skip navigation
Indiana University Bloomington
School of Education, Indiana University Bloomington: Preparing educators, advancing knowledge, improving education
 
Education Home

How to Recognize Plagiarism

Practice

Practice 5 of 10

Please read the original source material carefully and then select the entry, either "A" or "B," that you think has not been plagiarized.

Original Source Material: LCD [Learner-Centered Design] thus extends existing design by (a) facing comprehensive cognitive complexity as a central concern, (b) extending design to the system's information content, and (c) visualizing all users (students, workers, consumers young and old) as distributed learners seeking understanding.

Source: Reeves, W. (1999). Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, CA: Sage Publications.

A) In explaining how he proposes to extend the current view of design, Reeves (1999) adds three primary components to design, including fundamental emphasis on human cognition, designing content equally with interface, and considering everyone who will use the design to be a learner.

References: Reeves, W. (1999). Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, CA: Sage Publications.

B) Learner-centered design expands current design by acknowledging total cognitive complexity as a core concern, expanding design to the information content of the system, and seeing all users as distributed learners who seek understanding.

References: Reeves, W. (1999). Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, CA: Sage Publications.

Your choice "B" was incorrect.

This example has been plagiarized. The student has substituted synonyms for many words in the passage, but has not changed the structure of the text and has used another person's ideas without crediting that person for them.

Practice 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10