Because computer systems exhibit performative intelligence, we can teach them to
ID: 3444048 • Letter: B
Question
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 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 But what are reasonable outcomes of the influence of global processes on education? While the question of how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable, there appear to be some theories of globalization as it relates to education that can be empirically examined. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152. The authors are not alone in asking “what are reasonable outcomes of the influence of global processes on education?” (p. 138). In fact, this same question provides the basis for the discussion that follows. 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 The goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. 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. If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104). 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 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 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. 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 Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could be used to assist learners to connect existing knowledge to new knowledge. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. 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 The lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills has been identified as a major barrier to technology integration. Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology. References: Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252. There are many factors that can affect technology integration in schools. Hew and Brush (2007) state that the main factors to technology integration are the lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills. References: Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252. 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 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. 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 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. In this study, Frick (1990) clarified the distinction between statistical linear models and Analysis of Patterns in Time (APT). Compared to the linear models approach (which includes particular mathematical models), APT is a straightforward way to create temporal maps and analyze them for recurring patterns of events. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration of those events. 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? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints
Explanation / Answer
Item 1
The student version is provided with in-text citation and bibliographic references,hence,it is not plagiarized version.
Answer. This is not plagiarism.
Item 2
The student version lacks in-text citation, though has been provided with the bibliographic references, hence,is a paraphrasing plagiarism.
Answer. Paraphrasing plagiarism.
Item 3
Though the borrowed lines of original text are in quotation marks,the student version lacks full in-text citation and bibliographic references, hence,is a word-for-word plagiarism.
Answer. Word-for-word plagiarism
Item 4
Student version has full in-text citation and bibliographic references,hence,this not plagiarism.
Answer. This is not plagiarism
Item 5
Answer. This is not plagiarism
Item 6
Answer. This is not plagiarism
Item 7
Answer. Paraphrasing plagiarism
Item 8
Answer. Word-for-word plagiarism
Item 9
Answer. Paraphrasing plagiarism
Item 10
Answer. This is not plagiarism