[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:1.59 modules/gerd/roleclicker/description.tex:1.60
--- modules/gerd/roleclicker/description.tex:1.59 Wed May 18 12:03:43 2005
+++ modules/gerd/roleclicker/description.tex Wed May 18 13:28:15 2005
@@ -134,7 +134,7 @@
\includegraphics[width=8cm]{emfRand3}
\includegraphics[width=8cm]{collRand2}
\includegraphics[width=8cm]{collRand3}
-\caption{Three randomized variations of the problems in Fig.~\ref{repre} and \ref{reprecoll}.
+\caption{\small Three randomized variations of the problems in Fig.~\ref{repre} and \ref{reprecoll}.
The graphs in the emf problem are dynamically generated on-the-fly, the cars and the brickwall in the collision problem are randomly selected images.
Each randomization leads to different answersfor different students. It should be noted that in this particular example, the collision problem
became more difficult if the learner realized early on that in all combinations of Fig.~\ref{reprecoll}, the combined object after the collision will be at rest
@@ -156,7 +156,7 @@
\includegraphics[width=80mm]{KortemeyerFig5}
\includegraphics[width=80mm]{KortemeyerFig6}
\end{center}
-\caption{\label{fig:gradecorrel}Prominance of discussion contribution characteristics by student grade (left panel) and question difficulty (right panel).}
+\caption{\small \label{fig:gradecorrel}Prominance of discussion contribution characteristics by student grade (left panel) and question difficulty (right panel).}
\end{figure}
{\bf Student Course Grade:} Significant differences as a function of course grade appeared when considering the classes of discussions (subsection~\ref{subsec:disccat}).
@@ -206,7 +206,7 @@
\begin{figure}[t]\begin{center}
\includegraphics[width=2in]{fcipre}
\includegraphics[width=2in]{fcipost}
-\end{center}\caption{Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.\label{prepostfci}}
+\end{center}\caption{\small 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
@@ -228,7 +228,7 @@
we created the Interactive Learning Toolkit (ILT), a learning management system that allows instructors to implement several proven innovative teaching techniques and to share and review materials they create for these techniques.
The ILT features a set of tools that allow an instructor to structure and create content for their class and then analyze the feedback of the students.
In order to 'free up' precious class time, the ILT offers an pre-class reading assignment tool.
-To help improve the interaction between students and instructor,a face book has been developed in ILT. What this means is that anywhere a student's name appears in the ILT, it links to their
+To help improve the interaction between students and instructor, a so-called face book has been developed in ILT. What this means is that anywhere a student's name appears in the ILT, it links to their
picture and also to a portal page showing their progress in all aspects of the course. This novel tool helps the instructor to become familiar with each student, helping improve individual interaction and to quickly
identify students who might be struggling in the course. This is of particular pedagogical value in large classes, where students normally remain anonymous.
Most importantly, the ILT provides a location to warehouse course content, like ConcepTests and Reading assignments, so it can be shared by the entire community of instructors.
@@ -241,9 +241,16 @@
student responses and provides these data immediately for the instructor as needed.
The software not only reads the output from electronic response units, but also can be used simultaneously -- with cellphones,
PDAs and laptops, which can provide more comprehensive data than single-digit multiple-choice responses provided by current classroom communication systems. The strength of BQ is this flexibility,
-which makes it an 'easy to use' package for almostany teaching environment.
-
-
+which makes it an 'easy to use' package for almost any teaching environment.
+\section{Goals}
+\subsection{Learning Goals}
+The goal of this proposal is to enhance the quality of the student-student discussions, which are at the heart of the Peer Instruction technique. We will research the impact of computer-guided group formation, different
+problem types, and randomized questions on both the discussion process process itself and on learning outcomes as measured by established and widely accepted instruments.
+\subsection{Technology Goals}
+We will develop a technolgy infrastructed which allows for the staged introduction of increasingly interactive classroom communication devices, with a special focus on moving away from proprietary devices with restricted
+functionality toward a variety of broadly available commodity devices with standard two-way communication protocols. The resulting system can be used in variety of classroom systems, but due to the usage of standard communication
+protocols, also in distance learning situations,
+where participant groups can be located at different locations. The project makes use of a distributed shared content pool, which enables scalable dissemination of content from participating instructors and institutions.
\section{Methodology}\label{method}
The effectiveness of the extensions to Peer Instruction will be evaluated both with focus on process and on learning outcomes.
@@ -281,7 +288,7 @@
\includegraphics[width=8cm]{emfOrig}
\includegraphics[width=8cm]{emfMulti}
-\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}}
+\caption{\small 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}
In addition, we consider the following features, which may or may not apply to any question type (adapted from Redish~\cite{redish}):
@@ -304,7 +311,7 @@
\includegraphics[width=8cm]{collOrig}
\includegraphics[width=8cm]{collRankNR}
-\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 o\
+\caption{\small 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 o\
n the right is rank-response.\label{reprecoll}}
\end{figure}
@@ -333,7 +340,7 @@
Table~\ref{table:examples} shows an example of a discussion classification according to this scheme.
\begin{table}
-\caption{Example of a discussion classification around the collision problem Fig.~\ref{reprecoll}.\label{table:examples}}
+\caption{\small Example of a discussion classification around the collision problem Fig.~\ref{reprecoll}.\label{table:examples}}
\small
\begin{tabular}{l|p{8cm}|p{6cm}}
Speaker&Contribution&Classification\\\hline
@@ -370,7 +377,7 @@
\includegraphics[width=2in]{before}
\includegraphics[width=2in]{after}
\end{center}
-\caption{Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.\label{beforeafter}}
+\caption{\small Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.\label{beforeafter}}
\end{figure}
A very important measure of the effectiveness of Peer Instruction as well as a given ConcepTest is the gain of the percentage
@@ -406,7 +413,7 @@
\begin{figure} [t]
\begin{center}
\includegraphics[width=4.5in]{overview.eps}
-\caption{Overview of the implementation process.\label{overview}
+\caption{\small Overview of the implementation process.\label{overview}
}
\end{center}
\end{figure}
@@ -442,7 +449,7 @@
\begin{figure}[t]
\begin{center}
\includegraphics[width=2.2in]{seatfig.eps}
-\caption{Computer-guided group formation.\label{formation}
+\caption{\small Computer-guided group formation.\label{formation}
}
\end{center}
\end{figure}
@@ -461,15 +468,24 @@
\begin{figure}
\includegraphics[width=3.5in]{dell.eps}
\includegraphics[width=2.7in]{sharp2.eps}
-\caption{Rendering of a problem on PDA devices\label{pdaview}
+\caption{\small Rendering of a problem on PDA devices\label{pdaview}
}
\end{figure}
\section{Commodization Phase and Dissemination}
+ubsection{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.
-\subsection{Dissemination}
+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.
+
+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.
+\subsection{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
group have given more than one hundred invited talks on Peer Instruction in a variety of venues:
@@ -479,27 +495,14 @@
\item Workshops for new faculty sponsored by the American Association of Physics Teachers and the NSF-funded
Engineering Education Scholars program
\end{itemize}
-We will present papers at conferences such as the LON-CAPA User Conference, IEEE Frontiers in Education, Educause/NLII, Sloan C, the European Workshop for Multimedia in Physics Education, the Conference on Computer Based Learning in Science (Dr. Kortemeyer presented at these conferences before), the annual meetings of the Deutsche Physikalische Gesellschaft and the Gesellschaft f\"ur Didaktik der Chemie und
-Physik, and the American Association of Physics Teachers Annual and PERC Meetings. We will submit papers to journals such as The Physics Teacher, the American Journal of Physics, Computers and
-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
+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} \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.
-
-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.
-
-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.
-
\section{Timeline}
Table~\ref{timeline} gives an overview of the project activities across years and institutions.
\begin{table}
-\caption{Proposed timeline by year and institution\label{timeline}}
+\caption{\small Proposed timeline by year and institution\label{timeline}}
\small
\begin{tabular}{|r|p{4.3cm}|p{4.3cm}|p{4.3cm}|}
\hline
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