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

[mvogt]

mvogt		Wed May 18 13:45:31 2005 EDT

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    /modules/gerd/roleclicker	description.tex 
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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.60 modules/gerd/roleclicker/description.tex:1.61
--- modules/gerd/roleclicker/description.tex:1.60	Wed May 18 13:28:15 2005
+++ modules/gerd/roleclicker/description.tex	Wed May 18 13:45:29 2005
@@ -315,8 +315,6 @@
 n the right is rank-response.\label{reprecoll}}
 \end{figure}
 
-
-\subsubsection{\label{subsec:disccat}Discussion Classification}
 Student discussion entries are classified into four types and with ten possible features. The four types~\cite{discpaper} are
 
 \noindent{\bf Emotional:}  discussion contributions were classified as ``emotional" if they mostly communicated opinions,
@@ -364,10 +362,8 @@
 \end{tabular}
 \end{table}
 
-\subsubsection{Procedure}
 Student helpers will be trained and assigned to student groups during lecture to document the discussions using the coding scheme described in subsection~\ref{subsec:disccat}. They will be provided with worksheets to quickly tabulate contributions. Results will be stored in conjunction with the statistical data gathered from each question. Analysis will be carried out as described in \ref{prevdiscrev}.
 
-\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}
@@ -387,7 +383,6 @@
 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{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.
 
 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
@@ -396,7 +391,6 @@
 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.
 
-\subsubsection{Correlation of In-Class and Exam Performance}
 A capability of our systems is that we can use the same question without modifications in online and bubble-sheet exam mode. 
 Since in addition, questions are randomizing, we are able to include some of the same questions used in class on exams and 
 quizzes. A similar study was previously conducted by Kashy~\cite{kashyd01} for homework questions. 
@@ -435,10 +429,6 @@
 allows us to
 carry out the proposed study with a minimum of logistical or technological challenges caused by the involvement of three different
 
-\subsection{Materials Development}
-For a representative set of ConcepTests, different question types (Fig.~\ref{repre}) and randomizing versions (Fig.~\ref{rando}) will be developed and tested.
-In addition, Physlets~\cite{physlets} will be incorporated into the LON-CAPA content pool, and questions developed around them.
-
 \subsection{Computer-Guided Group Formation} \label{groupform}
 The goal of computer-guided group formation is to generate student groups with differing initial responses. Group formation is limited by seating arrangements in a the lecture hall, unless time can be afforded for students to get up and walk around the lecture hall.