Plagiarism test

Does the student version borrow ideas from someone else’s original source material?

Yes

No

Is at least one idea taken from the original source a direct word-for-word quote of 7 or more words?

Not plagiarism:

No word-for-word and no paraphrasing plagiarism is present.

Thus, the writing must be common knowledge or the writer’s own ideas.

Yes

No

Is the direct word-for-word quote missing any of the following:

• quotation marks
• full in-text citation that includes a specific locator
• reference?

Is the paraphrased idea missing any of the following:

• in-text citation
• reference?

Yes

Word-for-word plagiarism

No

Not word-for-word plagiarism

Yes

Paraphrasing plagiarism

No

Not
paraphrasing plagiarism

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.

Original Source Material

Student Version

While most tutors saw a value in using games, as: ‘good for visual/kinesthetic learners’; ‘makes teaching and learning more fun, learners are able to work at their own pace‘; ‘breaks up the lesson, different learner styles’; ‘give my students variety and some fun whilst reinforcing their learning’.

References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.

According to Freitas (2006), games can support the learning styles of visual and kineasthetics learners. Games can make teaching and learning more fun, and learners are able to work at their own pace. Also, games are seen as a break from a lesson in which students reinforce their learning during the break.

References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.

Original Source Material

Student Version

APT was compared with numerous extant methodologies, including the linear models approach and event history analysis. The fundamental difference between APT and these other approaches is that no particular mathematical model is assumed in APT. In APT a model is viewed simply as a temporal pattern, whereas in most other approaches parameters of a mathematical model are estimated from data in which variables are measured separately. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration.

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.

The major difference between Analysis of Patterns in Time and linear statistical models is that APT does not assume any specific mathematical model. Linear models attempt to find statistical relations between variables that have been measured separately. In APT, temporal patterns indicate relationships. Those patterns are counted in order to estimate their likelihoods.

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.

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 to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback.

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.

According to Howard, Barrett, and Frick (2010), in order to make appropriate choices educators must understand the ways in which hiding or showing the identity of participants can impact the interaction that takes place in peer feedback activities. Obscuring the identity of participants in peer feedback “may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited” (p. 90).

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.

Original Source Material

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-video 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.

Original Source Material

Student Version

A communication channel is the means by which messages get from one individual to another. The nature of the information-exchange relationship between a pair of individuals determines the conditions under which a source will or will not transmit the innovation to the receiver and the effect of such a transfer.

References:
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Simon & Schuster.

Rogers places great importance on the sharing of information about an innovation. He defines a communication channel as “the means by which messages get from one individual to another” (p. 18). He describes two general media channels of communication: mass media and interpersonal; and two scopes of channels: localite and cosmopolite.

References:
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Simon & Schuster.

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.

Research conducted by Collins and Porras (2002) highlights the importance of establishing and committing to an ideology comprised of two parts: (1) core values; (2) a core purpose. In my personal experience it seems easier to define a core ideology than to live it consistently.

References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Original Source Material

Student Version

In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and “purposeful accidents.”

References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

When I look back on the decisions I’ve made, it’s clear that I made some of my best choices not through a thorough analytical investigation of my options, but instead by trial and error and, often, simply by accident. The somewhat random aspect of my success or failure is, at the same time, both encouraging and scary.

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” (p. 29).

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.