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ORIGINAL: Given that skill learning is often enhanced during sleep, one would expect to see concomitant increases in synaptic strength. However, in many studies, sleep actually decreases synaptic strength. This led to the idea that sleep is a time for reducing the number of synaptic connections to enhance the information storage capacity of the brain.  Reference Euston, D. R., & Steenland, H. W. (2014).  Memories—getting wired during sleep. Science, 344(6188), 1087-1088.

PARAPHRASE: This supports the idea that sleep is a time for reducing the number of synaptic connections to enhance the information storage capacity of the brain.  

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ORIGINAL Research in inquiry learning currently focuses on finding scaffolds or cognitive tools that help to alleviate these problems and produce effective and efficient learning situations. Computer environments can integrate these cognitive tools with the simulation. Reference de Jong, T. (2006). Technological Advances in Inquiry Learning. Science, 312(5773), 532-533.

PARAPHRASE Teachers are encouraged to use cognitive tools. There are several cognitive tools available to teachers, which "can [be integrated] with the simulation" (de Jong, 2006, p. 532).

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ORIGINAL Instructional design theory requires at least two components: methods for facilitating human learning and development (which are also called methods of instruction), and indications as to when and when not to use these methods (which I call situations). Reference Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

PARAPHRASE Two components must be present in an instructional design theory. The first component (methods) describes how human learning will be supported, and the second component (situation) describes when certain methods ought to be used.

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ORIGINAL 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. Reference Van Merriënboer, J. J. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Educational Technology.

PARAPHRASE 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. Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction.

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ORIGINAL a) ...literacies crucially entails sense making within a rich, multimodal semiotic system, situated in a community of practice that renders that system meaningful. Reference 1 Steinkuehler C. (2007) Massively multiplayer online gaming as a constellation of literacy practices. eLearning 4(3):297–318.

b): …noted a favorable reaction to the game of those students preferring more social styles of learning [and] ... active involvement was the only affective factor significantly linked to learning. Reference 2 Corbeil, P., & Laveault, D. (2011).  Validity of a simulation game as a method for history teaching.  Simulation & Gaming, 42(4), 462-475.

PARAPHRASE Steinkuehler (2007) points out that "...literacies crucially entails sense making within a rich, multimodal semiotic system, situated in a community of practice that renders that system meaningful" (p.300). In a multimodal semiotic system, "...active involvement was the only affective factor significantly linked to learning"(Corbeil & Laveault, 2011, p. 474).

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