[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.tex
www
lon-capa-cvs@mail.lon-capa.org
Sun, 22 May 2005 23:24:49 -0000
This is a MIME encoded message
--www1116804289
Content-Type: text/plain
www Sun May 22 19:24:49 2005 EDT
Modified files:
/modules/gerd/roleclicker description.tex
Log:
Edits
--www1116804289
Content-Type: text/plain
Content-Disposition: attachment; filename="www-20050522192449.txt"
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.76 modules/gerd/roleclicker/description.tex:1.77
--- modules/gerd/roleclicker/description.tex:1.76 Sun May 22 18:53:20 2005
+++ modules/gerd/roleclicker/description.tex Sun May 22 19:24:47 2005
@@ -29,7 +29,7 @@
\section{Introduction}\label{intro}
\subsection{Overview}
-Since its introduction 15 years ago, Peer Instruction has bee broadly adopted, particularly in science teaching, and
+Since its introduction 15 years ago, Peer Instruction has been broadly adopted, particularly in science teaching, and
a number of studies of its effect across disciplines and across a range of institutions have been published. The goal of Peer Instruction is to make the students think critically about the material and participate actively in the learning process. To accomplish this goal the instructor periodically breaks up the class by asking a short conceptual question (a `ConcepTest') that challenges the students to put the material at hand into practice. The students respond using a show of hands, flashcards, or infrared `clickers'.
The students then discuss the question with each other and then respond again.
@@ -81,10 +81,12 @@
\item Commoditizing and dissemination of successful techniques
\end{enumerate}
-We will focus on physics content, where a broad research base on existing techniques already exists, and where research-based content for Peer Instruction using clickers is readily available. We will work with undergraduate students in introductory algebra- and calculus-based physics courses at a spectrum of institutions.
+We will initially focus on physics content, where a broad research base on existing techniques already exists, and where research-based content for Peer Instruction using clickers is readily available.
+We will work with undergraduate students in introductory algebra- and calculus-based physics courses at a spectrum of institutions. In the final phase of the project, we will expand into a 600 student
+introductory biology course at MSU in order to test the transferabilty of our results and the scalability of our implementation.
\subsection{Project Partners}
\begin{itemize}
-\item Gerd Kortemeyer (Physics) and Guy Albertelli (Computer Science) at Michigan State University
+\item Gerd Kortemeyer (Physics), Guy Albertelli (Instructional Technology), Mark Urban-Lurain (Science Education), Edwin Kashy (Physics), Wolfgang Bauer (Physics), Gary Westfall (Physics), Walter Benenson (Physics), and John Merrill (Director, Biological Sciences Program) at Michigan State University
\item Eric Mazur (Physics), Martin Vogt (Physics), and Kathryn Hollar (Engineering Education) at Harvard University
\item Bill Junkin (Dean of Information Technology, Physics) at Erskine College
\end{itemize}
@@ -237,7 +239,7 @@
\begin{figure}\includegraphics[width=3.5in]{dell.eps}\includegraphics[width=2.7in]{sharp2.eps}\caption{\footnotesize Rendering of a problem on PDA devices\label{pdaview}}
\end{figure}
-LON-CAPA currently has the ability to present a wide variety of question types. This functionality will be expanded for use in class on advanced devices (Fig.~\ref{pdaview}). A classroom at MSU will be outfit with 120 Dell Axim X3 PDAs (purchased by MSU) and at Erskine College as system of laptops/desktops/thin clients purchased by the college will be used to research the efficacy of a variety of question types. Question types will be classified as follows
+LON-CAPA currently has the ability to present a wide variety of question types. This functionality will be expanded for use in class on advanced devices (Fig.~\ref{pdaview}). A classroom at MSU will be outfit with 120 Dell Axim X3 PDAs (purchased by MSU), and at Erskine College a system of laptops/desktops/thin clients purchased by the college will be used to research the efficacy of a variety of question types. Question types will be classified 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,
@@ -337,8 +339,8 @@
at Harvard. The figure shows a significant shift of responses towards the correct answer. We will investigate how this gain is affected by computer-guided group formation. Question randomization exclude the possibility of a simple exchange of answer keys rather
than a conceptual discussion. It will be interesting to see how this randomization affects the gain compared to a traditional PI setting.
-\section{Dissemination}
-\subsection{Commodization Phase} \label{comphase}
+
+\section{Commodization} \label{comphase}
In the initial phase of the project, we will combine the functionality of the existing systems (section~\ref{techin}). For the dissemination of
successful practices, however,
it is mandatory to integrate the existing systems into a coherent software package that can readily be deployed in various institutional and classroom settings.
@@ -346,10 +348,11 @@
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.
+MSU will work with Dell Computers, Inc, to identify hardware and software solutions to manage (e.g., charge, reset, maintain, etc) classroom-size numbers of PDA devices.
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}
+\section{Dissemination}
As in recent years, we will continue to invest a great deal of effort disseminating our work nationwide. In the last several years, Eric Mazur and other members of the
group have hundreds of invited talks on Peer Instruction in a variety of venues:
\begin{itemize}
@@ -377,13 +380,13 @@
Baseline data collection; traditional PI
&Translation of ConcepTest Library into LON-CAPA format
System Integration LT3/LON-CAPA\newline
-Baseline data collection, traditional PI\newline
+Baseline data collection, traditional PI \newline
&System Integration ILT/BQ to LT3\newline
LT3 seating map \newline
Baseline data collection, traditional PI
\\\hline
Year 2&
-Data collection: non-randomized questions, guided group formation \newline
+Data collection: non-randomized questions, guided group formation\newline
Test and improvement of software integration
& Data collection: randomized questions, different question types \newline
Test and improvement of software integration
@@ -403,11 +406,13 @@
\end{tabular}
\end{table}
\subsection{Year 1}
-Dr.~Kortemeyer will use the summer months of the first year to derive different response-type and randomizing versions of ConcepTest questions, see Figs.~\ref{repre} and \ref{rando}.
-He will work with the Harvard group to migrate the CT content library from the ILT to the LON-CAPA system. The Harvard and Erskine groups will finish the
+
+Dr. Kortemeyer will work with the Harvard group to migrate the CT content library from the ILT to the LON-CAPA system.
+Drs.~Kortemeyer and Kashy will use part of the summer of the first year to derive different response-type and randomizing versions of ConcepTest questions, see Figs.~\ref{repre} and \ref{rando}.
+The Harvard and Erskine groups will finish the
integration of the ILT and the BQ program (LT3) and implement a seating map for Computer-Guided Group Formation. All three groups will collect baseline data using the traditional form
-of Peer Instruction using their respective software. The groups will develop a protocol for the analysis of student discussions. This protocol will be applied by student assistants
-during lecture.
+of Peer Instruction using their respective software. Dr. Urban-Lurain will further develop the protocol for analysis of student discussions. This protocol will be applied by student assistants
+during lecture to gather baseline data regarding the currently common techniques.
\subsection{Year 2}
@@ -415,12 +420,13 @@
work together to implement a seating map within the LON-CAPA framework. This will complete the system integration.
The system integration carried out in Year 1 will be tested and used to collect data as described in
Section~\ref{method}. In addition, student assistants will continue their data collection of student discussions. A comparative study will be carried out and analysed in cooperation with
-the education PIs (WHO ARE THESE? NOT EXPLICITLY MENTIONED EARLIER!!).
+the education PIs.
\subsection{Year 3}
-All three groups collect data as described in Section~\ref{method}. The comparative study will be completed and analyzed in cooperation with the education PIs. The results will
-be disseminated through publications and talks.
+All three groups collect data as described in Section~\ref{method}, now including the large enrollment biology course as well as additional physics courses at MSU (total enrollment: 1400).
+The comparative study will be completed and analyzed in cooperation with the education PIs. The software platform will be prepared for broad application. The results will
+be disseminated through publications and talks.
\section{Conclusion}
--www1116804289--