Original Source Material Student Version

If learners are new to critique, we see If providing peer feedback is a skill to be

anonymity as a scaffold to generating
critical feedback. Learners can practice
giving feedback knowing they are not
vulnerable to social repercussions. Less
than perfect expressions, unwarranted
negative reactions, and fruitless ideas are
bound to be part of novice feedback, but
teachers hope to create learning
configurations that support both the giver
and the receiver of feedback, especially if
the commenters are novices.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W.
(2010). Anonymity to promote peer
feedback: Pre-service teachers' comments
in asynchronous computer-mediated
communication. Journal of Educational
Computing Research, 43(1), 89-112.
learned then perhaps it is advisable to give
learners opportunities to practice giving
feedback knowing they are not vulnerable
to social repercussions. In this way,
anonymity can act "as a scaffold to
generating critical feedback" (Howard,
Barrett, & Frick, 2010, p. 104).
References:
Howard, C. D., Barrett, A. F., & Frick, T. W.
(2010). Anonymity to promote peer
feedback: Pre-service teachers' comments
in asynchronous computer-mediated
communication. Journal of Educational
Computing Research, 43(1), 89-112.

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 Original Source Material
Computer-mediated learning products-
whether they are guided practice exercises,
tutorials, simulations, games, hypertext,
multimedia or Web documents merely
carry out the directives (rules. programs,
scripts. mark-ups) from a human tutor who
originally designed the particular
instructional or informational system and
its subject matter. A computer system has
no idea of the meanings of the
messages (i.e., groups of "signs") being sent
back and forth between the tutor and
students. A computer system is a medium
which conveys those human messages.
References:
Frick, T. (1997). Artificially intelligent
tutoring systems: what computers can and
can't know. Journal of Educational
Computing Research, 16(2), 107-124. Web
supplement. [R&T]
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Student Version
The role of a computer-based instructional
system is to deliver messages to learners.
Those messages originated from a human
tutor who developed the instruction.
Computer systems do not understand these
messages which comprise the instruction,
student responses, and feedback during the
learning process. A computer is merely a
conduit for the exchange of messages
between student and teacher. A computer
system has no idea of the meanings of the
messages.
References:
Frick, T. (1997). Artificially intelligent
tutoring systems: what computers can and
can't know. Journal of Educational
Computing Research, 16(2), 107-124. Web
supplement. [R&T]
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Original Source Material Student Version

In contrast to the transmittal model
illustrated by the classroom lecture-note
taking scenario, the constructivist model
places students at the center of the
process--actively participating in thinking
and discussing ideas while making meaning
for themselves. And the professor, instead
of being the "sage on the stage," functions
as a "guide on the side," facilitating
learning in less directive ways.
Considering the major changes and shifts in
educational needs of today's society, the
need for a new paradigm of education has
emerged. This new paradigm of education
requires a major change in the role of
teachers from being the sage on the stage
to a guide on the side, facilitating learning
in less directive ways.

References: References:
King, A. (1993). From sage on the stage to King, A. (1993). From sage on the stage to
guide on the side. College Teaching, 41, 30- guide on the side. College Teaching, 41, 30-
35. 35.

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 Original Source Material Student Version

The philosophical position known Does knowledge exist outside of, or

as constructivismviews knowledge as a separate from, the individual who knows?
human construction. The various Constructivists argue that human
perspectives within constructivism are knowledge, such as what is known in the
based on the premise that knowledge is not fields of mathematics or sociology, as well
part of an objective, external reality that is as knowledge about learning itself, is a
separate from the individual. human construction (Gredler, 2001).
Instead, human knowledge, whether the
bodies of content in public disciplines
(such as mathematics or sociology) or
knowledge of the individual learner, is a References:
Gredler, M. E. (2001). Learning and
human construction.
instruction: Theory into practice (4th Ed.).
References: Upper Saddle River, NJ: Prentice-Hall.
Gredler, M. E. (2001). Learning and
instruction: Theory into practice (4th Ed.).
Upper Saddle River, NJ: Prentice-Hall.

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 The concept of systems is really quite
simple. The basic idea is that a system has
parts that fit together to make a whole;
but where it gets complicated - and
interesting - is how those parts are
connected or related to each other. There
are many kinds of systems: government
systems, health systems, military systems,
business systems, and educational systems,
to name a few.
References:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
The fundamental idea of systems, such as
corporations and schools, is actually very
simple. Each system has components which
interact. What is important is how those
components are connected together.
References:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.

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Original Source Material Student Version

The philosophical position known Constructivist philosophers assert that

as constructivismviews knowledge as a knowledge is made by humans themselves.
human construction. The various Knowledge is not "out there" in some
perspectives within constructivism are external reality separate from us. It is we
based on the premise that knowledge is humans who create the content in
 not part of an objective, external reality
that is separate from the
individual. Instead, human knowledge,
whether the bodies of content in public
disciplines (such as mathematics or
sociology) or knowledge of the individual
learner; is a human construction.
References:
Gredler, M. E. (2001). Learning and
instruction: Theory into practice (4th Ed.).
Upper Saddle, NJ: Prentice-Hall.
disciplines such as math and biology. That
knowledge would not exist without people
making it.
References:
Gredler, M. E. (2001). Learning and
instruction: Theory into practice (4th Ed.).
Upper Saddle, NJ: Prentice-Hall.

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Content could be presented in a variety of With the rapid advance in information

formats via multimedia. Dynamic processes
could be illustrated. Content in the form
of text, still pictures, video, sound,
graphics, or animations could be digitally or
analogically encoded and stored in
electronic, magnetic, and optical
technologies. This encoded information
technologies, people around the world can
access information quickly. Information
takes the form of text, still pictures, video,
sound, graphics, or animations, which are
stored and transferred electronically
through these computational technologies.
 could be transmitted literally around the
world in a matter of seconds.

References:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
References:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.

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The philosophical position known "The philosophical position known

as constructivism views knowledge as a
human construction. The various
perspectives within constructivism are
based on the premise that knowledge is
not part of an objective, external reality
that is separate from the
individual. Instead, human knowledge,
whether the bodies of content in public
as constructivism views knowledge as a
human construction. The various
perspectives within constructivism are
based on the premise that knowledge is not
part of an objective, external reality that is
separate from the individual. Instead,
human knowledge is a human construction"
(p. 29).
 disciplines (such as mathematics or
sociology) or knowledge of the individual
learner; is a human construction.

References:
Gredler, M. E. (2001). Learning and
instruction: Theory into practice (4th Ed.).
Upper Saddle, NJ: Prentice-Hall.

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Precedent is also described as "the unique
knowledge embedded in a known design"
(Oxman, 1994, p. 146), meaning, in
everyday terms, that the memory of having
experienced an existing design is a memory
that contains special forms of
knowledge... At heart, the design case is a
description of a real artifact or experience
that has been intentionally designed. A
case may be as minimal as an individual
image of a commercial product, a building,
an advertisement, a classroom or anything
According to Boling (2010, p. 2), "At heart,
the design case is a description of a real
artifact or experience that has been
intentionally designed." She explains that
the primary goal of a design case is to
provide designers with precedent--defined
by Oxman as "the unique knowledge
embedded in a known design" (as quoted in
Boling, 2010, p. 2). She further explains that
expert designers are aware of numerous
precedents which may be helpful in future
designs. For example, educational game
 else designed; these forms of design cases
appear in hundreds of magazines, design
annuals, competition catalogs, display
books, web portfolios and similar venues.
References:
Boling, E. (2010). The need for design cases:
Disseminating design
knowledge. International Journal of Designs
for Learning, 1 (1), 1-8.
designers can view unique cases of game
designs as precedents, which, in turn, may
facilitate design of new games.
References:
Boling, E. (2010). The need for design cases:
Disseminating design
knowledge. International Journal of Designs
for Learning, 1 (1), 1-8.

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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
While some have identified Merck as a
visionary company dedicated to a "core
values and a sense of purpose beyond just
making money" (Collins & Porras, 2002, p.
48), others point out corporate misdeeds
perpetrated by Merck (e.g., its role in
establishing a dubious medical journal that
 guides and inspires people throughout the republished articles favorable to Merck
organization and remains relatively fixed for products) as contradictory evidence.
long periods of time.
References:
References: Collins, J. C., & Porras, J. I. (2002). Built to
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary
last: Successful habits of visionary companies. New York, NY: Harper
companies. New York, NY: Harper Paperbacks.
Paperbacks.

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