Item 1 In the case below, the original source material is given along with a sample…
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Question “Item 1 In the case below, the original source material is given along with a sample…”
Item 1 In the case below, the original source material is given
along with a sample of student work. Determine the type of
plagiarism by clicking the appropriate radio button. Original
Source Material Student Version 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.
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. It is clear that
“solitary negative reactions or unjustified suggestions for change
have the potential to dissipate discourse” (Howard, Barrett, &
Frick, 2010, p. 103). However, anonymity may give learners a
context in which they can try providing solutions that are more
thoroughly supported by an accompanying rational (Howard, Barrett,
& Frick, 2010). Clearly, the positive and negative consequences
that anonymity has on peer feedback must be considered. 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? Word-for-Word
plagiarism Paraphrasing plagiarism This is not plagiarism Hints
Item 2 In the case below, the original source material is given
along with a sample of student work. Determine the type of
plagiarism by clicking the appropriate radio button. Original
Source Material Student Version Other major issues involve the
accepted methods by which fidelity is measured. There are two major
methods described in the literature for fidelity measurement. The
first is through mathematical measurement that calculates the
number of identical elements shared between the real world and the
simulation; the greater the number of shared identical elements,
the higher the simulation fidelity. A second method to measure
fidelity is through a trainees’ performance matrix. References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &
Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.
A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors in
simulation and training (pp. 61-73). Boca Raton, FL: CRC Press. Liu
et al. (2009) identified two major methods for measuring fidelity.
The first is a mathematical (objective) method that requires
counting “the number of identical elements shared between the real
world and the simulation; the greater the number of shared
identical elements, the higher the simulation fidelity” (p. 62).
The second method involves a performance matrix that compares a
human’s performance in the simulation with that person’s real-world
performance, producing an indirect measure of fidelity. References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &
Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.
A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors in
simulation and training (pp. 61-73). Boca Raton, FL: CRC Press.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism Paraphrasing plagiarism This is not
plagiarism Hints Item 3 In the case below, the original source
material is given along with a sample of student work. Determine
the type of plagiarism by clicking the appropriate radio button.
Original Source Material Student Version It is helpful to think in
terms of two basic kinds of change: piecemeal and systemic.
Piecemeal change leaves the structure of a system unchanged. It
often involves finding better ways to meet the same needs, such as
using an analogy to help your students learn the science concepts
you taught in an otherwise similar manner last year. In contrast,
systemic change entails modifying the structure of a system,
usually in response to new needs. References: Reigeluth, C. M.
(1999). What is instructional-design theory and how is it changing?
Instructional-design theories and models: A new paradigm of
instructional theory (Vol. 2, pp. 5-29). Mahwah, New Jersey:
Lawrence Erlbaum. Reiguleth (1999) mentions two different kinds of
change: Piecemeal and Systemic change. Systemic change entails
modifying the structure of a system, in order to meet new needs. In
contrast, piecemeal change leaves the structure of a system
unchanged. For example, new innovations instead of traditional
methods could be used to engage students in learning. Which of the
following is true for the Student Version above? Word-for-Word
plagiarism Paraphrasing plagiarism This is not plagiarism Hints
Item 4 In the case below, the original source material is given
along with a sample of student work. Determine the type of
plagiarism by clicking the appropriate radio button. Original
Source Material Student Version 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 (Tripp & Bichelmeyer, 1990). 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 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
Student Version The game-based laboratory was vastly different from
their expectations and experiences of a typical laboratory; this
might have resulted in the students being disconnected from the
learning aspect of the game. However, the students’ comments
suggested that their discomfort with the video game was due to the
fact that they did not perceive that a video game could really be
educational. The game became a disruption to their traditional ways
of science learning and interfered with how they perceived the
learning experience. This perspective is potentially problematic as
it suggests that pedagogical disruptions such as video games that
are designed to be powerful learning tools simply may not work for
all students. References: Anderson, J. L., & Barnett, M.
(2013). Learning Physics with Digital Game Simulations in Middle
School Science. Journal of Science Education and Technology, 1-13.
Since a game-based laboratory provides a virtual environment with
different experiences than in a real lab, students may fail to
connect these virtual experiences to real lab experiences. Student
and teacher beliefs that games are entertainment tools, not
educational tools, may minimize the potential of video games
intended to help students learn science. References: Anderson, J.
L., & Barnett, M. (2013). Learning Physics with Digital Game
Simulations in Middle School Science. Journal of Science Education
and Technology, 1-13. Which of the following is true for the
Student Version above? Word-for-Word plagiarism Paraphrasing
plagiarism This is not plagiarism Hints Item 6 In the case below,
the original source material is given along with a sample of
student work. Determine the type of plagiarism by clicking the
appropriate radio button. Original Source Material Student Version
(written in 2002) Merck, in fact, epitomizes the ideological
nature–the pragmatic idealism–of highly visionary companies. Our
research showed that a fundamental element in the “ticking clock”
of a visionary company is a core ideology–core values and a sense
of purpose beyond just making money–that guides and inspires
people throughout the organization and remains relatively fixed for
long periods of time. References: Collins, J. C., & Porras, J.
I. (2002). Built to last: Successful habits of visionary companies.
New York, NY: Harper Paperbacks. Merck is one of world’s biggest
pharmaceutical companies. It originated in Germany late in the
seventeenth century with operations in the United States starting
in the late nineteenth century. As a business, Merck pursues
profitable ventures; however, they have established an impressive
track record of charitable giving with hundreds of millions in
donations. Which of the following is true for the Student Version
above? Word-for-Word plagiarism Paraphrasing plagiarism This is not
plagiarism Hints Item 7 In the case below, the original source
material is given along with a sample of student work. Determine
the type of plagiarism by clicking the appropriate radio button.
Original Source Material Student Version There is no other way to
accommodate the facts that different children learn at different
rates and have different learning needs. But to have an
attainment-based rather than time-based system, we must in turn
have person-based progress rather than group-based progress. And
that in tum requires changing the role of the teacher to that of a
coach or facilitator/manager, rather than that of dispenser of
knowledge to groups of students who pass by at the ring of a bell
like so many little widgets on an assembly line. References:
Reigeluth, C. M. (1994). The imperative for systemic change. In C.
M. Reigeluth & R. J. Garfinkle (Eds.). Systemic change in
education. Englewood Cliffs, NJ: Educational Technology
Publications. In the new paradigm of the information age, rather
than serving as a dispenser of knowledge as teachers did in the
industrial age, their role must change to that of coach or
facilitator of learning (Reigeluth, 1994). There is no other way to
accommodate the facts that different children learn at different
rates and have different learning needs (Reigeluth, 1994, p. 8).
References: Reigeluth, C. M. (1994). The imperative for systemic
change. In C. M. Reigeluth & R. J. Garfinkle (Eds.). Systemic
change in education. Englewood Cliffs, NJ: Educational Technology
Publications. Which of the following is true for the Student
Version above? Word-for-Word plagiarism Paraphrasing plagiarism
This is not plagiarism Hints Item 8 In the case below, the original
source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio
button. Original Source Material Student Version Merck, in fact,
epitomizes the ideological nature–the pragmatic idealism–of
highly visionary companies. Our research showed that a fundamental
element in the “ticking clock” of a visionary company is a core
ideology–core values and a sense of purpose beyond just making
money–that guides and inspires people throughout the organization
and remains relatively fixed for long periods of time. References:
Collins, J. C., & Porras, J. I. (2002). Built to last:
Successful habits of visionary companies. New York, NY: Harper
Paperbacks. Several factors can contribute to long-term
organizational success. One is the establishment of a core ideology
that Collins and Porras (2002) describe as “core values and sense
of purpose beyond just making money” (p. 48). Also, the importance
of a visionary leader that guides and inspires people throughout
the organization and remains relatively fixed for long periods of
time is hard to over emphasize. References: Collins, J. C., &
Porras, J. I. (2002). Built to last: Successful habits of visionary
companies. New York, NY: Harper Paperbacks. Which of the following
is true for the Student Version above? Word-for-Word plagiarism
Paraphrasing plagiarism This is not plagiarism Hints Item 9 In the
case below, the original source material is given along with a
sample of student work. Determine the type of plagiarism by
clicking the appropriate radio button. Original Source Material
Student Version The technological tools available today for
creating computer-based learning materials are incredibly more
powerful than those introduced just a few years ago. We can make
our own movies with camcorders in our homes; we can publish our own
books. Soon teachers and students will be able to use
computer-video technology to produce their own learning materials.
All it takes is time, know-how, and some funds. References: Frick,
T. (1991). Restructuring education through technology. Bloomington,
IN: Phi Delta Kappa Educational Foundation. Frick (1991) claimed
that computers would become so powerful that K-12 educators and
students would able to produce their own multimedia and Web-based
learning materials. He further predicted that they would just need
to take the time required to learn to use the authoring tools and
related technologies such as digital cameras and camcorders.
References: Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa Educational
Foundation. Which of the following is true for the Student Version
above? Word-for-Word plagiarism Paraphrasing plagiarism This is not
plagiarism Hints Item 10 In the case below, the original source
material is given along with a sample of student work. Determine
the type of plagiarism by clicking the appropriate radio button.
Original Source Material Student Version 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. Which of the following is true for the Student Version
above? Word-for-Word plagiarism Paraphrasing plagiarism This is not
plagiarism Hints
Answer
Item1
Original source material | Student version |
Although solitary negative comments or unjustified suggestions for improvement can have the potential of dissipating discourse rather than building it, pattern analysis showed that anonymous conditions provided a safe space for learners to explore more possibilities for their solutions. Although teachers will not give anonymous feedback, the opportunity to provide anonymous feedback could allow learners to explore the reasons behind their suggestions. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Peer feedback is promoted by anonymity: Pre-service teachers’ comments on synchronous computer-mediated communication. Journal of Educational Computing Research, 43(1): 89-112. | It is evident that “single negative reactions or unjustified proposals for change can have the potential to dissipate dialogue” (Howard Barrett & Frick 2010, p.103). Anonymity can give learners the opportunity to try out solutions that are supported more fully by a rationale (Howard Barrett & Frick 2010, 2010). It is important to consider both the positive and negative effects of anonymity on peer feedback. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Peer feedback is promoted by anonymity: Pre-service teachers’ comments on asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1): 89-112. |
The paraphrase is the student version of the original source material, and it is properly cited with reference. This is known as paraphrasing plagiarism
Item 2
Original source material | Student version |
Another important issue is the acceptance of methods to measure fidelity. Two major methods are described in the literature to measure fidelity. The first method is mathematical measurement. This calculates the number and similarity of elements between the simulation and real world. The higher the number, the higher the simulation’s fidelity. The second method of measuring fidelity is to use a trainees’ performance matrix. References: Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds. ), Human factors for simulation and training (pp. 61-73). Boca Raton, FL: CRC Press. Liu et al. Liu et al. (2009) identified two main methods of measuring fidelity. The first method is mathematical (objective), and requires you to count “the number (or greater) of identical elements that are shared between the simulation and the real world. | The second method uses a performance matrix to compare a person’s simulation performance with their real-world performance. This gives an indirect measure for fidelity. References: Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds. ), Human factors for simulation and training (pp. 61-73). Boca Raton, FL: CRC Press. |
The paraphrase is the student version of the original source material, and it is properly cited with reference. This is known as paraphrasing plagiarism
Item 3
Original source material | Student version |
It’s helpful to think of two types of change: systemic and piecemeal. The structure of a system is not affected by piecemeal change. This often means finding better ways to satisfy the same needs. For example, you might use an analogy to help students understand science concepts that you taught last year in a similar way. Systemic change, on the other hand, involves changing the structure of a system to meet new needs. References: Reigeluth, C. M. (1999). What is instructional-design theory? How is it changing? Instructional-design theories, models, and a new paradigm in instructional theory (Vol. 2, pp. 5-29). | Mahwah, New Jersey: Lawrence Erlbaum. Reiguleth (1999), mentions two types of change: Systemic and Piecemeal. Systemic change refers to the modification of a system’s structure in order meet new requirements. In contrast, systemic change is a gradual modification of the system’s structure. Students could learn using new methods instead of the traditional ones, for example. |
The paraphrase is the student version of the original source material, and it is properly cited with reference. This is known as paraphrasing plagiarism
Item 4
Original source material | Student version |
Rapid prototyping is a design method that has been successfully used in software engineering. We believe rapid prototyping, particularly for computer-based instruction, is an acceptable method of instructional design because it shares many similarities with software 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. | Rapid prototyping may be a useful method for creating innovative computer-based instruction (Tripp & Bichelmeyer 1990). References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development 38(1): 31-44 |
My view is that the student version of the text is not plagiarized. The student cited the source, and whatever student version represents the student’s understanding from the original source material.
Item 5
original source material | student version |
Students might have felt disconnected from the learning aspects of the game-based laboratory because it was so different from what they had experienced in a normal laboratory. The students commented that they were uncomfortable with the videogame because they didn’t believe it could be educational. They perceived the game as a disruption to traditional science learning methods and it was a disruptive factor in their learning experience. This is a potentially dangerous perspective because it suggests that video games, which are intended to be powerful learning tools, may not work for all students. References: Anderson, J. L., & Barnett, M. (2013). | Learning Physics through Digital Game Simulations in Middle School Physics. Journal of Science Education and Technology. 1-13. Students may not be able to relate virtual lab experiences to real ones because they are presented with a different environment in a game-based lab. Students and teachers may believe that video games are entertainment tools rather than educational tools. This could limit the potential for games to be used to teach science. References: Anderson, J. L., & Barnett, M. (2013). Learning Physics through Digital Game Simulations in Middle School Physics. Journal of Science Education and Technology. 1-13. |
My view is that the student version of the text is not plagiarized. The student cited the source, and whatever student version represents the student’s understanding from the original source material.
Item 6
original source material | Student version |
Merck’s 2002 article exemplifies the pragmatic idealism and ideological nature of visionary companies. Research revealed that the core ideology is an essential element of the “ticking clock” of visionary companies. It is the belief system of core values and a sense beyond making money. This inspires and guides employees throughout the company and stays relatively stable for long periods. References: Collins, J. C., & Porras, J. I. (2002). | Built to last: The success habits of visionary businesses. New York, NY: Harper Paperbacks. Merck is the world’s largest pharmaceutical company. The company was founded in Germany in late 17th century. It began operations in the United States in late 19th century. Merck is a business that pursues profit. However, they have a remarkable track record of charitable giving, with hundreds of millions of dollars in donations. |
My view is that the student version of the text is not plagiarized. The student cited the source, and whatever student version represents the student’s understanding from the original source material.
Item 7
original source material | Student version |
It is impossible to make allowances for the fact that different children learn at different speeds and have different learning needs. To have an attainment-based and not time-based system, it is necessary to have individual-based progress instead of group-based. This requires that the teacher’s role is changed to one of facilitator/manager or coach, and not that of a dispenser of knowledge to students. References: Reigeluth, C. M. (1994). The imperative for systemic transformation. In C. M. Reigeluth & R. J. Garfinkle (Eds.). Education systemic change. Englewood Cliffs (NJ): Educational Technology Publications. | In the new information age, teachers no longer serve as knowledge dispensers as they did in the industrial age. Instead, their role is to coach and facilitate learning. (Reigeluth 1994). It is impossible to make allowances for the fact that children learn at different rates and have differing learning needs. References: Reigeluth, C. M. (1994). The imperative for systemic transformation. In C. M. Reigeluth & R. J. Garfinkle (Eds.). Education systemic change. Englewood Cliffs (NJ): Educational Technology Publications. |
My view is that the student version of the text is not plagiarized. The student cited the source, and whatever student version represents the student’s understanding from the original source material.
Item 8
Original source material | Student version |
Merck is a prime example of the pragmatic idealism and ideological nature that characterizes highly visionary companies. Research revealed that the core ideology is an essential element of the “ticking clock” of visionary companies. It is the belief system of core values and a sense beyond making money. This inspires and guides employees throughout the company and stays relatively stable for long periods. References: Collins, J. C., & Porras, J. I. (2002). Built to last: The successful habits of visionary businesses. New York, NY: Harper Paperbacks. | There are many factors that can help you achieve long-term organizational success. The establishment of a core philosophy, which Collins and Porras (2002: p. 48) describe as “core values” and a sense of purpose that goes beyond making money is a key factor in long-term organizational success. It is difficult to emphasize the importance of visionary leaders who inspire and guide people and stay focused for long periods of times. References: Collins, J. C., & Porras, J. I. (2002). Built to last: The successful habits of visionary businesses. New York, NY: Harper Paperbacks. |
My view is that the student version of the text is not plagiarized. The student cited the source, and whatever student version represents the student’s understanding from the original source material.
Item 9
Original source material | student version |
Today’s technological tools for creating computer-based learning materials is far more advanced than the ones available just a few short years ago. We can now make our own movies using our home camcorders and publish our own books. Teachers and students will soon be able use computer-video technology for their own learning materials. It takes time, knowledge, and funds. References: Frick, T. (1991). | Technology is transforming education. Bloomington, IN: Phi Delta Kappa Educational Foundation. Frick (1991), predicted that computers would be so powerful that teachers and students in K-12 would be able to create their own multimedia and Web-based learning material. Frick also predicted that students would only need to spend the time to learn how to use authoring tools as well as related technologies like digital cameras and camcorders. References: Frick, T. (1991). Technology and education reform. Bloomington, IN: Phi Delta Kappa Educational Foundation. |
The paraphrase is taken from the original source material in the student version. It is properly cited with the references. This is known as paraphrasing plagiarism
Item 10
Original source material | Student version |
People in power are often the ones who initiate major organizational changes. These decision-makers often sponsor major organizational changes and then appoint another person, such as the director of training, to implement and manage the change. It doesn’t matter if the designated change agent is involved in training development, but there’s often an implicit assumption that training will solve the problem. Training may indeed solve part of the problem ….. This means that even potentially useful innovations are often misused or not used at all by uncommitted users. References: Dormant, D. (1986). The ABCDs for managing change. Introduction to Performance Technology (p. 238-258). Washington, D.C. : National Society of Performance and Instruction. | People assume that training is required to change behavior when major organizational changes are made from the top. Although training can be helpful, people might not accept the changes if they aren’t committed to them. References: Dormant, D. (1986). The ABCDs for managing change. Introduction to Performance Technology (p. 238-258). Washington, D.C. : National Society of Performance and Instruction. |
The paraphrase is the student version of the original source material, and it is properly cited with reference. This is known as paraphrasing plagiarism
Conclusion
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