Can You Pass This Plagiarism Test?

1.

Original Source Material: Research in inquiry learning currently focuses on finding scaffolds or cognitive tools that help to alleviate these problems and produce effective and efficient learning situations. Computer environments can integrate these cognitive tools with the simulation. Reference de Jong, T. (2006). Technological Advances in Inquiry Learning. Science, 312(5773), 532-533.

Student Version: Teachers are encouraged to use cognitive tools. There are several cognitive tools available to teachers. "Computer environments can integrate these cognitive tools with the simulation" (de Jong, 2006, p. 532) Reference de Jong, T. (2006). Technological Advances in Inquiry Learning. Science, 312(5773), 532-533.

Plagiarism

Not Plagiarism

Option 3

Option 4

The student version is not plagiarism. The original source is credited by use of quotation marks around his words, full in-text citation with the author, date, and locator, and by the full bibliographic reference.

Explanation

The student version is not plagiarism. The original source is credited by use of quotation marks around his words, full in-text citation with the author, date, and locator, and by the full bibliographic reference.

2.

Original Source Material: Instructional design theory requires at least two components: methods for facilitating human learning and development (which are also called methods of instruction), and indications as to when and when not to use these methods (which I call situations). Reference 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.

Student Version: Two components must be present in an instructional design theory. The first component (methods) describes how human learning will be supported, and the second component (situation) describes when certain methods ought to be used.

Plagiarism

Not plagiarism

Option 3

Option 4

The student version is paraphrasing plagiarism because it contains a summary of another author's ideas, but the in-text citation with the author and date is missing, and the reference is missing.

Explanation

The student version is paraphrasing plagiarism because it contains a summary of another author's ideas, but the in-text citation with the author and date is missing, and the reference is missing.

3.

Original Source Material

Student Version

Given that skill learning is often enhanced during sleep, one would expect to see concomitant increases in synaptic strength. However, in many studies, sleep actually decreases synaptic strength. This led to the idea that sleep is a time for reducing the number of synaptic connections to enhance the information storage capacity of the brain. Reference Euston, D. R. & Steenland, H. W. (2014). Memories—getting wired during sleep. Science, 344(6188), 1087-1088.

This supports the idea that sleep is a time for reducing the number of synaptic connections to enhance the information storage capacity of the brain. Reference Euston, D. R. & Steenland, H. W. (2014). Memories—getting wired during sleep. Science, 344(6188), 1087-1088.

Plagiarized

Not plagiarized

Option 3

Option 4

Explanation: The student version is plagiarism because the student version did take ideas from the original source material without acknowledging the source properly.

Explanation

Explanation: The student version is plagiarism because the student version did take ideas from the original source material without acknowledging the source properly.

4.

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. Reference Van Merriënboer, J. J. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Educational Technology.

Student Version: 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. Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction.ReferenceVan Merriënboer, J. J. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Educational Technology.

Plagiarism

Not Plagiarism

Option 3

Option 4

Explanation:

The student version is both word-for-word and paraphrasing plagiarism. Although the full bibliographic reference is provided, the student failed to provide the quotation marks around seven or more words copied from the original source directly, and full in-text citation with the author, date, and locator. Also, the student has paraphrased the original material in the second sentence and included reference, no full in-text citation with the author and date is provided.

Note: If the student version contains BOTH word-for-word and paraphrasing plagiarism, you should select word-for-word.

Explanation

Explanation:

The student version is both word-for-word and paraphrasing plagiarism. Although the full bibliographic reference is provided, the student failed to provide the quotation marks around seven or more words copied from the original source directly, and full in-text citation with the author, date, and locator. Also, the student has paraphrased the original material in the second sentence and included reference, no full in-text citation with the author and date is provided.

Note: If the student version contains BOTH word-for-word and paraphrasing plagiarism, you should select word-for-word.

5.

Original Source Material 1: ...literacies crucially entails sense making within a rich, multimodal semiotic system, situated in a community of practice that renders that system meaningful. Reference 1 Steinkuehler C. (2007) Massively multiplayer online gaming as a constellation of literacy practices. eLearning 4(3):297–318. Original Source Material 2: …noted a favorable reaction to the game of those students preferring more social styles of learning [and] ... active involvement was the only affective factor significantly linked to learning. Reference 2 Corbeil, P., & Laveault, D. (2011). Validity of a Simulation Game as a Method for History Teaching. Simulation & Gaming, 42(4), 462-475

Student Version: Steinkuehler (2007) points out that "...literacies crucially entails sense making within a rich, multimodal semiotic system, situated in a community of practice that renders that system meaningful" (p.300). In a multimodal semiotic system, "...active involvement was the only affective factor significantly linked to learning"(Corbeil & Laveault, 2011, p. 474). References Steinkuehler C. (2007) Massively multiplayer online gaming as a constellation of literacy practices. eLearning 4(3), 297–318. Corbeil, P., & Laveault, D. (2011). Validity of a Simulation Game as a Method for History Teaching. Simulation & Gaming, 42(4), 462-475

Plagiarism

Not Plagiarism

Option 3

Option 4

Explanation:

The student version is not plagiarism.The first original source is credited by use of quotation marks around the words, full in-text citation with the author, date, and locator, and by the full bibliographic reference for the first original source.

The second original source is credited by use of quotation marks around the words, full in-text citation with the author, date, and locator, and by the full bibliographic reference for the second original source.

Explanation

Explanation:

The student version is not plagiarism.The first original source is credited by use of quotation marks around the words, full in-text citation with the author, date, and locator, and by the full bibliographic reference for the first original source.

The second original source is credited by use of quotation marks around the words, full in-text citation with the author, date, and locator, and by the full bibliographic reference for the second original source.