[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:1.7 modules/gerd/roleclicker/description.aux:1.8
--- modules/gerd/roleclicker/description.aux:1.7 Mon May 9 17:42:48 2005
+++ modules/gerd/roleclicker/description.aux Tue May 10 11:22:27 2005
@@ -36,12 +36,12 @@
\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.1}Discussion Classification}{5}}
\citation{discpaper}
\citation{discpaper}
-\@writefile{lot}{\contentsline {table}{\numberline {1}{\ignorespaces Examples of discussion contribution types and features\nobreakspace {}\cite {discpaper}.}}{6}}
-\newlabel{table:examples}{{1}{6}}
\citation{discpaper}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.2}Previous Results of Discussion Analysis}{6}}
+\@writefile{lot}{\contentsline {table}{\numberline {1}{\ignorespaces Examples of discussion contribution types and features\nobreakspace {}\cite {discpaper}.}}{7}}
+\newlabel{table:examples}{{1}{7}}
\@writefile{lof}{\contentsline {figure}{\numberline {3}{\ignorespaces Prominance of discussion superclasses by grade.}}{7}}
\newlabel{fig:gradecorrel}{{3}{7}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.2}Previous Results of Discussion Analysis}{7}}
\citation{kashyd01}
\citation{mcdermott}
\citation{beichner}
@@ -49,7 +49,6 @@
\@writefile{lot}{\contentsline {table}{\numberline {2}{\ignorespaces Influence of question types and features on discussions. The values indicate the percentage prominence of the discussion superclasses, types, and features (columns) for discussions associated with questions of a certain type or with certain features (rows). The values in brackets result from an analysis with ``chat'' excluded.}}{8}}
\newlabel{table:qtype}{{2}{8}}
\citation{physlets}
-\citation{lin}
\citation{pascarella02}
\citation{mref1}
\citation{mref2}
@@ -62,13 +61,16 @@
\citation{mref9}
\citation{mref10}
\citation{mref13}
-\citation{mref19}
-\citation{mref20}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.3}Interviews}{9}}
+\@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.}}{9}}
+\newlabel{beforeafter}{{4}{9}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.3}Procedure}{9}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.4}Interviews}{9}}
\@writefile{toc}{\contentsline {subsection}{\numberline {2.4}Outcome-Oriented Evaluation}{9}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.1}Pre-/Post-Discussion Answer Distribution}{9}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.2}Pre-/Post-Performance on Concept Inventories}{9}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.3}Previous Results}{9}}
+\citation{mref19}
+\citation{mref20}
\citation{mref21}
\citation{mref22}
\citation{mref23}
@@ -79,6 +81,8 @@
\citation{mref11}
\citation{mref12}
\citation{mref11}
+\@writefile{lof}{\contentsline {figure}{\numberline {5}{\ignorespaces Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.}}{10}}
+\newlabel{prepostfci}{{5}{10}}
\@writefile{toc}{\contentsline {section}{\numberline {3}Materials Devolopment}{10}}
\newlabel{matdev}{{3}{10}}
\@writefile{toc}{\contentsline {subsection}{\numberline {3.1}Existing Material}{10}}
@@ -86,36 +90,37 @@
\citation{mref27}
\citation{bq1}
\citation{bq2}
-\citation{features}
-\citation{edutools}
\@writefile{toc}{\contentsline {subsection}{\numberline {3.2}Porting of Content}{11}}
\@writefile{toc}{\contentsline {section}{\numberline {4}Implementation}{11}}
\@writefile{toc}{\contentsline {subsection}{\numberline {4.1}Existing System Functionality}{11}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.1}Interactive Learning Toolkit (ILT)}{11}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.2}Beyond Question (BQ)}{11}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.3}The Learning{\it Online} Network with CAPA (LON-CAPA)}{11}}
-\newlabel{loncapa}{{4.1.3}{11}}
-\@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Web-rendering of the same LON-CAPA problem for two different students. }}{12}}
-\newlabel{twoproblems}{{4}{12}}
-\@writefile{lof}{\contentsline {figure}{\numberline {5}{\ignorespaces Computer-guided group formation. }}{12}}
-\newlabel{formation}{{5}{12}}
-\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Rendering of a problem on PDA devices }}{13}}
-\newlabel{pdaview}{{6}{13}}
+\citation{features}
+\citation{edutools}
+\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Web-rendering of the same LON-CAPA problem for two different students. }}{12}}
+\newlabel{twoproblems}{{6}{12}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.3}The Learning{\it Online} Network with CAPA (LON-CAPA)}{12}}
+\newlabel{loncapa}{{4.1.3}{12}}
+\@writefile{lof}{\contentsline {figure}{\numberline {7}{\ignorespaces Computer-guided group formation. }}{13}}
+\newlabel{formation}{{7}{13}}
+\@writefile{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Rendering of a problem on PDA devices }}{13}}
+\newlabel{pdaview}{{8}{13}}
\@writefile{toc}{\contentsline {subsection}{\numberline {4.2}Computer-Guided Group Formation}{13}}
\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Different Question Types}{13}}
\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Randomized Questions}{13}}
\@writefile{toc}{\contentsline {section}{\numberline {5}Dissemination}{13}}
-\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{13}}
\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{14}}
\newlabel{timeline}{{3}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {5.1}Commodization Phase}{14}}
+\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{14}}
\@writefile{toc}{\contentsline {subsection}{\numberline {6.1}Year 1}{14}}
\@writefile{toc}{\contentsline {subsection}{\numberline {6.2}Year 2}{14}}
\@writefile{toc}{\contentsline {subsection}{\numberline {6.3}Year 3}{14}}
\@writefile{toc}{\contentsline {section}{\numberline {7}Expertise and Responsibilites of the PIs}{14}}
\@writefile{toc}{\contentsline {subsection}{\numberline {7.1}Gerd Kortemeyer}{14}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {7.2}Guy Albertelli}{14}}
-\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{14}}
-\newlabel{results}{{8}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {7.2}Guy Albertelli}{15}}
+\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{15}}
+\newlabel{results}{{8}{15}}
\bibcite{aapt}{1}
\bibcite{EBAPS}{2}
\bibcite{MPEX}{3}
@@ -131,30 +136,30 @@
\bibcite{mazur96}{13}
\bibcite{discpaper}{14}
\bibcite{physlets}{15}
-\bibcite{lin}{16}
-\bibcite{pascarella02}{17}
-\bibcite{mref1}{18}
-\bibcite{mref2}{19}
-\bibcite{mref3}{20}
-\bibcite{mref4}{21}
-\bibcite{mref5}{22}
-\bibcite{mref6}{23}
-\bibcite{mref7}{24}
-\bibcite{mref8}{25}
-\bibcite{mref9}{26}
-\bibcite{mref10}{27}
-\bibcite{mref13}{28}
-\bibcite{mref19}{29}
-\bibcite{mref20}{30}
-\bibcite{mref21}{31}
-\bibcite{mref22}{32}
-\bibcite{mref23}{33}
-\bibcite{mref27}{34}
-\bibcite{mref28}{35}
-\bibcite{bq1}{36}
-\bibcite{bq2}{37}
-\bibcite{features}{38}
-\bibcite{edutools}{39}
+\bibcite{pascarella02}{16}
+\bibcite{mref1}{17}
+\bibcite{mref2}{18}
+\bibcite{mref3}{19}
+\bibcite{mref4}{20}
+\bibcite{mref5}{21}
+\bibcite{mref6}{22}
+\bibcite{mref7}{23}
+\bibcite{mref8}{24}
+\bibcite{mref9}{25}
+\bibcite{mref10}{26}
+\bibcite{mref13}{27}
+\bibcite{mref19}{28}
+\bibcite{mref20}{29}
+\bibcite{mref21}{30}
+\bibcite{mref22}{31}
+\bibcite{mref23}{32}
+\bibcite{mref27}{33}
+\bibcite{mref28}{34}
+\bibcite{bq1}{35}
+\bibcite{bq2}{36}
+\bibcite{features}{37}
+\bibcite{edutools}{38}
+\bibcite{lin}{39}
\bibcite{chi}{40}
\bibcite{schoenfeld}{41}
\bibcite{foster}{42}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.13 modules/gerd/roleclicker/description.tex:1.14
--- modules/gerd/roleclicker/description.tex:1.13 Tue May 10 10:32:11 2005
+++ modules/gerd/roleclicker/description.tex Tue May 10 11:22:27 2005
@@ -8,16 +8,16 @@
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\begin{document}
@@ -154,10 +154,10 @@
For the purposes of this project, ``representation-translation" will be considered a feature, which may or may not apply to any of the other problem types.
-\begin{figure*}
+\begin{figure}
\includegraphics[width=6.5in]{KortemeyerFig3}
\caption{Example of two LON-CAPA problems addressing the same concepts in two different representations. The problem on the left is a conventional short-numerical-answer problem, while the problem on the right requires ``representation-translation."\label{trajectory}}
-\end{figure*}
+\end{figure}
\item[Ranking-tasks] This type of problem requires a student to rank a number of statements, scenarios, or objects with respect to a certain feature. For example, a student might be asked to rank a number of projectiles in the order that they will hit the ground, or a number of locations in order of the strength of their local electric potential.
\item[Context-based reasoning problems] The distinguishing characteristic of these problems is that they are set in the context of real-world scenarios and not in the context of the artificial ``zero-friction" laboratory scenarios of typical textbook problems.
@@ -292,13 +292,13 @@
The values indicate the percentage prominence of the discussion superclasses, types, and features (columns) for discussions associated with questions of a certain
type or with certain features (rows). The values in brackets result from an analysis with ``chat'' excluded.\label{table:qtype}}
\scriptsize
-\begin{tabular}{lcccccc}
+\begin{tabular}{p{2.3cm}cccccc}
&Emot. Clim.&Procedural&Solution&Math&Physics&Conceptual\\
Multiple Choice&-5$\pm$3&28$\pm$7 (29$\pm$8)&66$\pm$7 (74$\pm$7)&9$\pm$6 (9$\pm$6)&16$\pm$5 (17$\pm$5)&6$\pm$3 (7$\pm$3)\\
Short Textual&&&&&&\\
Numerical&4$\pm$1&48$\pm$1 (57$\pm$1)&52$\pm$1 (63$\pm$2)&8$\pm$1 (9$\pm$1)&23$\pm$1 (27$\pm$1)&7$\pm$1 (8$\pm$1)\\
Formula&6$\pm$8&29$\pm$11 (31$\pm$10)&57$\pm$16 (64$\pm$18)&31$\pm$16 (36$\pm$18)&&\\
-Mult.-choice Mult.-resp.&1$\pm$1&15$\pm$3 (16$\pm$3)&66$\pm$4 (72$\pm$4)&1$\pm$1 (2$\pm$2)&22$\pm$3 (26$\pm$3)&14$\pm$2 (18$\pm$3)\\
+Mult.-choice\newline Mult.-resp.&1$\pm$1&15$\pm$3 (16$\pm$3)&66$\pm$4 (72$\pm$4)&1$\pm$1 (2$\pm$2)&22$\pm$3 (26$\pm$3)&14$\pm$2 (18$\pm$3)\\
Ranking&2$\pm$3&24$\pm$11 (26$\pm$12)&41$\pm$18 (46$\pm$20)&&52$\pm$20 (54$\pm$20)&38$\pm$18 (39$\pm$17)\\
Click-on-Image&0$\pm$9&14$\pm$6 (18$\pm$8)&53$\pm$8 (69$\pm$11)&3$\pm$3 (5$\pm$5)&25$\pm$11 (26$\pm$11)&22$\pm$8 (25$\pm$9)\\\hline
@@ -334,19 +334,10 @@
It should be noted that the earlier study dealt with a relatively small set of
representation-translation problems, some of which involved non-static time-evolving simulations as data-source, while in this study, none of the simulation-based problems were assigned. Within this project, we aim to deploy Physlets~\cite{physlets} in the classroom, and expect statistically more significant data regarding their impact.
-\item[Influence of course]
-Few significant differences could be found between the algebra-based and the calculus-based course:
-\begin{itemize}
-\item discussions in the algebra-based course had a significantly higher emotional
-climate (6$\pm$1 versus 2$\pm$1)
-\item the algebra-based course had a higher prominence of ``chat'' (21$\pm$2\% versus 11$\pm$1\% (first semester) and 14$\pm$2\% (second semester))
-\item physics-related discussion were significantly higher in the calculus-based course (28$\pm$2\% (first semester) and 23$\pm$2\% (second semester)) versus 17$\pm$2\% in the algebra-based course.
-\item conceptual-discussions were significantly higher in the first semester of the calculus-based course (12$\pm$2\% (calculus, first semester) versus 6$\pm$2\% (algebra)), but this difference vanished in the second semester (7$\pm$1\% (calculus, second semester)).
-\end{itemize}
-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{Procedure}
+Student helpers will be trained and assigned to student groups during lecture to document the discussions using the coding scheme described in subsection~\ref{subsec:disccat}. Results will be stored in conjunction with the statistical data gathered from each question.
\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.
@@ -357,10 +348,20 @@
\subsection{Outcome-Oriented Evaluation}
\subsubsection{Pre-/Post-Discussion Answer Distribution}
+\begin{figure}
+\includegraphics[width=2.5in]{before}
+\includegraphics[width=2.5in]{after}
+\caption{Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.\label{beforeafter}}
+\end{figure}
\subsubsection{Pre-/Post-Performance on Concept Inventories}
The same concept inventories using the establishment of initial conditions (subsection~\ref{inventories}) will be used in a post-test scenario.
+\begin{figure}
+\includegraphics[width=2.5in]{fcipre}
+\includegraphics[width=2.5in]{fcipost}
+\caption{Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.\label{prepostfci}}
+\end{figure}
\subsubsection{Previous Results}
@@ -610,9 +611,6 @@
\bibitem{discpaper} Gerd Kortemeyer, {\it An Analysis of Asynchronous Online Homework Discussions in Introductory Physics Courses}, submitted.
\bibitem{physlets} Wolfgang Christian et al., {\it Physlets}, http://webphysics.davidson.edu/Applets/Applets.html
-\bibitem{lin}
-Herbert Lin, {\it Learning physics vs. passing courses}
-Phys. Teach., 20, 151-157 (1982)
% Interviews
@@ -692,6 +690,9 @@
%
+\bibitem{lin}
+Herbert Lin, {\it Learning physics vs. passing courses}
+Phys. Teach., 20, 151-157 (1982)
\bibitem{chi}
--www1115738547--