Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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When instructors are creating discussion board activities for online courses, at least two questions must be answered. First, what is the objective of the discussions? Different objectives might be to create a "social presence" among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. Based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. The second question is, how important is online discussions in comparison to the other activities that students will perform? This question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. If a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions. References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.

According to Moore and Marra's (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. As they stated, when instructors create online discussion board activities, they must answer at least two questions. These questions are: "What is the objective of the discussions?" And "How important are online discussions in comparison to the other activities that students will perform?" According to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (Moore & Marra, 2005). References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.

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Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Student Version

In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

According to Howard, Barrett, and Frick (2010), in order to make appropriate choices educators must understand the ways in which hiding or showing the identity of participants can impact the interaction that takes place in peer feedback activities. Obscuring the identity of participants in peer feedback "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (p. 90). References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

Which of the following is true for the Student Version above?

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This is not plagiarism

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Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Student Version

Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration. When learners are required to find a new portrayal of the information that has been presented, they are required to process the information at a deeper level in order to identify and demonstrate this new portrayal. When they are required to demonstrate their new portrayals to one another, this provides additional portrayals of the information being taught, thus increasing the richness of the instruction. References: Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.

In order to make instruction more effective, learners should be required to find additional portrayals of the information which have been presented by the instructor. Learners are expected to then demonstrate their portrayals to one another. Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration. References: Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.

Which of the following is true for the Student Version above?

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Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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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. References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.

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 learner, the nature of the task, and the context in which 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.

Which of the following is true for the Student Version above?

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Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Use of mainstream games in schools remains rare, and is unlikely to be integrated into the curriculum. Reasons for this include: it is difficult for teachers to identify quickly how a particular game is relevant to some component of the statutory curriculum, as well as the accuracy and appropriateness of the content within the game the difficulty in persuading other school stakeholders as to the potential/actual educational benefits of computer games the lack of time available to teachers to familiarize themselves with the game, and methods of producing the best results from its use the amount of irrelevant content or functionality in a game which could not be removed or ignored, thus wasting valuable lesson time. References: Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning: A report forNESTA Futurelab. Retrieved from http://hal.archives-ouvertes.fr/docs/00/19/04/53/PDF/kirriemuir-j-2004-r8.pdf

Kirriemuir and McFarlane (2004) reported that the use of mainstream games in K-12 education is and will probably remain rare for several reasons. Evaluating a game's relevance to curriculum and accuracy of content is difficult and time-consuming. They further assert that a mainstream game which is applicable to curriculum standards will likely include irrelevant content. Finally, most teachers are not familiar with methods for using mainstream games in instruction. References: Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning: A report forNESTA Futurelab. Retrieved from http://hal.archives-ouvertes.fr/docs/00/19/04/53/PDF/kirriemuir-j-2004-r8.pdf

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