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Maria Donohue

Education Technology

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Mock Crime Scene: http://www.masss.gov 5. List and classify the evidence you would collect from this crime scene (be as specific as possible)

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Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).

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Your discussion question this week is broken into TWO parts and you will find all the information you need in your Week 9 module: 1. Your first assignment is to experience a simulated witch trial. After watching and reading the material I have given you, please follow the link provided to participate in an online simulation of a witch trial that would have taken place in 15th century Europe. This simulation will give you a deeper understanding of how these accusations occurred and how the element of fear is used to oppress and control people. I included two videos. If you don't have time to watch both, then I highly recommend watching the one on the Pendle Witch Trial of 1612. Pendle Witch Trial: https://www.youtube.com/watch?v=MATKIhrDZSc 2. Your second assignment is to critique and analyze Hieronymus Bosch's famous painting, "The Garden of Earthly Delights." Bosch has been described as a painter of nightmares and has a way of tapping into our greatest fears and so this week we will discover just how much our fears today are still reflected in those painted by him hundreds of years ago. Not only will you become more familiar with his artwork but you will also gain a better understanding of interpreting symbols in art. All the information you will need for this is also in your Week 9 module. I have provided you with a lot of information, but please make sure you watch EITHER the video on Bosch OR the link for the slide tutorial on the middle panel of the Garden of Earthly Delights. This will help you complete the discussion this week. Week 9: Discussion Part ONE: The Witch Trials The witch trials during the Reformation would become known as "the female holocaust," and as you learned in the documentaries, many villages were wiped clean of women. Between last week with the trial of Joan of Arc, and now the witch trials, we see how frightening it is to be misjudged and put on trial for something that you did not do. These medieval witch hunts were about fear, politics, religion, science and magic. But it's also about words and stories and just how powerful they can be. I think this is incredibly relevant today; not just with modern witch trials that are still happening to people all over the world; but also in the media; when fake news meant to instill panic and fear spreads like wildfire because we feed those flames, just like the flames that were used to execute women. PART 1: Before you answer the following discussion question, please make sure you've done the previous witch trial simulation. Also found here: http://departments.kings.edu/womens_history/witch/hunt/ (Links to an external site.) Take notes as you go along, because you will need to answer the following questions: 1. Did you confess quickly or deny your guilt? 2. What was the final outcome of your decision? 3. What type of evidence did the authorities use against you to accuse you of witchcraft? 4. What kind of crimes did the authorities believe witches committed? 5. .

Your discussion question this week is broken into TWO parts and yo.docx

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I need to get a 9/10 in order to pass this and I have 40 mins from now to submit it . Please help!!! Item 1 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. Original Source Material The technological tools available today for creating computer-based learning materials are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials. All it takes is time, know-how, and some funds. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Frick (1991) suggested that teachers and students would be capable of using computer-video technology to make learning resources. Furthermore, Frick\'s observation regarding tools for creating learning materials that leverage computers that are a lot more powerful than technology used just a few years back remains true over a decade later. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints Item 2 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. Original Source Material Student Version 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. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints Item 3 In the case below, the original source material is given along with a sample of student work. Determine the ty.

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2. Mock Crime Scene: http://www.masss.gov 5. List and classify the evidence you would collect from this crime scene (be as specific as possible)

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