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

[mvogt]

This is a MIME encoded message

--mvogt1115915242
Content-Type: text/plain

mvogt		Thu May 12 12:27:22 2005 EDT

  Modified files:              
    /modules/gerd/roleclicker	description.tex 
  Log:
  
  
--mvogt1115915242
Content-Type: text/plain
Content-Disposition: attachment; filename="mvogt-20050512122722.txt"

Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.24 modules/gerd/roleclicker/description.tex:1.25
--- modules/gerd/roleclicker/description.tex:1.24	Thu May 12 11:10:55 2005
+++ modules/gerd/roleclicker/description.tex	Thu May 12 12:27:22 2005
@@ -382,7 +382,10 @@
 \end{figure}
 
 \subsubsection{Correlation of In-Class and Exam Performance}
-A capability of our systems is that we can use the same question without modifications in online and bubble-sheet exam mode. Since in addition, questions are randomizing, we are able to include some of the same questions used in class on exams and quizzes. A similar study was previously conducted by Kashy~\cite{kashyd01} for homework questions. 
+A capability of our systems is that we can use the same question without modifications in online and bubble-sheet exam mode. 
+Since in addition, questions are randomizing, we are able to include some of the same questions used in class on exams and 
+quizzes. A similar study was previously conducted by Kashy~\cite{kashyd01} for homework questions. 
+
 \subsubsection{Previous Results} 
 We have applied
 peer-instruction in both the calculus-based and the algebra-based introductory physics courses for non-majors
@@ -460,8 +463,8 @@
 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.
+We will build an interface which enables the combined ILT/BQ software, as described in Section \ref{iltbq} 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. 
 
@@ -497,7 +500,7 @@
 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}
+\subsubsection{ILT/BQ integration}\label{iltbq}
 
 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 
@@ -547,7 +550,8 @@
 \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'').
+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. We will implement a hybrid scheme, where internet based two-way communication, telling the individual student where to turn, will be combined with 
+a projection of the map to the front of the class . This implementation is very flexible, since it can be used in almost any teaching environment independent of the technological resourcs available.
 
 
 \begin{figure}
@@ -592,7 +596,26 @@
 it is mandatory to combine functionality into a coherent system which can readily be deployed in various institutional and classroom settings. 
 
 As a derivative of the existing systems, the software will continue to be made available as open-source freeware. Generated content will be made available in the shared 
-LON-CAPA resource pool at the cross-institutional bottom layer of the system architecture.
+LON-CAPA resource pool at the cross-institutional bottom layer of the system architecture. 
+
+In the intitial phase, the Interactive Learning Tollkit will be integrated with BQ, forming a new software package called LT3 (Learning Togehther Through Technology). The BQ
+program will be transformed to a LT3 laptop-based front end. This part will host the complete Interactive Classroom features of LT3. The ILT part will continue to be a 
+server based software. The LT3/ILT will continue to be the environment where the instructor can prepare the content for his class by browsing the ConceptTest data base and integrate CTs into a
+given lecture. An important step will be possibility to upload the CTs into the LT3/BQ part for one lecture at a time and to automatically prepare them for the Interactive Classroom. After each lecture, 
+the student responses are uploaded to the LT3/ILT part and made available for statistcal and individual performance analysis. This implementation
+strategy is the result of various tests which were run with a minimally integrated ILT/BQ  software during a large physics class at Harvard. Results of this test phase
+will be disemminated in the next couple of months. 
+
+In the next step, the CT library will be transfered to the LON CAPA network as described above. The user interface for CT browsing and lecture integration in the ILT/LT3 will remain
+unchanged. The LT3 will be enabled to search the LON-CAPA CT resource pool and to render a static or randomized version into the LT3/ILT environment. This will enable the LT3 as 
+well as the LON-CAPA community to access the most recent version of each ConceptTest and allows them to track any changes which have been made by the individual authors. This 
+integration step will enable us to carry out the proposed study with a minimum of logistical or technological challenges caused by the involvement of three different
+institutions. The specific architecture of this integration step are currently discussed. Both, the LON-CAPA and the ILT/BQ development team agree that such an integration
+will be possible. 
+
+Both integration steps will be carried out within the first year.
+
+The seating map to enable computer-guided group formation in the LT3  will also be implemented within the first year. 
 
 A spin-off company of the previous NSF ITR Project \#0085921, EduCog, LLC (http://www.educog.com/) will provide fee-based service, hosting, and training for institutions that are
 unable or unwilling to run their own servers.
@@ -606,13 +629,16 @@
 \begin{tabular}{|r|p{4.3cm}|p{4.3cm}|p{4.3cm}|}
 \hline
 Year&Harvard&MSU&Erskine\\\hline
-Year 1&System Integration\newline
-Baseline data collection
-&System Integration\newline
-Baseline data collection\newline
-Translation of ConcepTest Library into LON-CAPA format
-&System Integration\newline
-Baseline data collection
+Year 1&System Integration ILT/BQ to LT3\newline
+LT3 seating map \newline
+System integration LT3/LON-CAPA \newline
+Baseline data collection; traditional PI
+&Translation of ConceptTest Library into LON-CAPA format
+System Integration LT3/LON-CAPA\newline
+Baseline data collection, traditional PI\newline
+&System Integration ILT/BQ to LT3\newline
+LT3 seating map
+Baseline data collection, traditional PI
 \\\hline
 Year 2&
 Data collection: non-randomized questions, guided group formation&

--mvogt1115915242--