[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:1.73 modules/gerd/roleclicker/description.tex:1.74
--- modules/gerd/roleclicker/description.tex:1.73 Thu May 19 14:05:07 2005
+++ modules/gerd/roleclicker/description.tex Thu May 19 16:55:47 2005
@@ -247,7 +247,7 @@
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 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
+Instructors will be able to run LT3 in three formats: (a) completely off a server, (b) completely off the instructors computer or (c) in a modularized from, where 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
@@ -279,7 +279,7 @@
\end{figure}
LON-CAPA currently has the ability to present a wide variety of question types, which however require more advanced client-functionality (Fig.~\ref{pdaview}). The main testbed for this functionality will be at MSU, where
-a classroom will be outfit with 120 Dell Axim X3 PDAs (purchased by MSU). LON-CAPA in the past has shown to be scalable enough to handle the ensuing peak workloads. We will classify the question types as follows
+a classroom will be outfit with 120 Dell Axim X3 PDAs (purchased by MSU). The Erskine College group will use laptops/desktops/thin clients (purchased by the college). LON-CAPA in the past has shown to be scalable enough to handle the ensuing peak workloads. We will classify the question types as follows
(adapted from Redish~\cite{redish}):
\noindent{\it Single-Response Multiple-Choice:} The most basic and most easily computer-evaluated type of question, where only one option is correct,
@@ -577,176 +577,9 @@
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-
-%
-% Currently unused ======================================================
-%
-%
-
-% Question types
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{\it Individualized interactive exercises: a promising role for network technology},
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-
-% Intellectual
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-
-
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-% Prelim
-
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-\bibitem{mcdermottprob} Lillian C. McDermott, Peter S. Shaffer, and the Physics Education Group at the University of Washington, {\it Tutorials in Introductory Physics, Homework}, Prentice Hall, ISBN 0-13-954629-4 (1998)
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-
-
-
-% Mazur background
-
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-Upper Saddle River, NJ, 1997), 253 pages.
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-\bibitem{mazur9} "Confusion: Students' perception vs. reality", Eric Mazur and Catherine H. Crouch; "ConcepTests in
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-
-%
-%
-
-
-\bibitem{kashy03},
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-{\it Influence of non-moderated and moderated discussion sites on student success},
-Journal of Asynchronous Learning Networks, 7, 31-36 (2003)
-
-
-
-\bibitem{jitt}
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-ISBN 0-13-085034-9, Prentice Hall (1999)
-
-
\end{thebibliography}
\end{document}
\end
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