Item 1 In the case below, the original source material is given along with a sam
ID: 3491293 • Letter: I
Question
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
Educational researchers, policymakers, and practitioners agree that educational research is often divorced from the problems and issues of everyday practice--a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of "usable knowledge" (Lagemann, 2002). Design-based research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. We argue that design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments.
References:
DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown's approach) began a concerted effort to define the standards and argue the legitimacy of this type of research through design. For example, the Design-Based Research Collective defined design-based research (DBR) as "an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools" (DBRC, 2003, p. 5).
References:
DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
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
Student Version
To summarize, the elaboration model of instruction starts by presenting knowledge at a very general or simplified level in the form of a special kind of overview. Then it proceeds toadd detail or complexity in "layers" across the entire breadth of the content of the course (or curriculum), one layer at a time, until the desired level of detail or complexity is reached.
References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory(Vol. II, pp. 425-453). Hillsdale, NJ: Lawrence Erlbaum.
They soon switched to a model based on the elaboration theory (Reigeluth, 1999). Using this approach, the game would begin with a level that offered the simplest version of the whole task (the epitome); subsequent levels would become increasingly more complex--an approach common to videogames--with opportunities for review and synthesis.
References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory(Vol. II, pp. 425-453). Hillsdale, NJ: Lawrence Erlbaum.
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
Complex learning is the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills; and often transferring what was learned in school or training to daily life and work. There are many examples of theoretical design models that have been developed to promote complex learning: cognitive apprenticeship, collaborative problem solving, constructivism and constructivist learning environments, learning by doing, multiple approaches to understanding , star legacy , as well as the subject of this contribution, the Four-Component Instructional Design model.
References:
van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Lawrence Erlbaum Associates, Inc., Mahwah, NJ.
Van Merriënboer and Kirschner (2007) indicated that complex learning involves the learning of how to complete authentic tasks which require the use and integration of knowledge and skills from multiple domains. Complex learning tasks have no single correct method of completion but instead a range of methods that result in the completion of the task at varying degrees of appeal, efficiency, and effectiveness. They further state that complex learning involves "the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills, and often transferring what was learned ... to daily life and work" (p. 4).
References:
van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Lawrence Erlbaum Associates, Inc., Mahwah, NJ.
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
Computer-mediated learning products-whether they are guided practice exercises, simulations, games, hypertext, multimedia or Web documents merely carry out the directives (rules. programs, scripts. mark-ups) from a human who originally designed the particular instructional or informational system and its subject matter. A computer system has no idea of the meanings of the messages (i.e., groups of "signs") being sent back and forth between the teacher and students. A computer system is a medium which conveys those human messages.
References:
Frick, T. (1997). Artificially intelligent teaching systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
The role of a computer-based instructional system is to deliver messages to learners. Those messages originated from a human teahcer who developed the instruction. Computer systems do not understand these messages which comprise the instruction, student responses, and feedback during the learning process. A computer is merely a conduit for the exchange of messages between student and teacher. A computer system has no idea of the meanings of the messages.
References:
Frick, T. (1997). Artificially intelligent teaching systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
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
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.
Computers are so powerful that K-12 educators and students are now able to produce their own multimedia and Web-based learning materials. They just need to take the time required to learn to use the authoring tools and related technologies such as digital cameras and camcorders.
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 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
While most teachers 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 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
In contrast to the transmittal model illustrated by the classroom lecture-note taking scenario, the constructivist model places students at the center of the process--actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the "sage on the stage," functions as a "guide on the side," facilitating learning in less directive ways.
References:
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.
Considering the major changes and shifts in educational needs of today's society, the need for a new paradigm of education has emerged. This new paradigm of education requires a major change in the role of teachers from being the sage on the stage to a guide on the side, facilitating learning in less directive ways.
References:
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.
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 philosophical position known as constructivismviews knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Does knowledge exist outside of, or separate from, the individual who knows? Constructivists argue that "... human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction."
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
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
There is a design methodology called rapid prototyping, which has been used successfully in software engineering. Given similarities between software design and instructional design, we argue that rapid prototyping is a viable method for instructional design, especially for computer-based instruction.
References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
Tripp and Bichelmeyer (1990) suggested that rapid prototyping could be an advantageous methodology for developing innovative computer-based instruction. They noted that this approach has been used successfully in software engineering; hence, rapid prototyping could also be a viable method for instructional design due to many parallels between software design and instructional design.
References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
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
It is helpful to think in terms of two basic kinds of change: piecemeal and systemic. Piecemeal change leaves the structure of a system unchanged. It often involves finding better ways to meet the same needs, such as using an analogy to help your students learn the science concepts you taught in an otherwise similar manner last year. In contrast, systemic change entails modifying the structure of a system, usually in response to new needs.
References:
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Mahwah, New Jersey: Lawrence Erlbaum.
Reiguleth (1999) mentions two different kinds of change: Piecemeal and Systemic change. Systemic change entails modifying the structure of a system, in order to meet new needs. In contrast, piecemeal change leaves the structure of a system unchanged. For example, new innovations instead of traditional methods could be used to engage students in learning.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Original Source Material
Student Version
Educational researchers, policymakers, and practitioners agree that educational research is often divorced from the problems and issues of everyday practice--a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of "usable knowledge" (Lagemann, 2002). Design-based research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. We argue that design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments.
References:
DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown's approach) began a concerted effort to define the standards and argue the legitimacy of this type of research through design. For example, the Design-Based Research Collective defined design-based research (DBR) as "an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools" (DBRC, 2003, p. 5).
References:
DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
Explanation / Answer
Item-1:
Paraphrasing plagiarism
Item-2;
This is not plagiarism
Item-3:
Word-for-Word plagiarism
Item-4:
This is not plagiarism
Item-5:
This is not plagiarism
Item-6:
Word-for-Word plagiarism
Item-7:
This is not plagiarism
Item-8:
Word-for-Word plagiarism
Item-9:
This is not plagiarism
Item-10:
Word-for-Word plagiarism
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