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.
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.
Social Psychology (10th Edition)
10th Edition
ISBN:9780134641287
Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Publisher:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Chapter1: Introducing Social Psychology
Section: Chapter Questions
Problem 1RQ1
Related questions
Question
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.
![Which of the following is true for the Student Version above?
Word-for-Word plagiarism
O Paraphrasing plagiarism
O
0 0
This is not plagiarism](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F6f7878fc-01fb-4f66-a799-1aa41d6d9514%2F6fed816b-b49b-41f4-a8c3-d0b6f061c37a%2F290n6cg_processed.jpeg&w=3840&q=75)
Transcribed Image Text:Which of the following is true for the Student Version above?
Word-for-Word plagiarism
O Paraphrasing plagiarism
O
0 0
This is not plagiarism
![Original Source Material
Instructional designers typically employ
models to guide their day-to-day work.
Due to the increased practice of the
systematic design of instruction in a
growing number of settings, available
models become more and more
proliferated, focusing on particular
types and contexts of learning,
particular groups of learners or
designers, or particular instructional
units (either whole curricula or
individual modules or lessons.)
The main goal of any instructional
design process is to construct a
learning environment in order to
provide learners with the conditions
that support desired learning
processes.
References:
Merriënboer, J. J. van. (1997). Training
complex cognitive skills. Englewood
Cliffs, NJ: Educational Technology
Publications.
Student Version
The primary aim of the process of
designing instruction is to create a
learning environment which provides
students with conditions that help them
to learn. Process models proliferate
because more and more designers
generate models that focus on specific
contexts, learners, or even units of
instruction.
References:
Merriënboer, J. J. van. (1997). Training
complex cognitive skills. Englewood
Cliffs, NJ: Educational Technology
Publications.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F6f7878fc-01fb-4f66-a799-1aa41d6d9514%2F6fed816b-b49b-41f4-a8c3-d0b6f061c37a%2Fqyb34ab_processed.jpeg&w=3840&q=75)
Transcribed Image Text:Original Source Material
Instructional designers typically employ
models to guide their day-to-day work.
Due to the increased practice of the
systematic design of instruction in a
growing number of settings, available
models become more and more
proliferated, focusing on particular
types and contexts of learning,
particular groups of learners or
designers, or particular instructional
units (either whole curricula or
individual modules or lessons.)
The main goal of any instructional
design process is to construct a
learning environment in order to
provide learners with the conditions
that support desired learning
processes.
References:
Merriënboer, J. J. van. (1997). Training
complex cognitive skills. Englewood
Cliffs, NJ: Educational Technology
Publications.
Student Version
The primary aim of the process of
designing instruction is to create a
learning environment which provides
students with conditions that help them
to learn. Process models proliferate
because more and more designers
generate models that focus on specific
contexts, learners, or even units of
instruction.
References:
Merriënboer, J. J. van. (1997). Training
complex cognitive skills. Englewood
Cliffs, NJ: Educational Technology
Publications.
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