[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
mvogt
lon-capa-cvs@mail.lon-capa.org
Thu, 12 May 2005 21:12:53 -0000
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.17 modules/gerd/roleclicker/description.aux:1.18
--- modules/gerd/roleclicker/description.aux:1.17 Thu May 12 14:05:22 2005
+++ modules/gerd/roleclicker/description.aux Thu May 12 17:12:53 2005
@@ -105,6 +105,7 @@
\@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}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.3}ILT/BQ integration}{11}}
+\newlabel{iltbq}{{4.1.3}{11}}
\@writefile{toc}{\contentsline {subsubsection}{\numberline {4.1.4}The Learning{\it Online} Network with CAPA (LON-CAPA)}{11}}
\newlabel{loncapa}{{4.1.4}{11}}
\citation{features}
@@ -121,19 +122,19 @@
\newlabel{formation}{{7}{14}}
\@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}}{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{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{16}}
+\newlabel{timeline}{{3}{16}}
+\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{16}}
\@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}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {7.2}Guy Albertelli}{17}}
+\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{17}}
+\newlabel{results}{{8}{17}}
\bibcite{aapt}{1}
\bibcite{EBAPS}{2}
\bibcite{MPEX}{3}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.26 modules/gerd/roleclicker/description.tex:1.27
--- modules/gerd/roleclicker/description.tex:1.26 Thu May 12 14:05:22 2005
+++ modules/gerd/roleclicker/description.tex Thu May 12 17:12:53 2005
@@ -332,10 +332,6 @@
\subsubsection{Interviews}
We will interview focus groups of students regarding their experiences and perceived relative helpfulness of the different problem types, and ask them to also reflect on how they perceived these question types were influencing their problem-solving strategies. Pascarella~\cite{pascarella02} developed some frameworks for these interviews, which can be built upon.
-
-
-
-
\subsection{Outcome-Oriented Evaluation}
\subsubsection{Pre-/Post-Discussion Answer Distribution}
\begin{figure}
@@ -496,7 +492,7 @@
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}
+proposed in the framework of this study are discussed in Sect.~\ref{comphase}
\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}.
@@ -561,10 +557,11 @@
\end{figure}
\subsection{Randomized Questions}\label{randomques}
-The LON-CAPA system is already capable of randomizing questions with a wide range of options and also provides statistical tools for the de-randomized analysis of responses. For classroom use, specialized tools similar to the existing ILT functionality need to be developed to provide the
+The LON-CAPA system is already capable of randomizing questions with a wide range of options and also provides statistical
+tools for the de-randomized analysis of responses.
+For classroom use, specialized tools similar to the existing ILT functionality need to be developed to provide the
instructor with a quick and comprehensive overview of response patterns of the more complex randomizing question types.
-
\section{Dissemination}
We also invested a great deal of effort disseminating our findings nationwide, as we feel that it is
crucial to share the results of our research. In the last several years, Eric Mazur and other members of the
@@ -580,7 +577,7 @@
Education, and the Journal of Asynchronous Learning Networks. Finally, any content material adapted and implemented in this project will be immediately available to all participating LON-CAPA institutions, and via the LON-CAPA gateway to the NSF-funded National Science Digital Library. Any mature additional platform functionality will be made available in the production releases of the open-source
freeware LON-CAPA system.
-\subsection{Commodization Phase}
+\subsection{Commodization Phase} \label{comphase}
While in the initial phases of the project, system functionality will be combined from the existing systems (subsection~\ref{existing}) by the PIs, for the dissemination of
successful practices,
it is mandatory to combine functionality into a coherent system which can readily be deployed in various institutional and classroom settings.
@@ -596,8 +593,8 @@
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
+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 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
@@ -627,12 +624,16 @@
System Integration LT3/LON-CAPA\newline
Baseline data collection, traditional PI\newline
&System Integration ILT/BQ to LT3\newline
-LT3 seating map
+LT3 seating map \newline
Baseline data collection, traditional PI
\\\hline
Year 2&
-Data collection: non-randomized questions, guided group formation&
-Data collection: randomized questions, different question types&
+Data collection: non-randomized questions, guided group formation \newline
+Test and improvement of software integration
+& Data collection: randomized questions, different question types \newline
+Test and improvement of software integration
+& Data collection: non-randomized question, guided group formation \newline
+Test and improvement of software integration
\\\hline
Year 3&Dissemination&Dissemination&\\\hline
\end{tabular}
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