Plagiarism Quiz: For all items, circle the appropriate type of plagiarism that is displayed.

Item 1
Original Source Material Student Version
Precedent is also described as "the unique knowledge embedded in a
known design" (Oxman, 1994, p. 146), meaning, in everyday terms,
that the memory of having experienced an existing design is a
memory that contains special forms of knowledge... At heart, the
design case is a description of a real artifact or experience that has
been intentionally designed. A case may be as minimal as an
individual image of a commercial product, a building, an
advertisement, a classroom or anything else designed; these forms of
design cases appear in hundreds of magazines, design annuals,
competition catalogs, display books, web portfolios and similar
venues.
References:
Boling, E. (2010). The need for design cases: Disseminating design
knowledge. International Journal of Designs for Learning, 1 (1), 1-8.

According to Boling (2010, p. 2), "At heart, the design case is a
description of a real artifact or experience that has been intentionally
designed." She explains that the primary goal of a design case is to
provide designers with precedent--defined by Oxman as "the unique
knowledge embedded in a known design" (as quoted in Boling, 2010,
p. 2). She further explains that expert designers are aware of
numerous precedents which may be helpful in future designs. For
example, educational game designers can view unique cases of game
designs as precedents, which, in turn, may facilitate design of new
games.
References:
Boling, E. (2010). The need for design cases: Disseminating design
knowledge. International Journal of Designs for Learning, 1 (1), 1-8.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism Paraphrasing plagiarism
This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word.
Item 2
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 If both types of plagiarism are evident, choose Word-for-Word.
Item 3
Original Source Material Student Version
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.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism Paraphrasing plagiarism
This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word.
Item 4
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 needs that focus on learning and that
foster development of initiative, teamwork, thinking skills, and
diversity. Instructional-design theory must 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.
Which of the following is true for the Student Version above?
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This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word.
Item 5
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.
There are two sources that serve as the foundation for conducting
research on learning. The first source addresses characteristics of
knowledge itself and the different ways in which we learn things. The
second source focuses on what goes on in our minds and how that is
theoretically represented.
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?
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This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word
Item 6
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 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 is a human construction.
Which of the following is true for the Student Version above?
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This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word.
Item 7
Original Source Material Student Version
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_Commissi
onedPaper. 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.
Which of the following is true for the Student Version above?
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This is not plagiarism If both types of plagiarism are evident, choose Word-for-Word
Item 8
Original Source Material Student Version
Learning is a complex set of processes that may vary according to the
developmental level of the learner, the nature of the task, and the
context in which the learning is to occur. As already indicated, no one
theory can capture all the variables involved in learning.
References: Gredler, M. E. (2001). Learning and instruction: Theory
into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

A learning theory, there, comprises a set of constructs linking
A learning theory is made up of a set of constructs linking observed
changes in performance with whatever is thought to bring about
those changes. Therefore since "learning is a complex set of
processes that may vary according to the developmental level of the
learner, the nature of the task, and the context in which the learning
is to occur," it is apparent that no one theory can capture all the
variables involved in learning (Driscoll, 2000, p.10).

observed changes in performance with what is thought to bring about
those changes.
References: Driscoll, M. P. (2000). Psychology of learning for
instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.

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 If both types of plagiarism are evident, choose Word-for-Word
Item 9
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 major changes are initiated in organizations, "... there is often
the implicit assumption that training will 'solve the problem.' And,
indeed, training may solve part of the problem." (Dormant, 1986, p.
238).

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 If both types of plagiarism are evident, choose Word-for-Word.
Item 10
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 If both types of plagiarism are evident, choose Word-for-Word.