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

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www		Sun May 22 19:45:14 2005 EDT

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    /modules/gerd/roleclicker	description.tex 
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  Typos.
  
  
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.77 modules/gerd/roleclicker/description.tex:1.78
--- modules/gerd/roleclicker/description.tex:1.77	Sun May 22 19:24:47 2005
+++ modules/gerd/roleclicker/description.tex	Sun May 22 19:45:13 2005
@@ -46,13 +46,13 @@
 
 \begin{itemize}
 \item What happens in groups where all partners agree?
-\item Are post-discussion responses better because stronger students simply dominate?
+\item Are post-discussion responses better simply because stronger students dominate?
 \item Are disinterested students profiting from the discussions?
 \end{itemize}
 
 Peer Instruction is frequently implemented using electronic student response systems 
 ("clickers"). Besides providing a scalable solution, these systems provide a convenient record of participation and allow post-lecture analysis of responses. Although the use of clickers is rapidly gaining acceptance, they have a number of limitations: 
-following limitations:
+
 \begin{itemize}
 \item They can only be used with single-response multiple-choice questions.
 \item All students receive the same question.
@@ -72,7 +72,7 @@
 \newline{\bf Hypothesis} to be tested: Randomized questions lead to improved discussion of underlying principles, and therefore better learning. 
 \end{description}
 
-Because immediate implementation of a more advanced classroom network of communication devices in large classrooms is not feasible, we propose to develop a network that allows a combination of simple infrared clickers and more advanced devices. Clickers are a transient technology and the rapid spread of personal communication devices (such as web-enabled cellular phones, internet-enabled PDAs, PocketPCs, wireless laptops, etc.) that will eventually render clickers obsolete because they afford two-way communication and networking and open up new avenues for active learning. Rather than waiting for widespread availability of such consumer devices, we propose to develop a transition path and begin examining today how such devices can effectively be used as an enabling tool for new pedagogies.
+Because immediate implementation of a more advanced classroom network of communication devices in large classrooms is not feasible, we propose to develop a network that allows a combination of simple infrared clickers and more advanced devices. Clickers are a transient technology, and the rapid spread of personal communication devices (such as web-enabled cellular phones, internet-enabled PDAs, PocketPCs, wireless laptops, etc.) will eventually render clickers obsolete because they afford two-way communication and networking and open up new avenues for active learning. Rather than waiting for widespread availability of such consumer devices, we propose to develop a transition path and begin examining today how such devices can effectively be used as an enabling tool for new pedagogies.
 
 The proposed project has three phases:
 \begin{enumerate}
@@ -136,7 +136,7 @@
 \noindent{\it Student Course Grade:} The left panel of 
 Figure~\ref{fig:gradecorrel} shows the character of online student discussions over the semester as a function of final grade in the course. 
 For example,
-for students with a course grade of 3.0, 55% of the discussion is solution-oriented. 
+for students with a course grade of 3.0, 55 percent of the discussion is solution-oriented. 
 The results are not surprising, but verify the validity of our classification approach, which will also be used for this project. 
 At the same time, the results confirm that conceptual and physics-related discussions are positively correlated with success in the course, while solution-oriented discussion contributions are strongly negatively correlated. 
 \newline