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

mvogt lon-capa-cvs@mail.lon-capa.org
Tue, 17 May 2005 17:03:50 -0000

mvogt		Tue May 17 13:03:50 2005 EDT

  Modified files:              
    /modules/gerd/roleclicker	description.tex 
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.37 modules/gerd/roleclicker/description.tex:1.38
--- modules/gerd/roleclicker/description.tex:1.37	Mon May 16 22:08:29 2005
+++ modules/gerd/roleclicker/description.tex	Tue May 17 13:03:49 2005
@@ -162,12 +162,6 @@
 Several options may have the same rank (``tie'').
 The left panel of Fig.~\ref{reprecoll} is of this type.
 \item[Click-on-Image] Learners need to click on different parts in an image, for example on where to cut a wire in order to brighten up a lightbulb elsewhere in a circuit diagram.
-\item[Estimation problems], also known as ``Fermi Problems," require the student to form a model for a scenario, and make reasonable assumptions. A typical example is ``How many barbers are there in Chicago?" or ``How long will I have to wait to find a parking spot?" 
-This problem type cannot be fully computer-graded, since in a full implementation, students do need to explain their reasoning. However, we do plan to poll the courses on expected results, and have
-learners explain their reasoning to each other. Displayed results of such polls can be used as a starting point for further course-wide discussions.
-While students find it initially hard to believe that these questions have anything to do with physics, hardly any expert physicist would deny their significance in learning how to solve problems~\cite{mazur96}. 
 In addition, we consider the following features, which may or may not apply to any question type (adapted from Redish~\cite{redish}):
@@ -508,14 +502,12 @@
 In order to carry out the research proposed, new and existing technology components need to be combined into an expanded infrastructure, which the PIs will use at the three instutitions involved. While still researching their effectiveness and impact, these technology components are loosely linked, while in the final stage of this project, successful components will be tightly integrated into a software package that can be broadly disseminated (Fig.~\ref{overview}).
 In the initial phase, the Interactive Learning Toolkit will be integrated with BQ, forming a new software package called LT3 (Learning Together Through Technology).  At the moment, the
-combined software already allows to collect and analyze the PRS responses dring Peer Instruction using BQ in class. 
-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 instructor can prepare the content for their 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 statistical 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.
+combined software already allows to collect and analyze the PRS responses from Peer Instruction using BQ in class. 
+Instructors will be able to run LT3 in three formats: (a) completely off a server, (b) completely off the instructors server or (c) in a modularized from, where the 
+the ILT functionality is kept on a server and the Interactive Classroom component is running off a computer in the classroom. After initial tests, option (c) has been 
+found to be the most optimal solution for a large classroom environment. In this solution, instructors continue to prepare the content for the class by browsing 
+the CT data base and integrate CTs into a given lecture. The CTs are then uploaded to the computer running the Interactive Classroom portion of the LT3. After each 
+lecture, student results are uploaded to the server part of LT3 and made available for statistical and individual performance analysis. 
 In parallel, 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