.edu/plagiatimestus phptosteve According to Dede (2009), different games can be assigned and used based on students' cha

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.edu/plagiatimestus phptosteve 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. 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 MacBook Pro 80 888
ine 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: 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. 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. MacBook Pro
cem 3 the case below, the original source material is given along with a sample of student work. etermine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version (written in 2002) 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 be able to produce their own multimedia and Web- based learning materials. He predicted that teachers and students would soon be able to use computer-videot technology to produce their own learning materials. All it would require is time, know-how, and some funds. 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 MacBook Pro 80 888 @ A 2 # 3 $ 4 % 5 6 & 7 8 9
clicking the appropriate radio button. Original Source Material Student Version Constructivist philosophers assert that knowledge is made by humans themselves. Knowledge is not "out there" in some external reality separate from us. It is we humans who create the content in disciplines such as math and biology. That knowledge would not exist without people making it. 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. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall. Vhich of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism MacBook Pro * 80 888 # 3 $ 4 % 5 & 7 0) 00+ 9 w F 20 T
Original Source Material Student Version Computer-mediated learning products- whether they are guided practice exercises, tutorials, simulations, games, hypertext, multimedia or Web documents merely carry out the directives (rules, programs, scripts, mark-ups) from a human tutor who originally designed the particular instructional or informational system and its subject matter. A computer system has no idea of the meanings of the messages (.e., groups of "signs") being sent back and forth between the tutor and students. A computer system is a medium which conveys those human messages References: Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T] The role of a computer-based instructional system is to deliver messages to learners. Those messages originated from a human tutor who developed the instruction. Computer systems do not understand these messages which comprise the instruction, student responses, and feedback during the learning process. A computer is merely a conduit for the exchange of messages betweeh student and teacher. A computer system has no idea of the meanings of the messages. References: Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T] Which of the following is true for the Student Version above? der MacBook Pro RO 888 @ * # 3 3 $ 4 % 5 0 > & 7 2 8 9 O W E R T Y U o
ju.edu olacamiestu.php?testLevelUG em 6 the case below, the original source material is given along with a sample of student work. etermine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Media do not influence learning. Learning takes place because of the instructional methods represented in the medium which are used, rather than medium itself. It is the instructional methods which influence learning. I accept the point that whenever learning occurs, some medium or mix of media must be present to deliver instruction. However, if learning occurs as a result of exposure to any media, the learning is caused by the Instructional method embedded in the media presentation. Method is the Inclusion of one of a number of possible representations of a cognitive process or strategy that is necessary for learning but which students cannot or will not provide for themselves. References: Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29. References: Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29. Which of the following is true for the Student Version above? Word-for-Word plagiarism MacBook Pro 00 888 A # 3 $ 4 % 5 & 7 2 6 00 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 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 Which of the following is true for the Student Version above? Word-for-Word plagiarism O Paraphrasing plagiarism This is not plagiarism Hints MacBook Pro 80 888 A 2 # 3 % 5 4 6 & 7 8 9 O W E R T Y U o
Original Source Material Student Version Educational researchers, policymakers, and practitioners agree that educational research is often divorced from the problems and issues of everyday practice--a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council (NRC), 2002) and that lead to the development of "usable knowledge" (Lagemann, 2002). Design based research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. We argue that design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments. References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown's approach) began a concerted effort to define the standards and argue the legitimacy of this type of research through design. For example, the Design-Based Research Collective defined design-based research (DBR) as "an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools (DBRC, 2003, p. 5). References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Sticho followianie for the Student Version above MacBook Pro Bo 888 $ 2 # 3 % 5 0) > 4 & 7 8 9 W E R T Y U
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. 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: Relgeluth, 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. 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 MacBook Pro 80 888 30 # 3 $ 4 % 5 01 > & 7 8 C 9 W E R T Y U o S D רד G I J K L
he case below, the original source material is given along with a sample of student work. ermine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Analysis of patterns in time (APT) is a method for gathering information about observable phenomena such that probabilities of temporal patterns of events can be estimated empirically. If appropriate sampling strategies are employed, temporal patterns can be predicted from APT results. Finally, APT is compared to the linear models approach and event history analysis. The major difference is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated. References: Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204. APT is an empirical approach to observing and coding phenomena by using mutually exclusive and exhaustive categories within multiple classifications (Frick, 1990). Once these data have been collected, researchers specify APT queries to calculate the probability of joint and/or sequential patterns of interest. In effect, researchers create measures of temporal patterns by counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in Time is different from the linear models approach of measuring variables separately and using statistics to analyze their relations. References: Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204. Which of the following is true for the Student Version above? MacBook Pro 80 888 .. $ % A # 2 & 2 2 A Б G