This is not a paper it is question and answer
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://www.indiana.edu/~tedfrick/
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.
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Item 2
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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 question of “how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable but there appear to be some theories of globalization as it relates to education that can be empirically examined” (Rutkowski and Rutkowski, 2009, p.138).
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Item 3
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From reading educator-authors\’ revisions, and experiencing confusion myself surrounding how performance measures fit into a design case, I feel the problem arises from how new authors view design cases in relation to scientific experimental studies in education. A designer who is also a researcher must recognize the difference in perspective between a design case and an experimental study which uses a design for teaching and learning.
References:
Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55.
Seeing the differences in viewpoint between a study that reports experimental results and a design case is a must for an individual who is both a designer and a researcher. Howard identifies this change of perspective as being critical to new authors of design cases.
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Item 4
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The way the U.S. judicial system works, a defendant is first found to be innocent or guilty. The punishment sentence is determined only after a defendant has been found guilty. It might seem that this is a relatively minor procedural issue. Yet, the order of this decision-making can mean the difference between life and death, or even between conviction and acquittal.
References:
Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.
Innocent or guilty courtroom decisions are often high-stakes. However, the precise consequences of the verdict is unknown in U.S. judicial systems when the guilt versus innocence decision is being made. Dixit and Nalebuff (1991) explain that this order of decision-making \”can mean the difference between life and death, or even between conviction and acquittal\” (p. 270).
References:
Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.
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There is a design methodology called rapid prototyping, which has been used successfully in software engineering. Given similarities between software design and instructional design, we argue that rapid prototyping is a viable method for instructional design, especially for computer-based instruction.
References:
Tripp, S., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
Rapid prototyping has been used successfully in software engineering and is a viable method for instructional design, especially for computer-based instruction. This is especially true due to the shared challenges faced by software and instructional designers (Tripp & Bichelmeyer, 1990).
References:
Tripp, S., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
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Item 6
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Modifications that increase task difficulty are also presented to assist instructors in structuring developmental progressions for activities that reflect various net/wall games. For example, game modifications that require participants to strike a ball with a hand after a bounce are introduced before requiring participants to strike a ball with a racquet or with a hand without a bounce.
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.
One strategy for changing a task to decrease difficulty comes from physical education where \”game modifications that require participants to strike a ball with a hand after a bounce are introduced before requiring participants to strike a ball with a racquet or with a hand without a bounce\” (Mandigo & Anderson, 2003, p. 9). A participant may then be able to focus on other aspects of the game (e.g., strategy) or find that their anxiety about playing has decreased.
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.
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Item 7
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In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and \”purposeful accidents.\”
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
The variety of projects that Google undertakes, from Internet search to cars that drive themselves, could be considered lack of focus. However, perhaps Google recognizes that successful moves that looked like the result of \”a brilliant strategy was often the residual result of opportunistic experimentation\” (Collins & Porras, 2002, p. 141).
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
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Item 8
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It is possible to travel to the future. That is, relativity shows that it is possible to create a time machine that will jump you forward in time. You step into the time machine, wait, step out, and find that much more time has passed on the earth than has passed for you. We do not have the technology today to do this, but it is just a matter of engineering: we know it can be done.
References:
Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.
I\’ve always wanted to see what life would be like a thousand years from now and, according to Hawking and Mlodinow (2008), \”It is possible to travel to the future\” (p. 105). The idea that I could enter a time machine, hang-out for a while, exit the machine, and enter a world where considerably more time has gone on the earth than for me is something that blows my mind. I would just need someone to yell Welcome to the world of tomorrow! for dramatic effect.
References:
Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.
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Item 9
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Merck, in fact, epitomizes the ideological nature–the pragmatic idealism–of highly visionary companies. Our research showed that a fundamental element in the \”ticking clock\” of a visionary company is a core ideology–core values and a sense of purpose beyond just making money–that guides and inspires people throughout the organization and remains relatively fixed for long periods of time.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Research conducted by Collins and Porras (2002) highlights the importance of establishing and committing to an ideology comprised of two parts: (1) core values; (2) a core purpose. In my personal experience it seems easier to define a core ideology than to live it consistently.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Which of the following is true for the Student Version above?
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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.
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Psychologists have found that people tend to forget that a head is just as likely to be followed by a head as by a tail; therefore they have too many reversals, and too few strings of heads, in their successive guesses. If a fair coin toss comes up heads thirty times in a row, the next toss is still equally likely to be heads or tails.
References:
Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.
People aren\’t good at being random. When trying to mimic the results of repeatedly flipping a coin and recording heads or tails, people forget that \”if a fair coin toss comes up heads thirty times in a row, the next toss is still equally likely to be heads or tails\” and this results in people putting down \”too many reversals, and too few strings of heads, in their successive guesses\” (Dixit & Nalebuff, 1991, p. 184).
References:
Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.
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