[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
mvogt
lon-capa-cvs@mail.lon-capa.org
Wed, 11 May 2005 19:57:44 -0000
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.12 modules/gerd/roleclicker/description.aux:1.13
--- modules/gerd/roleclicker/description.aux:1.12 Wed May 11 12:41:28 2005
+++ modules/gerd/roleclicker/description.aux Wed May 11 15:57:44 2005
@@ -84,8 +84,6 @@
\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.3}Previous Results}{10}}
\citation{mref11}
\citation{physlets}
-\citation{bq1}
-\citation{bq2}
\@writefile{toc}{\contentsline {section}{\numberline {3}Materials Devolopment}{11}}
\newlabel{matdev}{{3}{11}}
\@writefile{toc}{\contentsline {subsection}{\numberline {3.1}Existing Material}{11}}
@@ -93,32 +91,36 @@
\newlabel{porting}{{3.2}{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}}
+\citation{bq1}
+\citation{bq2}
\citation{features}
\citation{edutools}
+\@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{toc}{\contentsline {subsection}{\numberline {4.2}Resource-Pool Organization}{12}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Computer-Guided Group Formation}{12}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Different Question Types}{12}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.5}Randomized Questions}{12}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.3}ILT/BQ integration}{12}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.4}The Learning{\it Online} Network with CAPA (LON-CAPA)}{12}}
+\newlabel{loncapa}{{4.1.4}{12}}
\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Three randomized variations of the problems in Fig.\nobreakspace {}1\hbox {} and 2\hbox {}. The graphs in the emf problem are dynamically generated on-the-fly, the cars and the brick wall in the collision problem are randomly selected images. Each randomization leads to different answers for different students. It should be noted that in this particular example, the collision problem became more difficult if the learner realized early on that in all combinations of Fig.\nobreakspace {}2\hbox {}, the combined object after the collision will be at rest -- the corresponding constraints could have been implemented in the randomizing problem. }}{13}}
\newlabel{rando}{{6}{13}}
\@writefile{lof}{\contentsline {figure}{\numberline {7}{\ignorespaces Computer-guided group formation. }}{14}}
\newlabel{formation}{{7}{14}}
-\@writefile{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Rendering of a problem on PDA devices }}{14}}
-\newlabel{pdaview}{{8}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.2}Resource-Pool Organization}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Computer-Guided Group Formation}{14}}
+\newlabel{groupform}{{4.3}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Different Question Types}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.5}Randomized Questions}{14}}
+\@writefile{toc}{\contentsline {section}{\numberline {5}Dissemination}{14}}
+\@writefile{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Rendering of a problem on PDA devices }}{15}}
+\newlabel{pdaview}{{8}{15}}
\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{15}}
\newlabel{timeline}{{3}{15}}
-\@writefile{toc}{\contentsline {section}{\numberline {5}Dissemination}{15}}
\@writefile{toc}{\contentsline {subsection}{\numberline {5.1}Commodization Phase}{15}}
\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{15}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {6.1}Year 1}{15}}
-\@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}{16}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {6.2}Year 2}{16}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {6.3}Year 3}{16}}
+\@writefile{toc}{\contentsline {section}{\numberline {7}Expertise and Responsibilites of the PIs}{16}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {7.1}Gerd Kortemeyer}{16}}
\@writefile{toc}{\contentsline {subsection}{\numberline {7.2}Guy Albertelli}{16}}
\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{16}}
\newlabel{results}{{8}{16}}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.19 modules/gerd/roleclicker/description.tex:1.20
--- modules/gerd/roleclicker/description.tex:1.19 Wed May 11 14:29:50 2005
+++ modules/gerd/roleclicker/description.tex Wed May 11 15:57:44 2005
@@ -453,21 +453,53 @@
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}\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.
+Currently, the ConceptTest data base is located on a central server at Harvard University. In the framework of this study
+the current library of ConcepTests will be translated into LON-CAPA format, such that baseline data can be obtained across
+different implementations and institutions. We will also transfer the CT rights and access management to the LON-CAPA system.
+We will build an interface which enables the combined ILT/BQ software to render static as well as randomized versions of
+the ConceptTests from LON-CAPA.
+
+In addition, Physlets~\cite{physlets} will be incorporated into the LON-CAPA content pool, and questions developed around them.
\section{Implementation}
\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.
+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)}
The Interactive Learning Toolkit is an open-source learning management system that supports research-based interactive
-learning pedagogies.
+learning pedagogies, like Just In Time Teaching and Peer Instruction. The ILT development group is located at Harvard
+University.
+
+The ILT features a set of tools that allow an instructor to structure and create content for their class and then analyze
+the feedback of the students. In order to 'free up' preciousclass time the ILT offers an pre-class reading assignment tool.
+
+To help improve the interaction between students and instructor,
+a face book has been developed in ILT. What this means is that anywhere a student's name appears in the ILT, it links to their
+picture and also to a portal page showing their progress in all aspects of the course. This novel tool helps the instructor to
+become familiar with each student, helping improve individual interaction and to quickly identify students who might be struggling
+in the course. This is of particular pedagogical value in large classes, where students normally remain anonymous.
+
+Most importantly, the ILT provides a location to warehouse course content, like ConceptTests and Reading assignments, so it can be
+shared by the entire community of instructors. A simple rights management system allows the instructor to either maintain their\
+copyright or place their material in the public domain.
\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.
+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, which can provide more comprehensive data than single-digit multiple-choice responses provided by current
+classroom communication systems. The strength of BQ is this flexibility, which makes it an 'easy to use' package for almost
+any teaching environment. The BQ development group is located at Erskine College.
+
+\subsubsection{ILT/BQ integration}
+
+The development groups at Harvard and Erskine College have started a collaboration to integrate ILT and BQ. At the moment,the
+combined software already allows to collect and analyze the PRS responses dring Peer Instruction using BQ in class. The data are then uploaded
+to the ILT, where the data for every question are immediately identified with the individual student and the ConceptTest prepared
+in the ILT and posed in class. The statistical tools and the facebook can then be used to analyze the data. The next steps of the integration
+proposed in the framework of this study are discussed in Sect.~\ref{groupform}
\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}.
@@ -507,7 +539,8 @@
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}
+
+\subsection{Computer-Guided Group Formation} \label{groupform}
The goal of computer-guided group formation is to generate student groups with differing initial responses. Group formation is limited by seating arrangements in a the lecture hall, unless time can be afforded for students to get up and walk around the lecture hall.
As a first step, seating arrangements in the lecture hall need to be coded into a computer-readable format -- both the BQ and the LON-CAPA group have experience in this area. Then an algorithm needs to be developed to find the optimum configuration of groups of $N$ nearest neighboring students that maximizes initial dissent within the groups. Fig.~\ref{formation} is a mock-up of a possible configuration of two nearest neighbors within a lecture hall. In small lecture halls, such a scheme might be projected at the front of the class, in larger lecture halls where two-way communication devices are used, the information might be directly sent to the students (e.g., ``turn to the student directly behind you'').
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