[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
mvogt
lon-capa-cvs@mail.lon-capa.org
Tue, 10 May 2005 20:43:48 -0000
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.8 modules/gerd/roleclicker/description.aux:1.9
--- modules/gerd/roleclicker/description.aux:1.8 Tue May 10 11:22:27 2005
+++ modules/gerd/roleclicker/description.aux Tue May 10 16:43:48 2005
@@ -50,6 +50,12 @@
\newlabel{table:qtype}{{2}{8}}
\citation{physlets}
\citation{pascarella02}
+\@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.}}{9}}
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+\@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}}
\citation{mref1}
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@@ -61,14 +67,6 @@
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-\@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}}
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@@ -80,44 +78,45 @@
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-\newlabel{matdev}{{3}{10}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {3.1}Existing Material}{10}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.2}Pre-/Post-Performance on Concept Inventories}{10}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.3}Previous Results}{10}}
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-\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.2}Beyond Question (BQ)}{11}}
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+\citation{bq2}
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\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Web-rendering of the same LON-CAPA problem for two different students. }}{12}}
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+\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.1}Interactive Learning Toolkit (ILT)}{12}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.2}Beyond Question (BQ)}{12}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.3}The Learning{\it Online} Network with CAPA (LON-CAPA)}{12}}
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-\@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 {6.1}Year 1}{15}}
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+\@writefile{toc}{\contentsline {subsection}{\numberline {6.3}Year 3}{15}}
+\@writefile{toc}{\contentsline {section}{\numberline {7}Expertise and Responsibilites of the PIs}{15}}
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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.14 modules/gerd/roleclicker/description.tex:1.15
--- modules/gerd/roleclicker/description.tex:1.14 Tue May 10 11:22:27 2005
+++ modules/gerd/roleclicker/description.tex Tue May 10 16:43:48 2005
@@ -258,9 +258,6 @@
yet a considerable number dealt with the physics
of the problems.
-
-
-
\subsubsection{Previous Results of Discussion Analysis}
An analysis of asynchronous online discussions has previously been carried out by the PIs, and we expect some of the results to transfer to in-class discussion settings.
\begin{figure}
@@ -351,11 +348,26 @@
\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}
+
+A very important measure of the effectiveness of Peer Instruction as well as a given ConceptTest is the gain of the percentage
+of correct answers after the discussion phase compared to before. In figure[], we have plotted the gain for the Physcics 1b course
+at Harvard. It clearly shows a significant shift of responses towards the correct answer. It is, however, unclear what exactly
+causes this gain. Using Computer-Guided Discussion, one can investigate how the gain changes if only students with different initital
+responses are matched together. A randomization of the question would exclude the possibility of a simple exchange of answer keys rather
+than a conceptual discussion. It will be interesting to see how this affects the gain compared to a traditional PI setting.
+
\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.
+We will perform Pre-Post Perfomance Analysis of the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity And Magnetism (CSEM).
+Since many concepts taught in the Eletricity and Magnetism Courses are the same as in Mechanics (forces, fields, potential), an improved
+conceptual understanding through a more effective form of peer instruction would lead to an improved performance in both tests.
+
+Figure [] shows pre- and post scores of three courses at Harvard using a traditional style of lecture, a hybrid form which allows some
+form of interaction during class, and a course using Peer Instruction. Clearly, the performance enhancement is highest for the fully
+interactive course. A more complete picture would also take into account the different forms of Peer Instruction proposed.
+
\begin{figure}
\includegraphics[width=2.5in]{fcipre}
\includegraphics[width=2.5in]{fcipost}
@@ -363,7 +375,6 @@
\caption{Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.\label{prepostfci}}
\end{figure}
-
\subsubsection{Previous Results}
We have applied
peer-instruction in both the calculus-based and the algebra-based introductory physics courses for non-majors
@@ -446,17 +457,13 @@
\subsection{Existing System Functionality}
Between the collaborators, a number of technological components exist that can be used to build the foundation for the needed functionality.
\subsubsection{Interactive Learning Toolkit (ILT)}
-Two years ago, we published the result of an online survey of PI users in diverse settings. \cite{mref27} This
-survey alerted us to some key areas that instructors found challenging, including the time taken to
-structure and organize teaching with PI efficiently, the lack of teaching materials (specifically CTs), use
-of class time to encourage student-instructor interaction and increasing student interaction and
-participation in the course. As a result, we created and developed a learning management system, which
-not only supports and improves the teaching and learning experience, but also targets these key problem
-areas. The resulting ILT is an open-source project based on open standards and is currently in use at a
-number of collaborating institutions nationwide.
+
+The Interactive Learning Toolkit is an open-source learning management system that supports research-based interactive
+learning pedagogies.
+
\subsubsection{Beyond Question (BQ)}
The BQ system allows to collect student responses electronically from various types of consumer devices~\cite{bq1,bq2}. BQ polls student responses and provides these data immediately for the instructor as needed.
-The software not only reads the output from electronic response units, but also can be used in conjunction with cellphones, PDAs and laptops, whcih can provide more comprehensive data than single-digit multiple-choice responses provided by current classroom communication systems. In addition, one of the abilities of the BQ software is to identify student location using a seating map. This allowsinstructors to relate student position to their answer, so that one can tell who answered what, and where these are seated in the classroom - this information can be used to manage class discussions.
+The software not only reads the output from electronic response units, but also can be used in conjunction with cellphones, PDAs and laptops, whcih can provide more comprehensive data than single-digit multiple-choice responses provided by current classroom communication systems.
\subsubsection{The Learning{\it Online} Network with CAPA (LON-CAPA)}\label{loncapa}
The Learning{\it Online} Network with Computer-Assisted Personalized Approach ({\tt http://www.lon-capa.org/}) is a distributed learning content management, course management, and assessment system, and also the model system of the current NSF-ITR grant, see Sect.~\ref{results}.
@@ -482,6 +489,9 @@
As an outcome of the NSF ITR grant Investigation of a Model for Online Resource Creation and Sharing in Educational Settings
(\#0085921, \$2,055,000, September 15, 2000 through July 31, 2005), LON-CAPA developed into a content sharing network of more than 15 institutions of higher education including community colleges and four-year institutions, as well as over 15 middle and high schools. In addition, LON-CAPA houses commercial textbook content from seven major publishing companies, and a commercial service company was established around the product at the end of 2004.
\subsection{Computer-Guided Group Formation}
+
+
+
\begin{figure}
\includegraphics[width=2.5in]{seatfig.eps}
\caption{Computer-guided group formation.\label{formation}
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