Only have 30 minutes! Need 10/10 - no explanation needed Item 1 In the case belo
ID: 3468188 • Letter: O
Question
Only have 30 minutes! Need 10/10 - no explanation needed
Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The theory we have constructed originates with the three phases of learning described above. We have organize and adapted the features of simulations to provide the learner with the most effective and efficient presentations in order to achieve successful acquisition, application and assessment. Our general model describes five aspects of simulations and provides prescriptions for the implementation of each. It applies to all simulations for teaching principles or procedures. Specific conditions or types of simulations require their own characteristic prescriptions that are described G3 variations on the general model.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.
Another ID theory that could be useful in the design of educational games is a model presented by Reigeluth and Schwartz (1989) intended for designing instruction in educational simulations. This model provides a more specific approach to designing instruction. Reigeluth and Schwartz propose three phases of the learning process which educational simulations should activate. They are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has been learned. Their model for designing educational simulations is comprised of heuristics intended to inform the designer in following a set of prescriptions.
References:
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 2
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
The technological tools available today for creating computer-based learning materials are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials. All it takes is time, know-how, and some funds.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Frick (1991) claimed that computers would become so powerful that K-12 educators and students would be able to produce their own multimedia and Web-based learning materials. He predicted that teachers and students would soon be able to use computer-video technology to produce their own learning materials. All it would require is time, know-how, and some funds.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 3
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.
Increased availability of technology in my classroom makes it easier for peer feedback activities to be conducted anonymously which "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (Howard, Barrett, & Frick, 2010, p. 90). However, I worry that my students may be overly harsh if they don't have to stand by their comments.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 4
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
While most t u t o r s saw a value in using games, as: 'good for visual/kinesthetic learners'; 'makes teaching and learning more fun, learners are able to work at their own pace'; 'breaks up the lesson, different learner styles'; 'give my students variety and some fun whilst reinforcing their learning'.
References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.
According to Freitas (2006), games can support the learning styles of visual and kineasthetics learners. Games can make teaching and learning more fun, and learners are able to work at their own pace. Also, games are seen as a break from a lesson in which students reinforce their learning during the break.
References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 5
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.
According to Howard, Barrett, and Frick (2010), in order to make appropriate choices educators must understand the ways in which hiding or showing the identity of participants can impact the interaction that takes place in peer feedback activities. Obscuring the identity of participants in peer feedback "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (p. 90).
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 6
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
A teacher is one who guides or leads. To guide does not necessarily mean to instruct directly. We often think of teaching as direct instruction (presenting information, asking questions, giving feedback, demonstrating some procedure, evaluating student progress, and so on). But a teacher can guide without instructing directly. A good example is the Montessori system of education. In a Montessori school, most of what a child learns is through interacting with a variety of curriculum materials in a particular context. A Montessori teacher does much less direct instruction than do teachers in traditional schools.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Teachers should be guides or leaders. In the role of a guide, a teacher does less presenting of information, demonstrating and providing feedback. For example, in a Montessori school, most student learning occurs through interaction with a variety of class materials, rather than interaction with a teacher.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 7
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Because computer systems exhibit performative intelligence, we can teach them to do tasks. It is this very capability that makes it possible to use computers as an interactive medium for instruction and learning. It is interaction which sets computers systems apart from other media such as books, television, and film. However, present-day computers literally do not understand the culturally bound meanings of the messages which they manipulate during these interactions because such computers lack qualitative intelligence.
References:
Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124.
According to Frick (1997), computer systems demonstrate performative intelligence, when compared to other media such as books, television, and film. Computers can be programmed to do things. This feature of computer systems makes them an alternative medium for instruction and learning. However, he claims that computer systems lack the ability to understand the meaning of messages they send and receive during interaction with students and teachers.
References:
Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 8
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.
References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.
The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.
References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 9
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Major changes within organizations are usually initiated by those who are in power. Such decision-makers sponsor the change and then appoint someone else - perhaps the director of training - to be responsible for implementing and managing change. Whether the appointed change agent is in training development or not, there is often the implicit assumption that training will "solve the problem." And, indeed, training may solve part of the problem.... The result is that potentially effective innovations suffer misuse, or even no use, in the hands of uncommitted users.
References:
Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
When major changes are initiated in organizations, there is often the implicit assumption that training will 'solve the problem.' And, indeed, training may solve part of the problem (Dormant, 1986, p. 238).
References:
Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 10
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration. When learners are required to find a new portrayal of the information that has been presented, they are required to process the information at a deeper level in order to identify and demonstrate this new portrayal. When they are required to demonstrate their new portrayals to one another, this provides additional portrayals of the information being taught, thus increasing the richness of the instruction.
References:
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.
In order to make instruction more effective, learners should be required to find additional portrayals of the information which have been presented by the instructor. Learners are expected to then demonstrate their portrayals to one another. Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration.
References:
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Original Source Material
Student Version
The theory we have constructed originates with the three phases of learning described above. We have organize and adapted the features of simulations to provide the learner with the most effective and efficient presentations in order to achieve successful acquisition, application and assessment. Our general model describes five aspects of simulations and provides prescriptions for the implementation of each. It applies to all simulations for teaching principles or procedures. Specific conditions or types of simulations require their own characteristic prescriptions that are described G3 variations on the general model.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.
Another ID theory that could be useful in the design of educational games is a model presented by Reigeluth and Schwartz (1989) intended for designing instruction in educational simulations. This model provides a more specific approach to designing instruction. Reigeluth and Schwartz propose three phases of the learning process which educational simulations should activate. They are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has been learned. Their model for designing educational simulations is comprised of heuristics intended to inform the designer in following a set of prescriptions.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.Explanation / Answer
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