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

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  Modified files:              
    /modules/gerd/roleclicker	description.tex 
  Log:
  Peer Instruction
  
  
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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.57 modules/gerd/roleclicker/description.tex:1.58
--- modules/gerd/roleclicker/description.tex:1.57	Wed May 18 11:14:26 2005
+++ modules/gerd/roleclicker/description.tex	Wed May 18 11:22:09 2005
@@ -29,21 +29,21 @@
 
 \section{Introduction}\label{intro}
 \subsection{Overview}
-Peer-instruction has been around for almost 15 years; its effect has been well-researched, and the techniques have found broad adoption, particularly in science teaching. As part of the classroom activities, the educator would present a question (typically multiple-choice style), and learners are asked to individually respond (through hand signs, colorful cards, 
+Peer Instruction has been around for almost 15 years; its effect has been well-researched, and the techniques have found broad adoption, particularly in science teaching. As part of the classroom activities, the educator would present a question (typically multiple-choice style), and learners are asked to individually respond (through hand signs, colorful cards, 
 or technological means such as Personal Response Systems (PRSs, ``clickers'')).
 Based on the initial response distribution, the educator might decide to follow up with a second round of having the learners
 discuss the problem with each other (``think-pair-share''), and then responding again.
 
-Peer-instruction is a promising method for affecting fundamental, systemic improvement in science education \cite{mref21,mref22,mref23}.
+Peer Instruction is a promising method for affecting fundamental, systemic improvement in science education \cite{mref21,mref22,mref23}.
 It demands that students think critically about the material and participate actively in the learning process; in addition, it uncovers student misunderstandings in real time so that they can be identified and
-corrected at once. Peer-instruction is also particularly efficient because it helps those who get the answer right as well as those who get it wrong. Students answering correctly improve their own understanding by explaining
+corrected at once. Peer Instruction is also particularly efficient because it helps those who get the answer right as well as those who get it wrong. Students answering correctly improve their own understanding by explaining
 problems
 to others (consistent with research that shows high-ability students benefit from collaboration\cite{mref25,mref26}), and students answering incorrectly benefit from individualized explanations and the opportunity
 to ask follow-up questions of their classmates.
 
-At the heart of peer-instruction are these learner-learner discussions
+At the heart of Peer Instruction are these learner-learner discussions
 However, to our knowledge, formal research data on the discussion process itself is missing:
-while most instructors employing peer-instruction would walk around the classroom during discussion periods and eavesdrop on
+while most instructors employing Peer Instruction would walk around the classroom during discussion periods and eavesdrop on
 learners, we are not aware of a systematic study of these discussions. Are they as effective as they could be? 
 
 \begin{itemize}
@@ -52,7 +52,7 @@
 \item are disinterested students profiting from the discussions?
 \end{itemize}
 
-Currently, peer-instruction is frequently already mediated through technological means such as electronic student response systems 
+Currently, Peer Instruction is frequently already mediated through technological means such as electronic student response systems 
 ("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 
@@ -80,7 +80,7 @@
 
 While the necessary technology at the current time is still be cost-prohibitive in large enrollment courses, we believe that  
 within the next five years every student will own or be able to afford a two-way interactive personal wireless communication device, such as an internet-enabled PDA, PocketPC, cellphone, or even more likely a combination of these. 
-We believe that the current ``clickers'' are a transient technology, and that the next generation communication devices will open up new avenues for personal responses and peer-instruction, and be an enabling tool for new pedagogies - pedagogies we aim to explore today.
+We believe that the current ``clickers'' are a transient technology, and that the next generation communication devices will open up new avenues for personal responses and Peer Instruction, and be an enabling tool for new pedagogies - pedagogies we aim to explore today.
 
 The proposed project has three phases:
 \begin{enumerate}
@@ -98,7 +98,7 @@
 \item Bill Junkin at Erskine College
 \end{itemize}
 \subsection{Intellectual Merit}
-Peer-instruction has proven successful in outcome-oriented evaluations of techniques limited by currently widely available technology. This project will add process-oriented data to the research body around peer-instruction and study the effect of extensions to this technique, which we believe can significantly change both the process and the outcome of applying these techniques.
+Peer Instruction has proven successful in outcome-oriented evaluations of techniques limited by currently widely available technology. This project will add process-oriented data to the research body around Peer Instruction and study the effect of extensions to this technique, which we believe can significantly change both the process and the outcome of applying these techniques.
 \subsection{Broader Impact}
 
 Currently, every semester approximately 350,000 US students are taking introductory undergraduate physics courses similar to at least one of the courses at the participating institutions~\cite{aapt}. 
@@ -165,7 +165,7 @@
 {\bf Influence of Question Types:} Different question types were found to result in different associated discussion patterns. Discussions on a procedural level are more prominent for numerical problems than for any other 
 problem type. Solution-oriented discussions are more prominent for multiple-choice style questions, frequently in an effort to short-circuit the conceptual reasoning: it was found that students in this 
 simple question type use the discussion space to reverse-engineer the randomization process by copying-and-pasting the their correct solutions.
-The prominance of conceptual discussions is significantly lower in single-response multiple-choice (the type currently used in peer-instruction)
+The prominance of conceptual discussions is significantly lower in single-response multiple-choice (the type currently used in Peer Instruction)
 and numerical problems than in the other problem types. In the earlier study by Kashy~\cite{kashyd01}, it was also found that mastery of these same question types does not predict overall performance on the final exam 
 as well as other question types. Multiple-choice problems that do not involve numbers are frequently simply called ``conceptual'' questions, but in~\cite{discpaper}, it was found that they do not {\it necessarily} lead to 
 conceptual discussions. Ranking questions showed very favorable discussion patterns, but their sample size in~\cite{discpaper} has been too small to make definitive statements.
@@ -191,9 +191,9 @@
 \$223,500,
 2/1/93 -  1/31/96).
 
-We have applied peer-instruction in both the calculus-based and the algebra-based introductory physics courses for non-majors at Harvard University. 
+We have applied Peer Instruction in both the calculus-based and the algebra-based introductory physics courses for non-majors at Harvard University. 
 Instructors have adopted the method across a variety of disciplines and courses, including senior-level courses, at a large number of institutions nationwide. Substantial gains in
-student achievement when comparing courses taught using peer-instruction to those taught with
+student achievement when comparing courses taught using Peer Instruction to those taught with
 traditional pedagogy have been documented. These gains have been determined by a number of measures,including student
 mastery of content \cite{mref1,mref2,mref3,mref4,mref5,mref6,mref7,mref8,mref9,mref10}.
 The trend in improving student understanding proves to be particularly beneficial to female students, whose performance increases substantially, when taught using this
@@ -204,16 +204,16 @@
 \includegraphics[width=2in]{fcipost}
 \end{center}\caption{Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.\label{prepostfci}}
 \end{figure}
-Our ten years of experience with peer-instruction, as well as feedback from about 400 other instructors whohave used peer-instruction~\cite{mref27}, indicate that it is a successful way to actively engage students in large classes.
-Moreover, actively engaging students during class with a method such as peer-instruction leads to significant gains in conceptual understanding, as measured with standard conceptual instruments. Students in our calculus-based
+Our ten years of experience with Peer Instruction, as well as feedback from about 400 other instructors whohave used Peer Instruction~\cite{mref27}, indicate that it is a successful way to actively engage students in large classes.
+Moreover, actively engaging students during class with a method such as Peer Instruction leads to significant gains in conceptual understanding, as measured with standard conceptual instruments. Students in our calculus-based
 introductory physics course achieve Force Concept Inventory gains that are roughly twice those ofstudents in the same course taught traditionally, 
 a level of improvement typical of a variety of interactive engagement strategies in physics~\cite{mref28}. Students also show comparable or improved quantitative problem-solving
 skills, despite a reduced emphasis on problems in class~\cite{mref11,mref12}.
 Research on collaborative education nearly universally indicates that collaborative work is more
-effective than passive learning. Our experiences with peer-instruction, as well as those of many others, who have
-responded to our survey, show peer-instruction to be an effective collaborative approach to learning.
+effective than passive learning. Our experiences with Peer Instruction, as well as those of many others, who have
+responded to our survey, show Peer Instruction to be an effective collaborative approach to learning.
 
-The primary resource needed for teaching with peer-instruction is a supply of suitable ConcepTests (CTs) -questions that test students' understanding of the basic concepts covered \cite{mref11}. We have developed and
+The primary resource needed for teaching with Peer Instruction is a supply of suitable ConcepTests (CTs) -questions that test students' understanding of the basic concepts covered \cite{mref11}. We have developed and
 refined over 1,000 CTs for use in introductory physics courses. These CTs are freely available to instructors through the ILT web site (detailed below), together with over 400 additional CTs that have been contributed by others. 
 An indicator of the rapid spread of the method is the availability of books with ConcepTests for chemistry, astronomy, and calculus courses.
 The group developed Project Galileo (DUE \#9554870, On-line server of educational resources, \$800,000, 3/1/96-3/1/00; DUE \#9980802 Creating a community of Peer Instruction users: dissemination and
@@ -242,7 +242,7 @@
 
 \section{Methodology}\label{method}
 
-The effectiveness of the extensions to peer-instruction will be evaluated both with focus on process and on learning outcomes.
+The effectiveness of the extensions to Peer Instruction will be evaluated both with focus on process and on learning outcomes.
 
 \subsection{Pre-Tests and Assessment Instruments}
 \label{inventories}
@@ -288,7 +288,7 @@
 The same classification scheme was successfully used for an analysis of online asynchronous discussions associated with online homework problems~\cite{discpaper}. 
 \subsection{Process-Oriented Evaluation}
 The process-oriented evaluation will focus on the actual discussion process. Since currently no baseline data exists for this study, we will assess the quality of student discussion both
-before and after the introduction of extensions to the current peer-instruction technique.
+before and after the introduction of extensions to the current Peer Instruction technique.
 
 The PIs of this project have experience analysing student discussions from a prior project which examined asynchronous online student discussions around different types of online homework problems.
 After categorization of both the problem types and the discussion contributions, significant differences in the student discussion behaviour around different problem types could be extracted.
@@ -465,7 +465,7 @@
 
 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
-group have given more than one hundred invited talks on peer-instruction in a variety of venues:
+group have given more than one hundred invited talks on Peer Instruction in a variety of venues:
 \begin{itemize}
 \item Physics department colloquia at a wide range of institutions from large state universities to small
 liberal arts colleges and community colleges;

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