Question

Item 1

Original Source Material

Student Version

Even though the first digital prototype was not fully functional, designers were able to emulate playing the game by selecting diffusion activities and staff members. Through this interaction, designers noticed that players would need to move the mouse from one side of the monitor to the other for every single turn in the game. Designers also realized that the natural order of the "Activity" and "Staff members" sections were inverted because players need to first select an Information or Diffusion Activity and then select up to five staff members. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf

The fact that players first had to select an activity and then select who to involve in the activity meant that the order of two sections ("Activity" and "Staff member") were mixed up. This issue was observed through the use of an emulated version of the game since the initial digital prototype lacked some functionality.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 2

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.

The depiction and essence of mental life, the essential qualities of knowledge, and explanations for how knowledge is created provide for the origins of modern learning theory. Disagreement between theories of learning can often be traced to differences in one or more of these areas.

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 3

Original Source Material

Student Version

Participant motivation to engage in these activities can also be enhanced by providing students with an opportunity to help generate the solutions to tactical problems that exist within net/wall games and have input into game creation. The principles provide a framework of tactical solutions that range from simple to complex (i.e., tactical complexity) and promote understanding of these solutions through creating games that exaggerate their importance and relevance in game settings. References: Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. Teaching Elementary Physical Education, 14(1), 8-11.

According to Mandigo and Anderson (2003) the principles they present "provide a framework of tactical solutions that range from simple to complex" (p. 11). A central idea is to promote the understanding of these solutions through creating games that exaggerate their importance and relevance in game settings. References: Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. Teaching Elementary Physical Education, 14(1), 8-11.

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 4

Original Source Material

Student Version

When the observation begins, the state of each classification is noted along with the time. As can be seen in Figure 1, at 7:21:48 a.m. the cloud structure is cirrus, precipitation is null, atmospheric pressure is above 30 (p.s.i.), air temperature is 33°F, and the season is winter. The observer waits until there is a change in one or more classifications before recording further. For example, in Figure 1 the first change observed was at 7:46:18 a.m. when the atmospheric pressure dropped to below 30 (p.s.i.). The next change was at 8:24:15 a.m. when the cloud structure directly overhead changed to nimbus stratus. References: Frick, T. W. (1990). Analysis of patterns in time: A method of recording and quantifying temporal relations in education. American Educational Research Journal, 27(1), 180-204.

When the observation begins, the state of each classification is noted along with the time. For example at the start, cloud structure is cirrus, precipitation is absent, atmospheric pressure is above 29 (p.s.i.), air temperature is 56°F, and the season is winter at precisely 7:21:48 a.m.. After waiting, the observer notes that there is a change in one or more classifications before recording further. For example, at 7:46:18 a.m. the atmospheric pressure drops to below 29 (p.s.i.). The next change is at 8:24:15 a.m. when the cloud structure directly overhead changes to nimbus stratus.

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 5

Original Source Material

Student Version

The design team held weekly meetings during the first semester of work. In addition to these meetings, the team members used emails and a listserv for communication. The team eventually created a website hosted by Google to keep track of all of the decisions made during the design process. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf

In the end the design team created an online repository to document all the design decisions that were made (Lara, Myers, Frick, Aslan, & Michaelidou, 2010). However, initially they held weekly meetings with emails and listservs providing additional means of communication.

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 6

Original Source Material

Student Version

The word "comfortable" is more profound than people usually realize. The mystery of genuine comfort goes beyond the simple idea that the word first seems to mean. Places which are comfortable are comfortable because they have no inner contradictions, because there is no little restlessness disturbing them. References: Alexander, C. (1979). The timeless way of building (Vol. 1). New York, NY: Oxford University Press USA.

One way to describe a place is "comfortable". What does this mean? Alexander (1979) states that "Places which are comfortable are comfortable because they have no inner contradictions, because there is no little restlessness disturbing them" (p.32). This statement seems to suggest that comfort is an attribute of the place itself rather than something that depends on the relationship between the place and the person experiencing it. References: Alexander, C. (1979). The timeless way of building (Vol. 1). New York, NY: Oxford University Press USA

Item 7

Original Source Material

Student Version

The design team held weekly meetings during the first semester of work. In addition to these meetings, the team members used emails and a listserv for communication. The team eventually created a website hosted by Google to keep track of all of the decisions made during the design process. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf

One element for describing a design case is outlining the design process and the approach used to document design decisions. For example, the design case associated with the development of an educational game describes weekly team meetings, the technology used for communication between meetings, and exactly how design decisions were documented (Lara, Myers, Frick, Aslan, & Michaelidou, 2010). These types of details would not normally be included in an article reporting on empirical research. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf

Item 8

Original Source Material

Student Version

Of course, you could say that free will is an illusion anyway. If there really is a complete theory of physics that governs everything, it presumably also determines your actions. But it does so in a way that is impossible to calculate for an organism that is as complicated as a human being, and it involves a certain randomness due to quantum mechanical effects. References: Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.

Like Einstein before him, Hawkings has established himself as a physics superstar. Of particular interest is his work towards a theory of everything. If physics govern everything, a comprehensive theory of physics could also make predictions about how people will act in the future. A precise calculation is, however, impossible in the case of an organism that is as complicated as a human being, and it involves a certain randomness due to quantum mechanical effects.

Item 9

Original Source Material

Student Version

Pei is popularly known for the controversy surrounding his Grand Louvre Pyramid (1988), constructed in the courtyard of the Louvre (fig. 25.21). The Pyramid deliberately turns the tradition and concept of pyramid inside out. A pyramid is supposed to be solid, dark, and solitary--a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe. References: Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall.

One of the great wonders of the world are the pyramids of Egypt. These pyramids have become a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe and the embodiment of associations with the pyramid shape which is supposed to be "solid, dark, and solitary" (Arnason, 2003, p. 667) References: Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall

10

Original Source Material

Student Version

Measured by their functional value, the creation of the houses of confinement can be regarded as a failure. Their disappearance throughout Europe, at the beginning of the nineteenth century, as receiving centers for the indigent and prisons of poverty, was to sanction their ultimate failure: a transitory and ineffectual remedy, a social precaution clumsily formulated by a nascent industrialization. References: Foucault, M. (1988). Madness and civilization: A history of insanity in the age of reason. New York, NY: Vintage.

The establishment of houses of confinement, evaluated according to their functional value, were not successful. Early in the nineteenth century houses of confinement as places for accepting the poor vanished all over Europe and this fact permitted their absolute collapse. Foucault (1988) aptly describes them as "a transitory and ineffectual remedy, a social precaution clumsily formulated by a nascent industrialization" (p. 54). References: Foucault, M. (1988). Madness and civilization: A history of insanity in the age of reason. New York, NY: Vintage.

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Answer 1

1. The correct answer is Option B. This is an example of paraphrasing plagiarism. The student has used information from the original material but has not mentioned the authors in the citation and the bibliographic reference.
2. The correct answer is Option C. This is not plagiarism. Although both the texts talk about learning, the student's version is quite different from that of the original material.
3. The correct answer is Option A. This is an example of word for word plagiarism. Note how the last sentence in the student version is an exact copy-paste of the original material, but no proper citation has been made.
4. The correct answer is Option A. This is an example of word for word plagiarism. Note how the first sentence in the student version is an exact copy-paste of the original material, but no proper citation has been made.

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