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 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 2010, p. 90). However, I worry that my students to know just how anonymity impacts the learning may be overly harsh if they don't have to stand by dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. Increased availability of technology in my classroom makes it easier for peer feedback activities to be conducted anonymously which "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (Howard, Barrett, & Frick, their comments References: Howard, C. D., Barrett, AE, & 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. 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 plbgiarism This is not plagiarism 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 technological tools available today for creating Frick (1991) claimed that computers would become 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 predicted that they would just need to take the books. Soon teachers and students will be able time required to learn to use the authoring tools to use computer-video technology to produce and related technologies such as digital cameras their own learning materials. All it takes is time, know-how, and some funds so powerful that K-12 educators and students would able to produce their own multimedia and Web-based learning materials. He further and camcorders. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints 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. 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. 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 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 Teachers don't often provide feedback anonymously, but the ability to provide feedback While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern anonymously may create a context where the 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. rationale associated with specific suggestions can be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all anonymous online spaces will serve as safe social spaces. 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 plagiarisnm Paraphrasing plagiarism This is not plagiarism Item 10 In the case below, the original source material is given along with a plagiarism by clicking the appropriate radio button. sample of student work. Determine the type of Original Source Material Student Version Other major issues involve the accepted methods by which fidelity is measured. There are two major measuring fidelity. The first is a mathematical 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 human's performance in the simulation with that second method to measure fidelity is through a trainees performance matrix. Liu et al. (2009) identified two major methads for (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 nvolves a performance matrix that compares a person's real-world performance, producing an indirect measure of fidelity References: Liu, D., Blickensderfer, E. L., Macchiareila, 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, FLI CRC Press 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 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 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 2010, p. 90). However, I worry that my students to know just how anonymity impacts the learning may be overly harsh if they don't have to stand by dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. Increased availability of technology in my classroom makes it easier for peer feedback activities to be conducted anonymously which "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (Howard, Barrett, & Frick, their comments References: Howard, C. D., Barrett, AE, & 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. 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 plbgiarism This is not plagiarism 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 technological tools available today for creating Frick (1991) claimed that computers would become 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 predicted that they would just need to take the books. Soon teachers and students will be able time required to learn to use the authoring tools to use computer-video technology to produce and related technologies such as digital cameras their own learning materials. All it takes is time, know-how, and some funds so powerful that K-12 educators and students would able to produce their own multimedia and Web-based learning materials. He further and camcorders. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints 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. 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. 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 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 Teachers don't often provide feedback anonymously, but the ability to provide feedback While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern anonymously may create a context where the 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. rationale associated with specific suggestions can be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all anonymous online spaces will serve as safe social spaces. 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 plagiarisnm Paraphrasing plagiarism This is not plagiarism Item 10 In the case below, the original source material is given along with a plagiarism by clicking the appropriate radio button. sample of student work. Determine the type of Original Source Material Student Version Other major issues involve the accepted methods by which fidelity is measured. There are two major measuring fidelity. The first is a mathematical 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 human's performance in the simulation with that second method to measure fidelity is through a trainees performance matrix. Liu et al. (2009) identified two major methads for (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 nvolves a performance matrix that compares a person's real-world performance, producing an indirect measure of fidelity References: Liu, D., Blickensderfer, E. L., Macchiareila, 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, FLI CRC Press 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