<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrij Ivashchenko</style></author><author><style face="normal" font="default" size="100%">Kateryna Synytsya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Advanced Distance Learning for Training National Peacekeeping Forces</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">Peacekeeping operations</style></keyword><keyword><style  face="normal" font="default" size="100%">technology-supported training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">45-55</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper discusses the potential of distance learning technologies to support training of the national peacekeeping contingent for its efficient participation in activities of the coalition forces. The overall training period is represented as a sequence of phases, each with specific learning goals and activities. Each phase may be supported by respective learning and training technologies, including personalized access to electronic documents, testing, interactive multimedia instruction, simulations, etc. The suggested approach envisages tailoring learning materials and activities to current mission requirements, course updates based on the participants’ performance results, enhancements and upgrades taking into account feedback from experts. The examples are based on the experience in training Ukrainian military units for participation in the multinational operation in Iraq.</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ulrich Gysel</style></author><author><style face="normal" font="default" size="100%">Jeffrey A. Krinock</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Advanced Distributed Learning and Community</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">anyplace</style></keyword><keyword><style  face="normal" font="default" size="100%">anytime</style></keyword><keyword><style  face="normal" font="default" size="100%">autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">community</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">just-in-time</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword><keyword><style  face="normal" font="default" size="100%">transactional distance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">145-155</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">E-learning and Advanced Distributed Learning (ADL) display the potential to provide a wide variety of information, training, and educational material to people around the world, as did the advent of television several decades ago. The subsequent development and uses of television showed that it could be applied to both inform, educate, and uplift people and to placate, distract, and manipulate; similarly, the leaders and forward thinkers in using ADL technology should consider whether or not their motivations and their strategies for implementing ADL concepts lay the foundation to free workers and soldiers to pursue autonomous learning and to deepen their understanding of “the big picture,” and their role in the communities in which they live and work.
Two current “buzz words” or phrases associated with ADL include “anytime, anyplace” and “just-in-time training.” Analyzing the application of ADL strategies in light of the implications of these phrases can help illuminate motivations and unmask side effects of various e-Learning and distance learning strategies. The Internet makes vast resources available that can free autonomous learners to broaden and deepen their understanding of their communities and the roles they have within those communities. 
ADL strategies and technology implementations may be pursued in two different manners. Keeping workers and soldiers grounded in the larger picture of the enterprises in which they live and work will realize the liberating potential inherent in “anytime, anyplace.” Likewise, pursuit of implementations that channel workers and soldiers to task or mission completion in a time-critical manner, blocking opportunities for reflection and genuine learning, may encompass the worst aspects inherent in the concept of “just-in-time training.” In short, ADL can enhance or further destroy community. The way ADL technologies and concepts are implemented will deeply impact which of these two directions prevails.
</style></abstract><section><style face="normal" font="default" size="100%">SCORM, community, Advanced Distributed Learning, ADL, “anytime, anyplace”, just-in-time, autonomy, transactional distance, d</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olga Danylova</style></author><author><style face="normal" font="default" size="100%">Bonnie Mihalka</style></author><author><style face="normal" font="default" size="100%">Kateryna Synytsya</style></author><author><style face="normal" font="default" size="100%">Olexiy Voychenko</style></author><author><style face="normal" font="default" size="100%">Peggy Garza</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">English Skills for Staff Officers: Collaborative Development  of the Distance Course</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">CALL</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative development</style></keyword><keyword><style  face="normal" font="default" size="100%">Distance course</style></keyword><keyword><style  face="normal" font="default" size="100%">ESSO</style></keyword><keyword><style  face="normal" font="default" size="100%">language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">learning activities</style></keyword><keyword><style  face="normal" font="default" size="100%">Partnership for Peace</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">32-44</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">ESSO is an English language training course for NATO and PfP staff officers. The purpose of conversion of the original paper/audio cassette format into an on-line course is to address the needs of officers participating in multinational missions in operational English and to facilitate the language learning process by the use of modern technologies. The paper discusses course planning and design and presents features available in the on-line version, such as automatic feedback to the student, links to related sites and supplementary materials, animation, and electronic dictionaries. Pilot testing confirmed usefulness of the course, but at the same time brought some students’ concerns about potential technical difficulties and availability of instructor’s support.</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jannie W. Barrett</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Multinational Collaboration in Advanced Distributed Learning</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">Cooperative development team</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Management System</style></keyword><keyword><style  face="normal" font="default" size="100%">LMS</style></keyword><keyword><style  face="normal" font="default" size="100%">open source</style></keyword><keyword><style  face="normal" font="default" size="100%">Partnership for Peace</style></keyword><keyword><style  face="normal" font="default" size="100%">PfP Consortium</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">26-31</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The signing of the Switzerland - United States Memorandum of Understanding (Swiss – U.S. MoU) on April 25, 1999, was the inauguration of a collaborative multinational effort to develop and facilitate the development of open-source Advanced Distributed Learning (ADL) amongst Partnership for Peace (PfP) nations. This multinational effort has since expanded to include contributions and participants from many other countries. To this end, a Joint Planning Document (JPD) was developed and published to implement the Swiss – U.S. MoU, a free and open-source Learning Management System (LMS) was developed and continues to be refined, numerous Cooperative Development Teams (CDTs) have been trained, and many courses have been developed and converted to internet-interactive courseware. Many of these courses are used in support of, and to train multinational military audiences in preparation for exercises and real-world events. The successes of the Swiss – U.S. MoU efforts are well documented, and the demand for the quality products and services provided by the CDTs have rapidly grown beyond PfP to NATO and others. This article underlines many of the accomplishments resulting from the ADL vision.</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ján Kollár</style></author><author><style face="normal" font="default" size="100%">Ladislav Samuelis</style></author><author><style face="normal" font="default" size="100%">Peter Rajchman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Notes on the Experience of Transforming Distributed Learning  Materials into SCORM Standard Specifications</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">Java</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Management System</style></keyword><keyword><style  face="normal" font="default" size="100%">learning technology standards</style></keyword><keyword><style  face="normal" font="default" size="100%">LMS</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">81-86</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This article briefly describes the technical background of the e-learning activities at the Faculty of Electrical Engineering and Informatics, Technical University of Košice, Slovakia, summarizes experiences gained during the transformation of web-based materials into SCORM standard specifications, and highlights observed obstacles for the university management&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matthew Fawkner</style></author><author><style face="normal" font="default" size="100%">Greta Keremidchieva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Plagiarism, Cheating and Academic Dishonesty – Have You Been There?</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic dishonesty</style></keyword><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">copyright</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">plagiarism</style></keyword><keyword><style  face="normal" font="default" size="100%">web sources</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">113-137</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It has never been easier for a student, or indeed any other writer, to plagiarise, steal, or cheat from another’s work. The Internet itself is almost a limitless source of information to support this practice. The wholesale copying of data and material has become a simple exercise. Libraries abound with books and publications all of which provide particular ideas, concepts and theories which can be copied, reproduced, or substituted as one’s own. There is little doubt that plagiarism and cheating is ‘academic dishonesty’ which itself is considered by all reputable learning institutions as a serious transgression of academic integrity.
In this essay the subject of plagiarism and cheating are discussed within the broader term ‘academic dishonesty.’ Both breaches of academic policy include the deliberate fabrication, falsification, or passing-off and using of someone else’s data, material, concepts, or intellectual property to represent one’s own. To understand what is plagiarism (and hence cheating) there needs to be an accurate definition of the term. This is not so easy to arrive at as plagiarism can range from a writer’s failure to use correct referencing to outright cheating and fraud.
So, what controls need to be instituted to thwart plagiarism and cheating? What policies need to be established within an academic institution to outlaw such practices? Are positive rules and procedures required, or is an advisory policy better to encourage students to maintain ethical standards and personal academic discipline? Research has established that plagiarists (and cheats) are aware that their academic dishonesty is counter to institutional norms and practices. Yet what causes an individual to plagiarism, or cheat? Is the academic institution at fault? Should a policy of better academic guidance and ethical motivation be encouraged and advocated to avoid, or minimise plagiarism and cheating and promote original thinking by students? Has the Internet helped to make cheats and plagiarists prosper?
This essay is not intended to be provocative. It examines both cheating and plagiarism and the sources of academic dishonesty. Various examples will be considered to alert educators to the need to promote quality research and cognition in an attempt to reduce the likelihood of academic dishonesty by students under their control. The matters that apply in this essay apply equally to the learning environment created through the Partnership for Peace (PfP) Advanced Distributed Learning (ADL) network, as they do in any equivalent ‘Learning Management System’ (LMS).
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