[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
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New figures starting with ConcepTests
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.10 modules/gerd/roleclicker/description.aux:1.11
--- modules/gerd/roleclicker/description.aux:1.10 Tue May 10 18:07:20 2005
+++ modules/gerd/roleclicker/description.aux Wed May 11 10:08:22 2005
@@ -25,37 +25,32 @@
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\newlabel{threemasses}{{1}{4}}
+\@writefile{lof}{\contentsline {figure}{\numberline {2}{\ignorespaces Example of two problems addressing the same concepts in two different representations. The problem on the left is an original ConcepTest problem of type single-response multiple-choice, the problem on the right is multiple-response multiple-choice. Both problems require representation translation since data is provided in graphical form.}}{4}}
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+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.2}Previous Results of Discussion Analysis}{7}}
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\newlabel{table:qtype}{{2}{8}}
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+\@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}}
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+\@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}}
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+\citation{bq2}
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+\@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}}
\citation{features}
\citation{edutools}
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-\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.2}Beyond Question (BQ)}{12}}
+\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Three randomized variations of the problem in Fig.\nobreakspace {}2\hbox {}. The graphs are dynamically generated on-the-fly and lead to different answers. for different students.}}{12}}
+\newlabel{rando}{{6}{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 {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{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}Resource-Pool Organization}{13}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Computer-Guided Group Formation}{13}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Different Question Types}{13}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.5}Randomized Questions}{13}}
\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{14}}
\newlabel{timeline}{{3}{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}}
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-\@writefile{toc}{\contentsline {subsection}{\numberline {6.2}Year 2}{15}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {6.3}Year 3}{15}}
-\@writefile{toc}{\contentsline {section}{\numberline {7}Expertise and Responsibilites of the PIs}{15}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {7.1}Gerd Kortemeyer}{15}}
+\@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}{15}}
\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{15}}
\newlabel{results}{{8}{15}}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.16 modules/gerd/roleclicker/description.tex:1.17
--- modules/gerd/roleclicker/description.tex:1.16 Tue May 10 18:07:20 2005
+++ modules/gerd/roleclicker/description.tex Wed May 11 10:08:22 2005
@@ -105,7 +105,7 @@
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. The three participating institutions, an ivy league school, a mass state university and a small liberal arts college, host different student
+venue. The three participating institutions, an ivy league school, a large 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.
@@ -139,7 +139,7 @@
\begin{description}
\item[Multiple-choice and short-answer questions] The most basic and most easily computer-evaluated type of question, representing the conventional (typical back-of-chapter textbook) problem.
-For the purposes of this project, ``multiple choice" and ``short-answer" will be considered as separate classes, where short-answer includes numerical answers such as ``\verb!17 kg/m^3!," and formula answers, such as ``\verb!1/2*m*(vx^2+vy^2)!." The problems on the left side of Figs.~\ref{threemasses} and \ref{trajectory} are examples of ``short-(numerical)-answer" problems.
+For the purposes of this project, ``multiple choice" and ``short-answer" will be considered as separate classes, where short-answer includes numerical answers such as ``\verb!17 kg/m^3!," and formula answers, such as ``\verb!1/2*m*(vx^2+vy^2)!."
\item[Multiple-choice multiple-response questions] This type of problem, a first step beyond conventional problems, requires a student to evaluate each statement and make a decision about it. The problem on the right side of Fig.~\ref{threemasses} is of this type.
@@ -148,13 +148,16 @@
\caption{Example of two LON-CAPA problems addressing the same concepts. The problem on the left is a conventional short-numerical-answer problem, while the problem on the right is of type ``multiple-choice multiple-response."\label{threemasses}}
\end{figure*}
-\item[Representation-translation questions] This type of problem requires a student to translate between different representations of the same situation, for example from a graphical to a numerical or textual representation. The answer might be required in different formats, for example in the problem on the right side of Fig.~\ref{trajectory}, it is a short-numerical-answer. Translation between representations can be surprisingly challenging for physics learners~\cite{mcdermott,beichner}.
+\item[Representation-translation questions] This type of problem requires a student to translate between different representations of the same situation, for example from a graphical to a numerical or textual representation. The answer might be required in different formats, see for example
+Fig.~\ref{repre}, it is a short-numerical-answer. Translation between representations can be surprisingly challenging for physics learners~\cite{mcdermott,beichner}.
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}
-\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}}
+\includegraphics[width=8cm]{emfOrig}
+\includegraphics[width=8cm]{emfMulti}
+
+\caption{Example of two problems addressing the same concepts in two different representations. The problem on the left is an original ConcepTest problem of type single-response multiple-choice, the problem on the right is multiple-response multiple-choice. Both problems require representation translation since data is provided in graphical form.\label{repre}}
\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.
@@ -350,19 +353,19 @@
\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
+of correct answers after the discussion phase compared to before. In Fig.~\ref{beforeafter}, 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
+causes this gain. Using computer-guided group formation, 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).
+We will perform pre/post performance 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
+Figure~\ref{prepostfci} 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.
@@ -446,7 +449,7 @@
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).
-\subsection{Porting of Content}
+\subsection{Porting of Content}\label{porting}
The current library of ConcepTests will be translated into LON-CAPA format, such that baseline data can be obtained across different implementations and institutions.
In addition, Physlets~\cite{physlets} will be incorporated into the LON-CAPA content pool, and questions developed around them.
@@ -471,12 +474,16 @@
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.
LON-CAPA is designed around the concept of easy sharing and re-use of learning resources, as well as advanced assessment capabilities in science courses.
-The system 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}.
+The system 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{rando}.
\begin{figure}
-\includegraphics[width=6.5in]{atwood.eps}
-\caption{Web-rendering of the same LON-CAPA problem for two different students.\label{twoproblems}
-}
+\includegraphics[width=8cm]{emfRand1}
+\includegraphics[width=8cm]{emfRand2}
+\includegraphics[width=8cm]{emfRand3}
+
+\caption{Three randomized variations of the problem in Fig.~\ref{repre}. The graphs are dynamically generated on-the-fly and lead to different answers.
+for different students.\label{rando}}
\end{figure}
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
@@ -486,6 +493,11 @@
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{Resource-Pool Organization}
+The ported ConcepTest concept library (subsection~\ref{porting}) will be stored in the shared resource pool of the LearningOnline Network with CAPA (subsection~\ref{loncapa}), which
+offers scalable cross-institutional content and rights management features. Where appropriate, gateways will be established to have different system components access the same
+original content.
+
\subsection{Computer-Guided Group Formation}
@@ -550,6 +562,7 @@
\end{tabular}
\end{table}
\subsection{Year 1}
+Dr.~Kortemeyer will use the summer months of the first year to derive different response-type and randomizing versions of ConcepTest questions, see Figs.~\ref{repre} and \ref{rando}.
\subsection{Year 2}
\subsection{Year 3}
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