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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)
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
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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
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.
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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