[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex

[mvogt]

mvogt		Tue May 10 18:07:21 2005 EDT

  Modified files:              
    /modules/gerd/roleclicker	description.aux description.tex 
  Log:
  
  
Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.9 modules/gerd/roleclicker/description.aux:1.10
--- modules/gerd/roleclicker/description.aux:1.9	Tue May 10 16:43:48 2005
+++ modules/gerd/roleclicker/description.aux	Tue May 10 18:07:20 2005
@@ -74,42 +74,42 @@
 \citation{mref23}
 \citation{mref25}
 \citation{mref26}
-\citation{mref27}
-\citation{mref28}
-\citation{mref11}
-\citation{mref12}
 \@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 {subsubsection}{\numberline {2.4.2}Pre-/Post-Performance on Concept Inventories}{10}}
 \@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.3}Previous Results}{10}}
+\citation{mref27}
+\citation{mref28}
+\citation{mref11}
+\citation{mref12}
 \citation{mref11}
 \citation{physlets}
 \@writefile{toc}{\contentsline {section}{\numberline {3}Materials Devolopment}{11}}
 \newlabel{matdev}{{3}{11}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {3.1}Existing Material}{11}}
 \@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}}
 \citation{bq1}
 \citation{bq2}
 \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 {section}{\numberline {4}Implementation}{12}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.1}Existing System Functionality}{12}}
 \@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}}
 \newlabel{loncapa}{{4.1.3}{12}}
+\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Web-rendering of the same LON-CAPA problem for two different students. }}{13}}
+\newlabel{twoproblems}{{6}{13}}
 \@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{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Rendering of a problem on PDA devices }}{14}}
+\newlabel{pdaview}{{8}{14}}
 \@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{14}}
 \newlabel{timeline}{{3}{14}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.2}Computer-Guided Group Formation}{14}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Different Question Types}{14}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Randomized Questions}{14}}
-\@writefile{toc}{\contentsline {section}{\numberline {5}Dissemination}{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}{15}}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.15 modules/gerd/roleclicker/description.tex:1.16
--- modules/gerd/roleclicker/description.tex:1.15	Tue May 10 16:43:48 2005
+++ modules/gerd/roleclicker/description.tex	Tue May 10 18:07:20 2005
@@ -104,16 +104,14 @@
 \subsection{Broader Impact}
 Currently, every semester approximately 350,000 US students are taking introductory undergraduate physics courses similar to the ones under investigation in this project~\cite{aapt}. For many of these students, it is both their first and their last formal exposure to physics. Students will go into a large spectrum of careers, with or without an understanding of the basic concepts of the physical world.
 
-This project has the potential of broader impact, since like many of the other
-efforts in Physics Education, it is carried out within a regular college
-venue. Results from this study will be applicable especially in
-large-enrollment courses, where for logistical reasons online homework is
-frequently the only feasible formative assessment mechanism. Both the tool
-(LON-CAPA, Sect.~\ref{loncapa}) and any developed, implemented, and adapted
-materials (Sect.~\ref{matdev}) will be readily available to physics
-faculty. Faculty members at the over thirty currently participating LON-CAPA
-institutions will be able to profit from this project already during its
-progress.
+This project has the potential of broader impact, since like many of the other efforts in Physics Education, it is carried out within a regular college
+venue.  The three  participating institutions, an ivy league school, a mass state university and a small liberal arts college, host different student 
+populations and offer different teaching environments. This allows to study a wide and diverse range of educational settings. There is also a regional
+component, since the collaborating schools come from three culturally different parts of the United States.
+
+The tools developed in the proposed project are flexible and can be used nationwide by instiutions with very different resources, including community colleges. 
+Both the tool and any developed, implemented, and adapted materials will be readily available for physics faculty. 
+
 
 
 \section{Methodology}\label{method}