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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 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. Student Version suggested that rapid tageous Tripp and Bichelmeyer (1 prototyping could be an 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 2 ab lock While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. 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 esc 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. 34 Q 62 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism * How to Recogniz 3 #3 8.0 E A S D 888 $ 4 R How to Recogniz... LL A % 5 T Student Version In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, lea s seemed more inclined to provide reasons k up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would 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). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112. G Plagiarism Certif S A 6 F Y & 7 H U ▶11 * Plagiarism Certif 8 L 15 P I 9 K 19 O 1 Inbox (482) 0 199 L P ab Cock Item 3 esc Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 Paraphrasing plagiarism This is not plagiarism ! 1 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q A 文件 * @ 2 W FF S 43 # How to Recogniz... How to Recogniz... 19 " E D $ AS 833 4 R LL F 55 % T Student Version indiana.edu G Plagiarism Certif Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could br ed to assist learners to connect existing knowled new knowledge. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. A 6 F Y 44 & 7 H F7 U * Plagiarism Certif 8 J 14 1 9 K Inbox (482) w O 0 L P "ab lock Item 4 esc Instructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.) The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References: Merrienboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. ! 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 144 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Q A # NO 2 * " W S How to Recogniz... # 3 E D 833 $ 4 R 20 LL % in ge How to Recogniz... 5 P T Student Version G (₂) indiana.edu "The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes" (van Merrienboer, 1997, p. 2). Process models ferate because more and more designers gente models that focus on specific contexts, le s, or even units of instruction, according to van Merrienboer. References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. < 6 222 Plagiarism Certi A 14 Y 7 & 7 H U +00 Plagiarism Certif * 8 J 1 C I 9 K O Inbox (462)-sh 1 0 120 L P ock exc Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall. A learning theory, there, comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes. 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 References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. 1 * Q Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism A . 2 W S How to Recogniz... 43 80 # FF E D $ 4 R How to Recogniz... F % 5 T indiana.edu Student Version G Plagiarism Cert.. A learning theory is made up of a set of constructs linking observed changes in performance with whatever is thought to bring about those changes. Therefore since "learning is a complex set of processes that may vary according to the developmental level of the lear the nature of the task, and the context in the learning is to occur," it is apparent that no one theory can capture all the variables involved in learning. (Driscoll, 2000, p.10). References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. A 6 14 Y 44 & 7 H 17 U ➤11 * 8 J I C 7 l 9 O inbox (462)-ah 1 0 199 K L P Item 6 Hints 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. esc References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. Item 7 文件 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 Paraphrasing plagiarism This is not plagiarism 30 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q 2 How to Recogniz... W #3 30. E 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. 54 How to Recogniz... 888 $ % 5 FS R T indiana.edu Student Version Plagiarism Certif References: Tripp, S. D., & Bichelmeyer, B. prototyping: An alternative in Rapid prototyping could be an advantageous methodology for developing innovative computer- based instruction (Tripp & Bichelmeyer, 1990). (1990). Rapid ional design strategy. Educational Technology Research and Development, 38(1), 31-44. SA A 6 44 & 7 Plagiarism Certif Y U * ➤11 8 FB I 9 Inbox (462) sh. 19 .0 O 110 P 文件 How to Recogniz... How to Recogniz... Plagiarism Certi... Plagiarism Certif Inbox (462) sh 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 esc Science classrooms offer at least five ways to individualize and to enhance students learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/ bose/Dede Gaming CommissionedPaper, pdf ! * Q L @ 2 * W FE # 3 # E $ 4 R % 5 T indiana.edu Student Version According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected atch their ability levels. A 6 7 & 7 Y U * 8 11 1 9 14 O 1 0 199 I' P Practice Exams Classroom instruction and support Daseu on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. Hints References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism esc http://www7.nationalacademies.org/ bose/Dede Gaming Commissioned Paper. pdf Item 8 In the case below, the original source material is given along with a sample of student work. Determine the type plagiarism by clicking the appropriate radio button. 19 70 Q FI 72 @ * W 80 # 3 F3 E 900 000 14 $ 4 R 20 % 5 FS A 6 F6 7 & 887 F7 TYU TY ➤11 * 8 15 » a "ab Hints Item 8 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. Hints References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Item 9 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 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism 1 1 Q @ 2 * W F How to Recogniz... 43 80, # E 829 $ 4 14 R un ge How to Recogniz... % 5 19 T indiana.edu Student Version (written in 2002) Frick (1991) claimed that computers would become so powerful that K-12 educato id students would be able to produce the 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. 22 A 6 Plagiarism Cert... References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. 14 Y 7 & 7 U Plagiarism Certif * 8 11 C 15 I 9 Inbox (462)-sh. O 0 110 P tem y esc 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. 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 Paraphrasing plagiarism This is not plagiarism. FT 78 I Q A Which of the following is true for the Student Version above? Word-for-Word plagiarism NO 2 读 W S HOW 80 # 3 E D 898 54 $ 14 R How to Recog..... LL % 5 FS Student Version T Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10. Plagasm Certi... 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 nge of scenarios, and (3) assessment of what has een learned. Their model for designing educatio mulations is comprised of heuristics intended to inform the designer in following a set of prescriptions. References: ^ 6 G 14 Y 44 & 7 H 17 U ➤11 Plagiarism Certi... * 8 J » 1 9 Inbox (482) 19 K 1 O 0 110 L Practice Exam Item 10 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. Paraphrasing plagiarism This is not plagiarism 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 78 Q Which of the following is true for the Student Version above? Word-for-Word plagiarism A P NO 2 * W S How to Recogniz... 80 # 3 13 E D 888 $ 4 14 R F LL How to Recogniz.. % 5 T indiana.edu Student Version A 6 G Plagiarism Certif 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. F6 Y & 7 H 97 U ➤11 * Plagiarism Certif 8 J 1 # 1 9 19 Inbox (462) K 1 O 0 996 L 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 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. Student Version suggested that rapid tageous Tripp and Bichelmeyer (1 prototyping could be an 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 2 ab lock While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. 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 esc 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. 34 Q 62 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism * How to Recogniz 3 #3 8.0 E A S D 888 $ 4 R How to Recogniz... LL A % 5 T Student Version In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, lea s seemed more inclined to provide reasons k up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would 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). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112. G Plagiarism Certif S A 6 F Y & 7 H U ▶11 * Plagiarism Certif 8 L 15 P I 9 K 19 O 1 Inbox (482) 0 199 L P ab Cock Item 3 esc Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 Paraphrasing plagiarism This is not plagiarism ! 1 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q A 文件 * @ 2 W FF S 43 # How to Recogniz... How to Recogniz... 19 " E D $ AS 833 4 R LL F 55 % T Student Version indiana.edu G Plagiarism Certif Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could br ed to assist learners to connect existing knowled new knowledge. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. A 6 F Y 44 & 7 H F7 U * Plagiarism Certif 8 J 14 1 9 K Inbox (482) w O 0 L P "ab lock Item 4 esc Instructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.) The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References: Merrienboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. ! 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 144 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Q A # NO 2 * " W S How to Recogniz... # 3 E D 833 $ 4 R 20 LL % in ge How to Recogniz... 5 P T Student Version G (₂) indiana.edu "The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes" (van Merrienboer, 1997, p. 2). Process models ferate because more and more designers gente models that focus on specific contexts, le s, or even units of instruction, according to van Merrienboer. References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. < 6 222 Plagiarism Certi A 14 Y 7 & 7 H U +00 Plagiarism Certif * 8 J 1 C I 9 K O Inbox (462)-sh 1 0 120 L P ock exc Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall. A learning theory, there, comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes. 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 References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. 1 * Q Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism A . 2 W S How to Recogniz... 43 80 # FF E D $ 4 R How to Recogniz... F % 5 T indiana.edu Student Version G Plagiarism Cert.. A learning theory is made up of a set of constructs linking observed changes in performance with whatever is thought to bring about those changes. Therefore since "learning is a complex set of processes that may vary according to the developmental level of the lear the nature of the task, and the context in the learning is to occur," it is apparent that no one theory can capture all the variables involved in learning. (Driscoll, 2000, p.10). References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. A 6 14 Y 44 & 7 H 17 U ➤11 * 8 J I C 7 l 9 O inbox (462)-ah 1 0 199 K L P Item 6 Hints 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. esc References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. Item 7 文件 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 Paraphrasing plagiarism This is not plagiarism 30 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q 2 How to Recogniz... W #3 30. E 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. 54 How to Recogniz... 888 $ % 5 FS R T indiana.edu Student Version Plagiarism Certif References: Tripp, S. D., & Bichelmeyer, B. prototyping: An alternative in Rapid prototyping could be an advantageous methodology for developing innovative computer- based instruction (Tripp & Bichelmeyer, 1990). (1990). Rapid ional design strategy. Educational Technology Research and Development, 38(1), 31-44. SA A 6 44 & 7 Plagiarism Certif Y U * ➤11 8 FB I 9 Inbox (462) sh. 19 .0 O 110 P 文件 How to Recogniz... How to Recogniz... Plagiarism Certi... Plagiarism Certif Inbox (462) sh 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 esc Science classrooms offer at least five ways to individualize and to enhance students learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/ bose/Dede Gaming CommissionedPaper, pdf ! * Q L @ 2 * W FE # 3 # E $ 4 R % 5 T indiana.edu Student Version According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected atch their ability levels. A 6 7 & 7 Y U * 8 11 1 9 14 O 1 0 199 I' P Practice Exams Classroom instruction and support Daseu on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. Hints References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism esc http://www7.nationalacademies.org/ bose/Dede Gaming Commissioned Paper. pdf Item 8 In the case below, the original source material is given along with a sample of student work. Determine the type plagiarism by clicking the appropriate radio button. 19 70 Q FI 72 @ * W 80 # 3 F3 E 900 000 14 $ 4 R 20 % 5 FS A 6 F6 7 & 887 F7 TYU TY ➤11 * 8 15 » a "ab Hints Item 8 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. Hints References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Item 9 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 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism 1 1 Q @ 2 * W F How to Recogniz... 43 80, # E 829 $ 4 14 R un ge How to Recogniz... % 5 19 T indiana.edu Student Version (written in 2002) Frick (1991) claimed that computers would become so powerful that K-12 educato id students would be able to produce the 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. 22 A 6 Plagiarism Cert... References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. 14 Y 7 & 7 U Plagiarism Certif * 8 11 C 15 I 9 Inbox (462)-sh. O 0 110 P tem y esc 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. 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 Paraphrasing plagiarism This is not plagiarism. FT 78 I Q A Which of the following is true for the Student Version above? Word-for-Word plagiarism NO 2 读 W S HOW 80 # 3 E D 898 54 $ 14 R How to Recog..... LL % 5 FS Student Version T Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10. Plagasm Certi... 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 nge of scenarios, and (3) assessment of what has een learned. Their model for designing educatio mulations is comprised of heuristics intended to inform the designer in following a set of prescriptions. References: ^ 6 G 14 Y 44 & 7 H 17 U ➤11 Plagiarism Certi... * 8 J » 1 9 Inbox (482) 19 K 1 O 0 110 L Practice Exam Item 10 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. Paraphrasing plagiarism This is not plagiarism 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 78 Q Which of the following is true for the Student Version above? Word-for-Word plagiarism A P NO 2 * W S How to Recogniz... 80 # 3 13 E D 888 $ 4 14 R F LL How to Recogniz.. % 5 T indiana.edu Student Version A 6 G Plagiarism Certif 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. F6 Y & 7 H 97 U ➤11 * Plagiarism Certif 8 J 1 # 1 9 19 Inbox (462) K 1 O 0 996 L 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 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. Student Version suggested that rapid tageous Tripp and Bichelmeyer (1 prototyping could be an 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 2 ab lock While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. 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 esc 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. 34 Q 62 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism * How to Recogniz 3 #3 8.0 E A S D 888 $ 4 R How to Recogniz... LL A % 5 T Student Version In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, lea s seemed more inclined to provide reasons k up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would 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). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112. G Plagiarism Certif S A 6 F Y & 7 H U ▶11 * Plagiarism Certif 8 L 15 P I 9 K 19 O 1 Inbox (482) 0 199 L P ab Cock Item 3 esc Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 Paraphrasing plagiarism This is not plagiarism ! 1 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q A 文件 * @ 2 W FF S 43 # How to Recogniz... How to Recogniz... 19 " E D $ AS 833 4 R LL F 55 % T Student Version indiana.edu G Plagiarism Certif Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could br ed to assist learners to connect existing knowled new knowledge. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. A 6 F Y 44 & 7 H F7 U * Plagiarism Certif 8 J 14 1 9 K Inbox (482) w O 0 L P "ab lock Item 4 esc Instructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.) The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References: Merrienboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. ! 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 144 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Q A # NO 2 * " W S How to Recogniz... # 3 E D 833 $ 4 R 20 LL % in ge How to Recogniz... 5 P T Student Version G (₂) indiana.edu "The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes" (van Merrienboer, 1997, p. 2). Process models ferate because more and more designers gente models that focus on specific contexts, le s, or even units of instruction, according to van Merrienboer. References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. < 6 222 Plagiarism Certi A 14 Y 7 & 7 H U +00 Plagiarism Certif * 8 J 1 C I 9 K O Inbox (462)-sh 1 0 120 L P ock exc Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall. A learning theory, there, comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes. 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 References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. 1 * Q Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism A . 2 W S How to Recogniz... 43 80 # FF E D $ 4 R How to Recogniz... F % 5 T indiana.edu Student Version G Plagiarism Cert.. A learning theory is made up of a set of constructs linking observed changes in performance with whatever is thought to bring about those changes. Therefore since "learning is a complex set of processes that may vary according to the developmental level of the lear the nature of the task, and the context in the learning is to occur," it is apparent that no one theory can capture all the variables involved in learning. (Driscoll, 2000, p.10). References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. A 6 14 Y 44 & 7 H 17 U ➤11 * 8 J I C 7 l 9 O inbox (462)-ah 1 0 199 K L P Item 6 Hints 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. esc References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. Item 7 文件 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 Paraphrasing plagiarism This is not plagiarism 30 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q 2 How to Recogniz... W #3 30. E 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. 54 How to Recogniz... 888 $ % 5 FS R T indiana.edu Student Version Plagiarism Certif References: Tripp, S. D., & Bichelmeyer, B. prototyping: An alternative in Rapid prototyping could be an advantageous methodology for developing innovative computer- based instruction (Tripp & Bichelmeyer, 1990). (1990). Rapid ional design strategy. Educational Technology Research and Development, 38(1), 31-44. SA A 6 44 & 7 Plagiarism Certif Y U * ➤11 8 FB I 9 Inbox (462) sh. 19 .0 O 110 P 文件 How to Recogniz... How to Recogniz... Plagiarism Certi... Plagiarism Certif Inbox (462) sh 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 esc Science classrooms offer at least five ways to individualize and to enhance students learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/ bose/Dede Gaming CommissionedPaper, pdf ! * Q L @ 2 * W FE # 3 # E $ 4 R % 5 T indiana.edu Student Version According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected atch their ability levels. A 6 7 & 7 Y U * 8 11 1 9 14 O 1 0 199 I' P Practice Exams Classroom instruction and support Daseu on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. Hints References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism esc http://www7.nationalacademies.org/ bose/Dede Gaming Commissioned Paper. pdf Item 8 In the case below, the original source material is given along with a sample of student work. Determine the type plagiarism by clicking the appropriate radio button. 19 70 Q FI 72 @ * W 80 # 3 F3 E 900 000 14 $ 4 R 20 % 5 FS A 6 F6 7 & 887 F7 TYU TY ➤11 * 8 15 » a "ab Hints Item 8 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. Hints References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Item 9 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 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism 1 1 Q @ 2 * W F How to Recogniz... 43 80, # E 829 $ 4 14 R un ge How to Recogniz... % 5 19 T indiana.edu Student Version (written in 2002) Frick (1991) claimed that computers would become so powerful that K-12 educato id students would be able to produce the 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. 22 A 6 Plagiarism Cert... References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. 14 Y 7 & 7 U Plagiarism Certif * 8 11 C 15 I 9 Inbox (462)-sh. O 0 110 P tem y esc 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. 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 Paraphrasing plagiarism This is not plagiarism. FT 78 I Q A Which of the following is true for the Student Version above? Word-for-Word plagiarism NO 2 读 W S HOW 80 # 3 E D 898 54 $ 14 R How to Recog..... LL % 5 FS Student Version T Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10. Plagasm Certi... 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 nge of scenarios, and (3) assessment of what has een learned. Their model for designing educatio mulations is comprised of heuristics intended to inform the designer in following a set of prescriptions. References: ^ 6 G 14 Y 44 & 7 H 17 U ➤11 Plagiarism Certi... * 8 J » 1 9 Inbox (482) 19 K 1 O 0 110 L Practice Exam Item 10 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. Paraphrasing plagiarism This is not plagiarism 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 78 Q Which of the following is true for the Student Version above? Word-for-Word plagiarism A P NO 2 * W S How to Recogniz... 80 # 3 13 E D 888 $ 4 14 R F LL How to Recogniz.. % 5 T indiana.edu Student Version A 6 G Plagiarism Certif 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. F6 Y & 7 H 97 U ➤11 * Plagiarism Certif 8 J 1 # 1 9 19 Inbox (462) K 1 O 0 996 L 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 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. Student Version suggested that rapid tageous Tripp and Bichelmeyer (1 prototyping could be an 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 2 ab lock While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. 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 esc 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. 34 Q 62 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism * How to Recogniz 3 #3 8.0 E A S D 888 $ 4 R How to Recogniz... LL A % 5 T Student Version In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, lea s seemed more inclined to provide reasons k up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would 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). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112. G Plagiarism Certif S A 6 F Y & 7 H U ▶11 * Plagiarism Certif 8 L 15 P I 9 K 19 O 1 Inbox (482) 0 199 L P ab Cock Item 3 esc Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 Paraphrasing plagiarism This is not plagiarism ! 1 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q A 文件 * @ 2 W FF S 43 # How to Recogniz... How to Recogniz... 19 " E D $ AS 833 4 R LL F 55 % T Student Version indiana.edu G Plagiarism Certif Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could br ed to assist learners to connect existing knowled new knowledge. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. A 6 F Y 44 & 7 H F7 U * Plagiarism Certif 8 J 14 1 9 K Inbox (482) w O 0 L P "ab lock Item 4 esc Instructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.) The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References: Merrienboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. ! 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 144 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Q A # NO 2 * " W S How to Recogniz... # 3 E D 833 $ 4 R 20 LL % in ge How to Recogniz... 5 P T Student Version G (₂) indiana.edu "The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes" (van Merrienboer, 1997, p. 2). Process models ferate because more and more designers gente models that focus on specific contexts, le s, or even units of instruction, according to van Merrienboer. References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. < 6 222 Plagiarism Certi A 14 Y 7 & 7 H U +00 Plagiarism Certif * 8 J 1 C I 9 K O Inbox (462)-sh 1 0 120 L P ock exc Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall. A learning theory, there, comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes. 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 References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. 1 * Q Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism A . 2 W S How to Recogniz... 43 80 # FF E D $ 4 R How to Recogniz... F % 5 T indiana.edu Student Version G Plagiarism Cert.. A learning theory is made up of a set of constructs linking observed changes in performance with whatever is thought to bring about those changes. Therefore since "learning is a complex set of processes that may vary according to the developmental level of the lear the nature of the task, and the context in the learning is to occur," it is apparent that no one theory can capture all the variables involved in learning. (Driscoll, 2000, p.10). References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. A 6 14 Y 44 & 7 H 17 U ➤11 * 8 J I C 7 l 9 O inbox (462)-ah 1 0 199 K L P Item 6 Hints 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. esc References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. Item 7 文件 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 Paraphrasing plagiarism This is not plagiarism 30 Which of the following is true for the Student Version above? Word-for-Word plagiarism Q 2 How to Recogniz... W #3 30. E 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. 54 How to Recogniz... 888 $ % 5 FS R T indiana.edu Student Version Plagiarism Certif References: Tripp, S. D., & Bichelmeyer, B. prototyping: An alternative in Rapid prototyping could be an advantageous methodology for developing innovative computer- based instruction (Tripp & Bichelmeyer, 1990). (1990). Rapid ional design strategy. Educational Technology Research and Development, 38(1), 31-44. SA A 6 44 & 7 Plagiarism Certif Y U * ➤11 8 FB I 9 Inbox (462) sh. 19 .0 O 110 P 文件 How to Recogniz... How to Recogniz... Plagiarism Certi... Plagiarism Certif Inbox (462) sh 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 esc Science classrooms offer at least five ways to individualize and to enhance students learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/ bose/Dede Gaming CommissionedPaper, pdf ! * Q L @ 2 * W FE # 3 # E $ 4 R % 5 T indiana.edu Student Version According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected atch their ability levels. A 6 7 & 7 Y U * 8 11 1 9 14 O 1 0 199 I' P Practice Exams Classroom instruction and support Daseu on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. Hints References: Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism esc http://www7.nationalacademies.org/ bose/Dede Gaming Commissioned Paper. pdf Item 8 In the case below, the original source material is given along with a sample of student work. Determine the type plagiarism by clicking the appropriate radio button. 19 70 Q FI 72 @ * W 80 # 3 F3 E 900 000 14 $ 4 R 20 % 5 FS A 6 F6 7 & 887 F7 TYU TY ➤11 * 8 15 » a "ab Hints Item 8 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. Hints References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Item 9 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 Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism 1 1 Q @ 2 * W F How to Recogniz... 43 80, # E 829 $ 4 14 R un ge How to Recogniz... % 5 19 T indiana.edu Student Version (written in 2002) Frick (1991) claimed that computers would become so powerful that K-12 educato id students would be able to produce the 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. 22 A 6 Plagiarism Cert... References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. 14 Y 7 & 7 U Plagiarism Certif * 8 11 C 15 I 9 Inbox (462)-sh. O 0 110 P tem y esc 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. 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 Paraphrasing plagiarism This is not plagiarism. FT 78 I Q A Which of the following is true for the Student Version above? Word-for-Word plagiarism NO 2 读 W S HOW 80 # 3 E D 898 54 $ 14 R How to Recog..... LL % 5 FS Student Version T Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10. Plagasm Certi... 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 nge of scenarios, and (3) assessment of what has een learned. Their model for designing educatio mulations is comprised of heuristics intended to inform the designer in following a set of prescriptions. References: ^ 6 G 14 Y 44 & 7 H 17 U ➤11 Plagiarism Certi... * 8 J » 1 9 Inbox (482) 19 K 1 O 0 110 L Practice Exam Item 10 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. Paraphrasing plagiarism This is not plagiarism 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 78 Q Which of the following is true for the Student Version above? Word-for-Word plagiarism A P NO 2 * W S How to Recogniz... 80 # 3 13 E D 888 $ 4 14 R F LL How to Recogniz.. % 5 T indiana.edu Student Version A 6 G Plagiarism Certif 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. F6 Y & 7 H 97 U ➤11 * Plagiarism Certif 8 J 1 # 1 9 19 Inbox (462) K 1 O 0 996 L

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