[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.4 modules/gerd/roleclicker/description.aux:1.5
--- modules/gerd/roleclicker/description.aux:1.4 Sun May 8 22:10:53 2005
+++ modules/gerd/roleclicker/description.aux Mon May 9 13:03:42 2005
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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.9 modules/gerd/roleclicker/description.tex:1.10
--- modules/gerd/roleclicker/description.tex:1.9 Mon May 9 12:56:56 2005
+++ modules/gerd/roleclicker/description.tex Mon May 9 13:03:42 2005
@@ -339,7 +339,7 @@
Especially the last observation is discouraging, since as the students in the calculus-based course progressed further into their study of physics, the degree to which they were discussing concepts
decreased. This might partly be due to the different subject matter (electricity and magnetism versus mechanics), but also due to the lack of reward for conceptual considerations in solving standard
homework problems~\cite{lin}.
-
+\end{description}
\subsubsection{Interviews}
We will interview focus groups of students regarding their experiences and perceived relative helpfulness of the different problem types, and ask them to also reflect on how they perceived these question types were influencing their problem-solving strategies. Pascarella~\cite{pascarella02} developed some frameworks for these interviews, which can be built upon.
@@ -521,7 +521,8 @@
LON-CAPA's core development group is located at MSU, and in addition to faculty members, has a staff of three fulltime programmers, two user support staff, one technician, one graduate student, and one project coordinator. The LON-CAPA group also offers training and support for adopters of the system.
LON-CAPA is open-source (GNU General Public License) freeware, there are no licensing costs associated. Both aspects are important for the success of this project: the open-source nature of the system allows researchers to modify and adapt the system in order to address research needs, and the freeware character allows easier dissemination of results, in particular adaptation and implementation at other universities.
-\subsubsubsection{Shared Distributed Content Repository}
+
+{\bf Shared Distributed Content Repository}
LON-CAPA is designed around the concept of easy sharing and re-use of learning resources.
In LON-CAPA, the underlying distributed multimedia content repository spans across all of the currently over 30 participating institutions, and currently contains over 60,000 learning content resources, including more than 18,000 personalized homework problems. Disciplines include astronomy, biology, business, chemistry, civil engineering, computer science, family and child ecology, geology, human food and nutrition, human medicine, mathematics, medical technology, physics, and psychology. Any content material contributed to the pool is immediately available and ready-to-use within the system at all participating sites, thus facilitating dissemination of curricular development efforts (Sect.~\ref{matdev}). A large fraction of these resources are also available through the gateway to the National Science Digital Library (NSDL).
@@ -535,7 +536,7 @@
LON-CAPA provides highly customizable access control for such resources, and has a built-in key mechanism to charge for content access.
-\subsubsubsection{Formative and Summative Assessment Capabilities}
+{\bf Formative and Summative Assessment Capabilities}
LON-CAPA started in 1992 as a system to give personalized homework to students in introductory physics courses. ``Personalized" means that each student sees a different version of the same computer-generated problem: different numbers, choices, graphs, images, simulation parameters, etc, Fig.~\ref{twoproblems}.
\begin{figure}
@@ -559,7 +560,8 @@
Students are generally given immediate feedback on the correctness of their solutions, and in some cases additional help. They are usually granted multiple attempts to get a problem correct. This allows the instructor to follow a learner's thought process, both through statistical analysis (see~\ref{anatool}) and data-mining approaches.
The system also allows for free-form essay-type answers, which are however graded by humans with the assistance of the system (keyword-highlighting, plagiarism-checks, etc).
-\subsubsubsection{Course Management}
+
+{\bf Course Management}
Over the years, the system added a learning content management system and standard course management features, such as communications, gradebook, etc., which are comparable to commercial course management systems, such as BlackBoard, WebCT, or ANGEL. See
Refs.~\cite{features,edutools} for an overview of features, and comparisons to other systems.
@@ -570,7 +572,7 @@
\caption{Example an individual student view for problem analysis.\label{problemview}}
\end{figure}
-\subsubsection{Analysis Capabilities}\label{anatool}
+{\bf Analysis Capabilities}\label{anatool}
LON-CAPA allows instructors to analyze student submissions both for individual students (Fig.~\ref{problemview}) and across the course (Fig.~\ref{problemanalysis}).
For example, Fig.~\ref{problemview} indicates that in the presence of a medium between the capacitor plates, the student was convinced that the force would increase, but also that this statement was the one he was most unsure about: His first answer was that the force would double; no additional feedback except ``incorrect" was provided by the system. In his next attempt, he would change his answer on only this one statement (indicating that he was convinced of his other answers) to ``four times the force" --- however, only ten seconds passed between the attempts, showing that he was merely guessing by which factor the force increased. The graphs on the right of Fig.~\ref{problemanalysis} show which statements were answered correctly course-wide on the first and on the second attempt, respectively, the graphs on the right which other options the students chose if the statement was answered incorrectly. Clearly, students have the most difficulty with the concept of how a medium acts inside a capacitor, with the absolute majority believing the force would increase, and only about 20\% of the students believing the medium had no influence.
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