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please i need the answers in 15 mins Item 1 In the case below, the...

please i need the answers in 15 mins


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

A teacher is one who guides or leads. To guide does not necessarily mean to instruct directly. We often think of teaching as direct instruction (presenting information, asking questions, giving feedback, demonstrating some procedure, evaluating student progress, and so on). But a teacher can guide without instructing directly. A good example is the Montessori system of education. In a Montessori school, most of what a child learns is through interacting with a variety of curriculum materials in a particular context. A Montessori teacher does much less direct instruction than do teachers in traditional schools.

References:

Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.

 

Teachers should be guides or leaders. In the role of a guide, a teacher does less presenting of information, demonstrating and providing feedback. For example, in a Montessori school, most student learning occurs through interaction with a variety of class materials, rather than interaction with a teacher.


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

 Word-for-Word plagiarism
 Paraphrasing plagiarism
 This is not plagiarism

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Item 2

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

Original Source Material

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?

 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

Because computer systems exhibit performative intelligence, we can teach them to do tasks. It is this very capability that makes it possible to use computers as an interactive medium for instruction and learning. It is interaction which sets computers systems apart from other media such as books, television, and film. However, present-day computers literally do not understand the culturally bound meanings of the messages which they manipulate during these interactions because such computers lack qualitative intelligence.

 

References:

Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124.

 

According to Frick (1997), computer systems demonstrate performative intelligence, when compared to other media such as books, television, and film. Computers can be programmed to do things. This feature of computer systems makes them an alternative medium for instruction and learning. However, he claims that computer systems lack the ability to understand the meaning of messages they send and receive during interaction with students and teachers.

 

 

References:

Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124.


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 desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.

References:

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

We "need theorists and researchers to generate and refine learning-focused instructional design theories...." Such theories will "help educators and trainers to meet those needs ... that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity."

 

References:

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.


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

Content could be presented in a variety of formats via multimedia. Dynamic processes could be illustrated. Content in the form of text, still pictures, video, sound, graphics, or animations could be digitally or analogically encoded and stored in electronic, magnetic, and optical technologies. This encoded information could be transmitted literally around the world in a matter of seconds.

 

References:

Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.

 

With the rapid advance in information technologies, people around the world can access information quickly. Information takes the form of text, still pictures, video, sound, graphics, or animations, which are stored and transferred electronically through these computational technologies.

 

 

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 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

First, the potential of digital games is discussed using the tutor/tool/tutee framework proposed by Taylor (1980). Second, the potential of digital games to enhance learning by connecting game worlds and real worlds is stated. Third, the possibility of digital games to facilitate collaborative problem-solving is addressed. Fourth, the capability of digital games to provide an affective environment for science learning is suggested. Last, the potential of using digital games to promote science learning for younger students is indicated.

References:

Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 1-22.

 

There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.


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

The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction.

References:

Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

The philosophical position known as constructivismviews knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge is a human construction.


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

There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.

References:

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

Reigeluth (1999) maintains that we "need theorists and researchers to generate and refine learning-focused instructional design theories...." Such theories will "help educators and trainers to meet those needs (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity)" (p. 27).



References:

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.


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 study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

References:

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

The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.



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?

 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

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:

Merriënboer, 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 Merriënboer, 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 Merriënboer.

 

References:

Merriënboer, J. J. van. (1997). Training complex cognitive skills. 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

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