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

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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.34 modules/gerd/roleclicker/description.tex:1.35
--- modules/gerd/roleclicker/description.tex:1.34	Mon May 16 14:56:59 2005
+++ modules/gerd/roleclicker/description.tex	Mon May 16 20:54:00 2005
@@ -53,12 +53,10 @@
 \item are disinterested students profiting from the discussions?
 \end{itemize}
 
-In small enrollment courses, these concerns can be addressed through intervention of the instructor, while in large enrollment 
-courses, technological means might be needed to encourage and support active-engagement peer-discussions on a conceptual level for all
-learners.
-
 Currently, peer-instruction is frequently already mediated through technological means such as electronic student response systems 
-("clickers"). These devices allow for personal responses and feedback during lectures in the form of multiple-choice answers, but 
+("clickers"). Besides providing scalable solution, these systems provide the
+anonymity necessary to avoid bias in pre-discussion responses, which might otherwise be the result of peer-pressure in non-anonymous voting mechanisms such as raising hands.
+Clickers allow for personal responses and feedback during lectures in the form of multiple-choice answers, but 
 offer no personal-level interactivity beyond simple acknowledgment of having received an answer. The technique currently has the 
 following limitations:
 \begin{itemize}
@@ -75,7 +73,7 @@
 need to convince each other and discuss the merrits of different possible solutions - which is not likely to happen naturally if all
 learners in the randomly formed group initially chose the same option. In computer-guided group formation, the computer will be forming the groups based on the initial learner responses, and ensure that within the constraints of the lecture hall seating arrangement, groups with a diversity of initial opinions are formed.  
 {\bf Hypothesis:} Ensuring that students with different initial responses are involved in the discussions will improve discussion quality.
-\item[Different Question Types] - in current practice, the questions presented to learners are mostly multiple-choice style. This is due to the limitation of current response mechanisms. More sophisticated response devices allow for the deployment of more sophisticated question types, such as image-response, mix-and-match, multiple-response multiple-choice and open-ended numerical/symbolic math questions. Of particular interest will be the incorporation of simulations into the classroom.
+\item[Different Question Types] - in current practice, the questions presented to learners are mostly single-response multiple-choice style. This is due to the limitation of current response mechanisms. More sophisticated response devices allow for the deployment of more sophisticated question types, such as image-response, mix-and-match, multiple-response multiple-choice and open-ended numerical/symbolic math questions. Of particular interest will be the incorporation of simulations into the classroom.
 {\bf Hypothesis:} Question types different from single-response multiple-choice will improve discussion quality and be a truer reflection of student learning.
 \item[Randomized Questions] - in current practice, all students in a course are answering the exact same question. More sophisticated response devices allow for randomizing scenarios just enough such that students can discuss the same underlying principle, yet still need to draw their own conclusions and arrive at their own solutions.
 {\bf Hypothesis:} Randomized questions will lead to more active discussion involvement by all students, since each students needs to arrive at their own solution. 
@@ -120,17 +118,16 @@
 
 The effectiveness of the extensions to peer-instruction will be evaluated both with focus on process and on learning outcomes.
 
-\subsection{Establishment of Initial Conditions}
+\subsection{Pre-Tests and Assessment Instruments}
+\label{inventories}
 The project involves three academic institutions of very different character. In order to compare and contrast results gathered across these institutions, initial conditions for our
 analyses need to be established.
-\subsubsection{Learner Attitudes, Beliefs, and Expectations}
+
 Instruments have been developed to assess epistemological beliefs, for example the Epistemological Beliefs Assessment for Physical Science (EBAPS) Instrument~\cite{EBAPS}. Related to epistemological beliefs are learners' expectations and attitudes, and of particular interest is the Maryland Physics Expectations (MPEX) survey~\cite{MPEX}.
 
-\subsubsection{Learner Knowledge about the Topic}\label{inventories}
 We will use existing concept inventory surveys as both pre- and post-tests.
 The qualitative Force Concept Inventory~\cite{fci} and the quantitative companion Mechanical Baseline Test~\cite{hestenesmech} have been used in a large number of studies connected to the teaching of introductory mechanics. The Foundation Coalition has been developing a number of relevant concept inventories~\cite{foundation}, namely the Thermodynamics Concept Inventory, the Dynamics Concept Inventory, and the Electromagnetics Concept Inventory (with two subcomponents, namely Waves and Fields).  Since these were designed from an engineering point of view, some adjustment might be necessary. In addition, the Conceptual Survey of Electricity and Magnetism (CSEM)~\cite{maloney} is available for the second semester course.
 
-
 \subsection{\label{subsec:problemcat}Problem Classification}
 Kashy~\cite{kashyd01} showed that student mastery of different types of homework problems correlates differently with the students' performance on final exams --- 
 with multiple-choice non-numerical problems having the lowest correlation, and numerical/mathematical problems that require a translation of representation having the highest.
@@ -151,8 +148,7 @@
 \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[Numerical Short Answer] Numerical answers (potentially in multiple dimensions and including physical units), such as ``\verb!17 kg/m^3!" are expected.
-\item[Formula Short Answer] Mathematical expressions (potentially in multiple dimensions), such as ``\verb!1/2*m*(vx^2+vy^2)!" are expected.  
+\item[Numerical and Formula Short Answer] Numerical answers (potentially in multiple dimensions and including physical units), such as ``\verb!17 kg/m^3!" or mathematical expressions (potentially in multiple dimensions), such as ``\verb!1/2*m*(vx^2+vy^2)!", are expected.  
 
 
 \begin{figure}
@@ -362,12 +358,11 @@
 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}
+\subsubsection{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 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. 
 
+At Harvard, the FCI will be used in the second semester course, 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~\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.
@@ -499,8 +494,6 @@
 \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}. 
 
-LON-CAPA's core development group is located at MSU, and in addition to faculty members, has a staff of three fulltime programmers, two user support staff, one technician, one graduate student, and one project coordinator. The LON-CAPA group also offers training and support for adopters of the system.
-
 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.
@@ -509,9 +502,7 @@
 
 \begin{figure}
 \includegraphics[width=8cm]{emfRand1}
-\includegraphics[width=8cm]{emfRand2}
 \includegraphics[width=8cm]{emfRand3}
-\includegraphics[width=8cm]{collRand1}
 \includegraphics[width=8cm]{collRand2}
 \includegraphics[width=8cm]{collRand3}
 
@@ -527,8 +518,10 @@
 
 In addition to standard features, the LON-CAPA delivery and course management layer is designed around STEM education, for example: support for mathematical typesetting throughout (\LaTeX\ inside of XML) -- formulas are rendered on-the-fly, and can be algorithmically modified through the use of variables inside formulas; integrated GNUplot support, such that graphs can be rendered on-the-fly, and allowing additional layered labeling of graphs and images; support for multi-dimensional symbolic math answers; and full support of physical units.
 
-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.
 
 \section{Research Phase}
 \begin{figure}
@@ -591,7 +584,6 @@
 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.
-<<<<<<< description.tex
 
 \section{Commodization Phase and Dissemination}
 
@@ -694,7 +686,8 @@
 Guy Albertelli is an Academic Specialist in the Division of Science and Mathematics Education at Michigan State University. He is the Technical Director of the LON-CAPA project and responsible for implementation details of the proposed project.
 
 \section{Results from Prior NSF Support}\label{results}
-Gerd Kortemeyer is PI on the current 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), which uses LON-CAPA as its model system. The project is designed to address questions of resource pooling and sharing across content areas. The investigators are incubating a multi-institutional collaboration and bring together stakeholders to address content issues such as reuse, customization, online community building, quality, and effectiveness. The project currently has more than 30 participating institutions, and continues to study the formation of its online collaborative community, including workshops, conferences, support, evaluation, and dissemination. The project maintains a gateway server to the National Science Digital Library, and the LON-CAPA shared resource pool is searchable and accessible from {\tt http://nsdl.org/}. 
+Gerd Kortemeyer is PI on the current 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), which uses LON-CAPA as its model system. 
+The project 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. The project maintains a gateway server to the National Science Digital Library, and the LON-CAPA shared resource pool is searchable and accessible from {\tt http://nsdl.org/}. 
 
 Gerd Kortemeyer is Co-PIs on the current NSF-CCLI-ASA grant Diagnostic Question Clusters: Development and Testing in Introductory Geology and Biology (\#0243126, \$491,606, September 15, 2003 through August 31, 2006) to develop diagnostic questions for college students in both biology and geology. In the ASA project, a pool of peer-reviewed, diagnostic question clusters to assess students' understanding will be developed, including tools for analysis, peer review, and online publication of these question clusters.
 

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