Item 6

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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.

Rapid prototyping could be an advantageous methodology for developing innovative computer-based instruction. Software engineers have been successful in designing applications by using rapid prototyping. So it also could be an efficient way to do 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.

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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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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: Merrinboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.

"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 Merrinboer, 1997, p. 2). Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction, according to van Merrinboer. References: Merrinboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.

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Item 8

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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

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 to match their ability levels.

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Item 9

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The theory we have constructed originates with the three phases of learning described above. We have organize and adapted the features of simulations to provide the learner with the most effective and efficient presentations in order to achieve successful acquisition, application and assessment. Our general model describes five aspects of simulations and provides prescriptions for the implementation of each. It applies to all simulations for teaching principles or procedures. Specific conditions or types of simulations require their own characteristic prescriptions that are described G3 variations on the general model. References: Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.

Another ID theory that could be useful in the design of educational games is a model presented by Reigeluth and Schwartz (1989) intended for designing instruction in educational simulations. This model provides a more specific approach to designing instruction. Reigeluth and Schwartz propose three phases of the learning process which educational simulations should activate. They are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has been learned. Their model for designing educational simulations is comprised of heuristics intended to inform the designer in following a set of prescriptions. References: Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.

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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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Major changes within organizations are usually initiated by those who are in power. Such decision-makers sponsor the change and then appoint someone else - perhaps the director of training - to be responsible for implementing and managing change. Whether the appointed change agent is in training development or not, there is often the implicit assumption that training will "solve the problem." And, indeed, training may solve part of the problem.... The result is that potentially effective innovations suffer misuse, or even no use, in the hands of uncommitted users. References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.

When top-down major changes are initiated in organizations, people tend to assume that training is needed to help members of the organization change their behavior. While training might help, if people in the organization lack commitment to accept the changes, they still might not do what management wants them to do. References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.

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This is not plagiarism