Item 1
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
A teacher is one who guides or leads. To guidedoes not necessarily mean to instruct directly. We oftenthink of teaching as direct instruction (presenting information,asking questions, giving feedback, demonstrating someprocedure, evaluating student progress, and so on). But ateacher can guide without instructing directly. A good example isthe Montessori system of education. In a Montessori school,most of what a child learns is through interacting with a varietyof curriculum materials in a particular context. A Montessoriteacher does much less direct instruction than do teachers intraditional schools. References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation. | Teachers should be guides or leaders. In the role of a guide, ateacher does less presenting of information, demonstrating andproviding feedback. For example, in a Montessori school, moststudent learning occurs through interaction with a variety of classmaterials, rather than interaction with a teacher. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 2
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
To summarize, the elaboration model of instructionstarts by presenting knowledge at a very general or simplifiedlevel in the form of a special kind of overview. Then itproceeds toadd detail or complexity in\"layers\" across the entire breadth of the content of thecourse (or curriculum), one layer at a time, untilthe desired level of detail or complexity is reached. References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scopeand sequence decisions. In C. M. Reigeluth (Ed.), Instructionaldesign theories and models: A new paradigm of instructionaltheory(Vol. II, pp. 425-453). Hillsdale, NJ: LawrenceErlbaum. | They soon switched to a model based on the elaboration theory(Reigeluth, 1999). Using this approach, the game would begin with alevel that offered the simplest version of the whole task (theepitome); subsequent levels would become increasingly morecomplex--an approach common to videogames--with opportunities forreview and synthesis. References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scopeand sequence decisions. In C. M. Reigeluth (Ed.), Instructionaldesign theories and models: A new paradigm of instructionaltheory(Vol. II, pp. 425-453). Hillsdale, NJ: LawrenceErlbaum. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 3
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking 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 multiplesolutions in learners' peer feedback. Anonymity may createa 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 thelearning dynamic in order to make informed choices about whenanonymous configurations are appropriate in peer feedback. References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymityto promote peer feedback: Pre-service teachers' comments inasynchronous computer-mediated communication. Journal ofEducational Computing Research, 43(1), 89-112. | Increased availability of technology in my classroom makes iteasier for peer feedback activities to be conducted anonymouslywhich \"may create a social context where learners feel freer toexpress varied ideas, and make the task of giving feedback lessinhibited\" (Howard, Barrett, & Frick, 2010, p. 90). However, Iworry that my students may be overly harsh if they don't have tostand by their comments. References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymityto promote peer feedback: Pre-service teachers' comments inasynchronous computer-mediated communication. Journal ofEducational Computing Research, 43(1), 89-112. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 4
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
While solitary negative reactions or unjustified suggestions forchange have the potential to dissipate discourse rather than buildit, the pattern analysis shows that the anonymous conditionseemed to provide a safe explorative space for learners to try outmore reasons for their multiple solutions. Teachers willrarely give anonymous feedback, but the experience of givinganonymous feedback may open a social space where learners can tryout the reasons for their suggestions. References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymityto promote peer feedback: Pre-service teachers' comments inasynchronous computer-mediated communication. Journal ofEducational Computing Research, 43(1), 89-112. | In their study of anonymity in an online peer feedback activity,the authors found that, under conditions of anonymity, learnersseemed more inclined to provide reasons to back up theirsuggestions (Howard, Barrett, & Frick, 2010). Getting bothsuggestions and the reasons for the suggestions would be welcome infeedback I receive from peers or my instructors. Seeing the reasonswould help me know that the suggestions have been thought through(even if I don't always agree with them). References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymityto promote peer feedback: Pre-service teachers' comments inasynchronous computer-mediated communication. Journal ofEducational Computing Research, 43(1), 89-112. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 5
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
The concept of systems is really quite simple.The basic idea is that a system has parts that fit togetherto make a whole; but where it gets complicated - andinteresting - is how those parts are connected or related to eachother. There are many kinds of systems: government systems, healthsystems, military systems, business systems, and educationalsystems, to name a few. References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation. Retrieved from https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature | Frick (1991) claims that systems, including both businesssystems, and educational systems, are actually very simple. Themain idea is that systems \"have parts that fit together to make awhole\" (The nature of systems in education section, para. 1). Whatis further interesting to Frick is how those parts are connectedtogether. References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation. Retrieved from https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 6
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
Instructional designers typically employ modelsto guide their day-to-day work. Due to the increased practice ofthe systematic design of instruction in a growing number ofsettings, available models become more and moreproliferated, focusing on particular types and contexts oflearning, particular groups of learners or designers, or particularinstructional units (either whole curricula or individualmodules or lessons.)
The main goal of any instructional design process is toconstruct a learning environment in order to provide learners withthe conditions that support desired learningprocesses. References:
Merriënboer, J. J. van. (1997). Training complex cognitiveskills. Englewood Cliffs, NJ: Educational TechnologyPublications. | \"The main goal of any instructional design process is toconstruct a learning environment in order to provide learners withthe conditions that support desired learning processes\" (vanMerriënboer, 1997, p. 2). Process models proliferate because moreand more designers generate models that focus on specific contexts,learners, or even units of instruction, according to vanMerriënboer.
References:
Merriënboer, J. J. van. (1997). Training complex cognitiveskills. Englewood Cliffs, NJ: Educational TechnologyPublications.
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Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 7
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
Analysis of patterns in time (APT) is a method forgathering information about observable phenomena such thatprobabilities of temporal patterns of events can be estimatedempirically. If appropriate sampling strategies are employed,temporal patterns can be predicted from APT results. Finally, APTis compared to the linear models approach and event historyanalysis. The major difference is that in APT there is nomathematical model assumed to characterize relations amongvariables. In APT the model is the temporal pattern beinginvestigated. References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method ofRecording and Quantifying Temporal Relations in Education.American Educational Research Journal, 27(1), 180-204. | APT is an empirical approach to observing and coding phenomenaby using mutually exclusive and exhaustive categories withinmultiple classifications (Frick, 1990). Once these data have beencollected, researchers specify APT queries to calculate theprobability of joint and/or sequential patterns of interest. Ineffect, researchers create measures of temporal patterns bycounting the occurrences of these coded patterns. According toFrick, Analysis of Patterns in Time is different from the linearmodels approach of measuring variables separately and usingstatistics to analyze their relations. References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method ofRecording and Quantifying Temporal Relations in Education.American Educational Research Journal, 27(1), 180-204. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 8
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
Because computer systems exhibit performative intelligence, wecan teach them to do tasks. It is this very capability that makesit possible to use computers as an interactive medium forinstruction and learning. It is interaction which sets computerssystems apart from other media such as books, television,and film. However, present-day computers literally do notunderstand the culturally bound meanings of the messages which theymanipulate during these interactions because such computers lackqualitative intelligence. References:
Frick, T. (1997). Artificially intelligent tutoring systems: whatcomputers can and can't know. Journal of Educational ComputingResearch, 16(2), 107-124. | According to Frick (1997), computer systems demonstrateperformative intelligence, when compared to other media such asbooks, television, and film. Computers can be programmed to dothings. This feature of computer systems makes them an alternativemedium for instruction and learning. However, he claims thatcomputer systems lack the ability to understand the meaning ofmessages they send and receive during interaction with students andteachers. References:
Frick, T. (1997). Artificially intelligent tutoring systems: whatcomputers can and can't know. Journal of Educational ComputingResearch, 16(2), 107-124. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 9
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
Educational researchers, policymakers, and practitioners agreethat educational research is often divorced from the problems andissues of everyday practice--a split that creates a need for newresearch approaches that speak directly to problems of practice(National Research Council [NRC], 2002) and that lead to thedevelopment of \"usable knowledge\" (Lagemann, 2002). Design-basedresearch (Brown, 1992; Collins, 1992) is an emergingparadigm for the study of learning in context through thesystematic design and study of instructional strategies andtools. We argue that design-based research can help createand extend knowledge about developing, enacting, and sustaininginnovative learning environments. References:
DBRC (Design-Based Research Collective). (2003). Design-basedresearch: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8. | A decade later, researchers interested in studying learning innaturalistic settings (inspired by Brown's approach) began aconcerted effort to define the standards and argue the legitimacyof this type of research through design. For example, theDesign-Based Research Collective defined design-based research(DBR) as \"an emerging paradigm for the study of learning incontext, through the systematic design and study of instructionalstrategies and tools\" (DBRC, 2003, p. 5). References:
DBRC (Design-Based Research Collective). (2003). Design-basedresearch: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 10
In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.
Original Source Material | Student Version |
First, the potential of digital games is discussed using thetutor/tool/tutee framework proposed by Taylor (1980).Second, the potential of digital games to enhance learningby connecting game worlds and real worlds is stated. Third, thepossibility of digital games to facilitate collaborativeproblem-solving is addressed. Fourth, the capability of digitalgames to provide an affective environment for science learning issuggested. Last, the potential of using digital games to promotescience learning for younger students is indicated. References:
Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in ScienceEducation: A Review of Relevant Research. Journal of ScienceEducation and Technology, 1-22. | There are five advantages of using games in science learningstated in the literature. Games can be used as tools; makeconnections between virtual worlds and the real world; promotecollaborative problem solving; provide affective and safeenvironments; and encourage younger students for sciencelearning. |
Which of the following is true for the Student Versionabove?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
