individuality. With cognitive presence learners explore and confirm their comprehension and reflect on learning. (Wilcoxon, 2011) All of these elements, if nurtured support a sustainable online community and effective online instruction.

Setting the tone and expectation bridges the beginning of community and aids in effective online instruction. Supporting learners in having a since of being a part of something larger and feeling less isolated is also important. If the facilitator sets the expectation that as collaborators in an online community, to engage, collaborate, participate and dialog, for the purpose of deeper learning then this can encourage and reinforce the presences, that we are in this together for support, learning, and growth.

It Takes time, thought, and balance to be an effective instructor. It is the learner interaction that is key to an effective online environment, “The instructor has responsibility to support and promote a learner’s internal motivations through external strategies.” (Conrad & Donaldson, 2011, p. 7) As I prepare to be an effective instructor thought should go into building an engaging community. Using ice breaker introductions that will incorporate interactions and a since of belonging between learners in the community. I will strive to have a balance for inclusion of all learners using concepts, principles, and learning strategies to engage and encourage communication and collaboration for all in a community of online learners.



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

Laureate Education (Producer). (2010). Online learning communities[Video file].

Wilcoxon, K., (2011). Building an online Learning community. Learning Solutions. Retrieved from:



Effective Approaches of Facilitating Online Discussion

Dr. Rena Paloff and Dr. Keith Pratt discussed ways of teaching discussion based activities such as debates, case studies, role-play/student generated role-play, and simulations. All of which provide opportunities for authentic applications to gain knowledge while collaborating with peers.  Facilitating discussion in both face-to-face and online environments is a key component in creating a meaningful and comprehensive learning experience for the learner. As an instructor or facilitator, it is important to utilize strategies, approaches, and guidelines to effectively lead and participate in a meaningful, engaging discussion. This week’s discussion will focus on how to engage students in creative ways for discussion.


Considering your own experiences with online discussions identify at least two examples of a situation where you had an opportunity to elaborate, enhance, or expand on a discussion to further engage participation. For each of these situations what did you find effective in generating an active discussion and why? What if any outside media or resources could aid in further participation? In what ways did reading the progression of the discussion allow you to reflect for further engagement?


Laureate Education (Producer). (2011). Assessing interaction and collaboration in online environments [Video file]. Baltimore, MD: Author.

Macdonald, S., (2018) Online Discussion Forum., Graduate Student Instructor Teaching and Resource Center, Berkley Graduate Division. Retrieved from:

Pappas, C., (2016) 8 Ways To Facilitate Meaningful Online Discussions In eLearning, eLearning Industry. Retrieved from:


By Day 3

Post your thoughts on the challenges and opportunities to further engage discussion participation. Describe the key insights you gained on this topic from the resource(s) you found on your own. Be sure to cite references from the Learning Resources to support your thoughts.

By Day 7

Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings.

Return to this Discussion in a few days to read the responses to your initial posting. Reflect on what you learned in this activity and/or insights you gained this week.

To prepare for the discussion post please use resources listed below. Please find one outside resource to support your findings on ways to further engage participation in an online discussion.


Rubric for Discussion Board Assignment

Effective Approaches of Facilitating Online Discussion

Total Points Possible: 4


Rubric Detail: A rubric list grading criteria that instructors use to evaluate student work.


   Exemplary Work



1 (25%)

Graduate Level Work


.69 (17.19%) -.88 (21.88%)


Minimal Work



.44 (10.94%) -.62


Work Submitted but Unacceptable


.25 (6.25%) -.25



Contribution to the Learning Community The student’s contribution meets all assigned criteria andfrequently prompts further discussion of a topic.


The student takes a leadership role in discussions.

Regularly contributes to collaborative learning.


The student demonstrates exemplary awareness of the community’s needs,

The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions.



The student interacts frequently and encourages others in the community.




The student demonstrates an awareness of the community’s needs.

The student’s contribution is minimal to the posting and response deadlines.



Occasionally, the student makes an additional comment.





The student makes minimal effort to become involved within the community.

The student’s contribution does not meet the assigned criteria




The student does not respond or responds late to postings.




The student does not make an effort to participate in the community as it develops.

Initial Posting: Critical Analysis of Issues



Demonstrates critical thinking to analyze and relate key points.



Supports content with required readings or course materials, research on gamification, and other creditable sources in addition to those materials.

Relates to the assigned discussion topic with satisfactory evidence of critical thinking.


Summarizes and supports content using information from research on gamification effectiveness and other required course materials,

Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.


Post is off topic.


Post has minimal or no connection to research on gamification effectiveness.

Does not relate to the assigned discussion topic.





Post does not summarize or contain a connection to research on gamification effectiveness.

Responses: Quality of Learning for Colleagues and Self


Provide specific, constructive, and supportive feedback to extend colleagues’ thinking.


Encourage continued and deeper discussion.


Offer additional resources or experiences.


Demonstrate exemplary evidence of personal learning as a result of interaction with colleagues.

Provide constructive and supportive feedback to colleagues.



Refer to sources from required readings and course materials.


Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues.

Provide general feedback with minimal or no connection to required readings or course materials.


Demonstrate minimal evidence of personal learning as a result of interaction with colleagues.

Provide agreement without substance or connection to required readings or course materials.


Demonstrate no evidence of personal learning as a result of interaction with colleagues.

Expression Provides clear, concise opinions and ideas effectively written in Standard Edited English.


Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes.


Provides clear opinions and ideas written in Standard Edited English.


Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes.

Expression is unclear or interrupted by errors.


Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes.

Unacceptable written expression.


May include outside sources and direct quotes that lack appropriate citations.



Raw Total: 4.00000 (of 4.00000)

Name: Effective Approaches of Facilitating Online Discussion






Analyzing Scope Creep

As I mentioned in the Post-Mortem post, the experience where I was not organized during my leather bag design project. The planning was not organized so prioritizing and funding was in disarray. This was definitely scope creep. This all happen because I wanted to please and meet the needs of my client.  Offering the client additional options, I left myself wide open for scope creep. This effected both my timeline and the budget, I was being “flexible, accepting additional request and not accounting for the possible need of more time, money, and manpower needed.” (Weinstein, 2017, p.1)

Had I started with a baseline in which I had the project plan clearly outlined, the scope creep could have been avoided or I would have had better knowledge of the potential risk. If the plan included the scope, schedule, cost, and assumptions I could have adjusted the budget with a 10-20% contingency fund. “Project management plans document what followed, who will be notified, how the changes will be funded, etc.” (Larson, 2012)


Looking back on the experience now, I had an entrepreneur spirit and I was eager to build my business. What I have learned and the knowledge I have gained over the years has been helpful with building my small business. However, I feel that if I had a clear understanding of all the components involved in project management, I would have approached all my projects differently started with an outlined project plan.




Larson, E., & Larson R. (2012). 10 Steps to Creating a Project Plan. Retrieved



Laureate Education, Inc. (Executive Producer). (n.d.). Defining the scope of an ID project [Video

file]. Retrieved from


Weinstein, M. (2017) The Accidental Training Manager. Training the Source for Professional

 Development. Retrieved from:

Project Schedule and Estimating Activity Duration

Based on Variables associated with project schedule, project managers must use diligence with making sure they are able to stay on task, communicate, and face any challenges that may occur in the process. Although I haven’t faced true project management challenges with estimating resources and the duration of projects. In researching this week, some of the tool and information I found to be useful in aiding the project schedule and estimating the activity duration.

The first website, MyPM offered activity duration estimates templates which aids by estimating activity durations to improve chances of developing a reliable project schedule. Chances are improved because the duration estimates are made at the smallest level of work. Project managers are more likely to account for all the work that must be completed. Project Insight was another great resource, this website discussed and explained project management and resources planning. What was most important, was the reviewing of the importance of a good resource plan. Having a single task owner on each task, this allows simplicity. Before assigning individuals to the task, it is recommended to associate a task with a resource type. Then enter the expected duration of that task based on the resource chosen. This provides the ability to analyze a project schedule, assuming there are no resources constraints on an individual’s availability. The last bit of information I found helpful, was from BC Open Text, Project Management, resource planning. This broke down estimating the resources and estimating activity durations. It also explained the process of estimating individual activity resource needs or cost, and how to come up with a total estimate. With the estimating the duration of an activity it explained how to start with a rough estimate and then refine the estimate to be more accurate using five tools. What was most helpful of the five tools, was the three-point estimating. A realistic estimate, optimistic estimate, and pessimistic estimate being the worst-case scenario. All in all, there is a lot of useful information available to aid a project manager, even a novice.


Watt, A., (2014) Project Management: BCcampus Open Textbook project: Retrieved from:

MYPM, (2017) Retrieved from:


Communicating Effectively

This week we were tasked with evaluating three ways of saying the same thing using different modalities. With reviewing and observation of the communication pieces from “The Art of Effective Communication.” Each modality, written text (email), audio (voicemail), and face-to-face (video) allowed me to interpret the messages differently in some respects.


The email text version of the message was formal and made use of email communication etiquette; where you address the recipient by name in the salutation and end with a sign off. However, her urgency was not concise apart from her needing to meet her deadline. She should have been clear and direct on what date or time she needed the data to complete her work and meet her deadline. Jane’s tone was passive and empathetic, there was no need to empathize with Mark and his current agenda, he is responsible to get Jane what she needs so that the project can stay on target. Dr. Stolovitch, stated that communication should be clear, concise and focused, to help everyone stay on target. Jane’s email was not focused on the concise need in which she was contacting him. She was “tip toeing” around what she really needed.


The audio version-voicemail was very similar to the email. The voice tone was soft and did not project emphasis on the concise nature or urgency needed. I felt that had she projected her voice with urgency and if she was concise with the nature of what was needed and the deadline that needed be met. I would not have stated “please get back to me when you can.” In this situation, I would have stated the purpose of the call first and added the specific date and or time of my deadline and stated I anticipate your return call sometime today in a pleasant but matter of fact way due to the urgency of meeting the deadline set.


The face-to-face (audio) was the best of the three. This gave me the opportunity to read her body language as I listened to her. I still feel that there was a lack of urgency however she was much clearer with her request of the data report. Her approach appeared to ease any tension that could have been interpreted via voicemail or email. I think it was her facial expressions. She didn’t want to be in the position to ask and almost appeared as if she felt bad about it, but needed the data report to get moving on her own work to meet her specific deadline.


After observing all three modalities, I felt the face-to-face example to be communicated most effectively. In the other two forms the messages can be interpreted differently by many. Some individuals may feel that the messaging was ineffective while other may feel the messaging was appropriate. With the written form, the tone of the message can be completely misleading, depending on the recipient, their mood, or personality. Dr. Stolovitch (Laureate Education, n.d.a.) specifically states that written communications should begin with a clear purpose, state the situation, include possible solutions, a specify response and avoid ambiguity, “communication that is clear, concise, and focused helps everyone stay on target and get the job done.”
I feel that clear, concise communication is best done through email where it can be documented with the purpose stated, progress check-ups can be done by phone as a follow up but should also be documented and important requests need to be done live Face-to-Face either in real life setting or via video conferencing. I also feel that established rules of participation should have been set in the beginning so that all parties involved on the projects could have been included using chain of command to further document if responsibilities are being met.




Laureate Education, Inc. (Executive Producer). (n.d.). Communicating with stakeholders [Video

file]. Retrieved from


Laureate Education, Inc. (Executive Producer). (n.d.). Practitioner voices: Strategies for working

 with stakeholders [Video file]. Retrieved from


Laureate Education, Inc. (n.d.) The art of effective communication. Course module. Retrieved



Project Post-Mortem


Being a talented artist and craftsperson, I was always asked to design and create handcrafted leather handbags and carrying satchels. I had designed several bags for myself, friends, and family members with the freedom of designing from my creative preference. My first client, a professional dancer who traveled the world to perform was interested in a bag that would cater to his spur of the moment travel needs. Not having any experience in project management, my first goal was to meet the client face-to-face to discuss his needs. “Project management skill include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills.” (William van Rooij, 2009, p. 852)

After this initial experience, I did gain some knowledge from the experience of working on projects and dealing with people and deadlines. At that time, my planning was not organized so prioritizing was in disarray. I didn’t have a structure or strategy outlined, I was winging it. On the second meeting, I presented the client with measurements, sketches, and rendered drawings of what the final product would look like. At that time, not knowing, I was working on my statement of work. It wasn’t clear-cut, and again I was winging it.

Although this was my first experience taking on a project with a client, it was a frustrating experience when it came to details. I wanted to meet the needs of my client but left gaps. The big mistake or regret I made was giving the client additional options. I presented and offered the client options on textures, colors and the grain weight of the leather. This was the beginning of a scope creep. I was being “flexible, accepting additional request and not accounting for the possible need of more time, money, and the manpower needed.” (Weinstein, 2017, p.1) In the end, I created a beautiful bag and the client was satisfied. I received several referrals from this project.

What I have learned regarding post-mortem, is that in the process of my project, I now know that there is a better way to organize and planning is a large part of the process. Terzieva and Morabito state, project managers, in particular, learn how to improve project management methods and to find new ways to ensure that project goals are met. Although the project was completed and the client was satisfied, there were several setbacks that could have been avoided with proper planning. If I had a magic wand, I would go back and outline the project scope. “A greater participation in the front-end phase of the project is a best practice. The most important analysis and initial plan are done during the front-end of the project.” (Besner & Hobbs, 2013, p. 29) I would also consider a feasibility study. This would have aided with unnecessary deliverables and saved additional time. As I gain more knowledge, I feel with each new project I will learn how to apply planning and be specific with the deliverables. Hopefully this will alleviate “post-mortem” blues.




Besner, C., & Hobbs, B. (2013). Contextualized Project Management Practice: A Cluster Analysis of Practices and Best Practices. Project Management Journal, 44(1), 17-34. DOI: 10.1002/pmj.21291.

Laureate Education, Inc. (Executive Producer). (n.d.). Defining the scope of an ID project [Video file]. Retrieved from

Terzieva, M., & Morabito, V. (2016). Learning from experience: The project team is key. Business Systems Research, 7(1), 1-15. DOI: 10.1515/bsrj-2016-0001.


A Perspective on Future Perceptions of Distance Learning

Today’s societal perceptions of distance education range from extreme scrutiny to full acceptance and support. There are sources that trace distance learning as far back as the 1700’s. With the evolution of distance learning, we have grown from correspondences education to learning anywhere at any time with modern technology. Technology continues to allow the evolution of our educational and communication on a global level. Taking into consideration that societal focus in the world including advocates for and skeptics of distance learning. I perceive that in the future these gaps will close. Distance education in the future will continue to expand and grow as technology improves and is predicted to increase by more than three hundred percent in the next five years (Moller, L., Foshay, W., & Huett, J., 2008).

A mass amount of society has taken advantage of the opportunity to communicate, engage, and learn on a global level. There are those still skeptical of technology online communication and distance learning. However, as technology continues to evolve, meaningful communication is increasing. Research is showing that gaps will be filled in the future as academia, industry, and government interact. As institutions, jointly and individually contribute to development of new technologies. These frameworks can, as governments form and implement policies to influence the innovation process. “As such, it is a system of interconnected institutions to create, store and transfer the knowledge skill, and artifacts which define new technologies. The university-industry-government metaphor is seen as an interwoven network of relationships among the three actors that influence each other.” (Martin, 2011, p.17) These influences would benefit social inclusion resource contribution, and collaboration with a wider availability of highly skilled individuals, companies, and institutions. I see the future of distance learning evolving into virtual reality, interface design, and simulations. Alex Faaborg, TEDx Talks of virtual reality design techniques and Google Cardboard is an incredible opportunity for the future of industry and education to embrace innovative creations to expand on where we can be in the near future.

As an instructional designer, I would like to improve societal perception of distance learning by being prepared to engage and support faculty and collaborate using theory to design effective courses that can crossover to different learning and technological platforms. As I continue to learn and grow as an instructional designer. I feel it is most important to be open-minded and have meaningful communication to collaborate as a team member to aid in bridging gaps of comfort and learning preferences to learner and individuals with preconceptions of distance learning.

As an instructional designer, I plan to be a positive force by promoting distance education by creating effective design, applying research to design solutions, and implementing better and more rigorous evaluations for design projects using new and innovative technologies. Effective instructional design is based upon the concepts, methods, and principles of appropriate learning, instructional, and distance learning theories. “Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved” (Morrison, Ross, Kalman, & Kemp, 2011, p. 5).

I see distance learning as a connection to a global experience where collaboration and networks can bring together different cultures and perspectives to develop new ideas, research, and innovative discoveries. As I continue to learn instructional design, I feel being educated in proper design practices. I will be able to contribute as a knowledgeable instructional designer. The instructional design field is recognized and respected as instrumental in the distance learning environment, the overall perception of distance learning will improve. I would say, I see the future of global networking and learning community messing together endlessly.
Faaborg, Alex. (2015). Designing for virtual reality and the impact on education.
TEDxCincinnati. Available at:

Laureate Education (Producer). (n.d.). The future of distance education [Video file].
Retrieved from

Martin, M., (2011) In search of the Triple Helix Academia–industry–government interaction in China, Poland, and the Republic of Korea. International Institute for Educational Planning. Retrieved from:

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.