# [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:1.80 modules/gerd/roleclicker/description.tex:1.81
--- modules/gerd/roleclicker/description.tex:1.80	Sun May 22 19:57:06 2005
+++ modules/gerd/roleclicker/description.tex	Sun May 22 20:28:07 2005
@@ -83,7 +83,7 @@

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.
+introductory biology course at MSU in order to test the transferability of our results and the scalability of our implementation.
\subsection{Project Partners}
\begin{itemize}
\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
@@ -113,7 +113,7 @@
Both aspects are important for the success of this project: the open-source nature of the system allows researchers to modify and adapt the system in order to address research needs, and the freeware character allows
easier dissemination of results, in particular adaptation and implementation at other universities.

-The system started in 1992 as a tool to deliver perzonalized homework to students. Personalized'' means that each student sees a different version of the same
+The system started in 1992 as a tool to deliver personalized homework to students. Personalized'' means that each student sees a different version of the same
computer-generated problem: different numbers, choices, graphs, images, simulation parameters, etc, Fig.~\ref{rando}.

Over the years, the system was expanded with content management and standard course management features, such as communications, gradebook, etc., similar to those in commercial course management systems, such as
@@ -130,7 +130,7 @@
\includegraphics[width=80mm]{KortemeyerFig5}
\includegraphics[width=80mm]{KortemeyerFig6}
\end{center}
-\caption{\footnotesize \label{fig:gradecorrel}Prominance of discussion characteristics by student grade (left panel) and question difficulty (right panel).}
+\caption{\footnotesize \label{fig:gradecorrel}Prominence of discussion characteristics by student grade (left panel) and question difficulty (right panel).}
\end{figure}

\noindent{\it Student Course Grade:} The left panel of
@@ -211,7 +211,7 @@
\begin{figure} [t]\begin{center}\includegraphics[width=4.5in]{overview.eps}\caption{\small Overview of the implementation process.\label{overview}}\end{center}\end{figure}

In order to carry out the proposed research, the three core components -- BQ, ILT, and LON-CAPA -- need to be combined into an expanded infrastructure and new features need to be added.
-During the initial research phase, only those parts that are essential for the proposed research will be linked. In the final stage of the proposal, however, the most successful components will be tightly integrated into a software package that can be broadly disseminated (Fig.~\ref{overview}). Throughout this development the PIs will use the package at the three instutitions involved.
+During the initial research phase, only those parts that are essential for the proposed research will be linked. In the final stage of the proposal, however, the most successful components will be tightly integrated into a software package that can be broadly disseminated (Fig.~\ref{overview}). Throughout this development the PIs will use the package at the three institutions involved.

We will first integrate the Interactive Learning Toolkit with BQ, forming a new software package tentatively called LT3 (Learning Together Through Technology).  At the moment, the
@@ -233,7 +233,7 @@
Group formation is limited by seating arrangements in a the lecture hall: unless students get up and walk around discussions are limited to nearest-neighbors. Still, within the limited number of nearest neighbors, it should be possible to optimize the pairing of discussion partners. To this end we will, as a first step, need to code seating arrangements in the lecture hall into a computer-readable format (we already have preliminary expertise in this area).
Then an algorithm needs to be developed to find the optimum configuration of groups of $N$ nearest neighboring students that maximizes initial dissent within the groups.

-We propose to implement a hybrid scheme, where discussions will be directed both by two-way communication devices (which can tell individual student where to turn) and projection of a map at the front of the class for students using one-way devices. This implementation is very flexible, because it can be used in almost any teaching environment independent of the technological resourcs available. The proposed system will record group configurations and makes it possible to analyze pre- and post-discussion responses within each group.
+We propose to implement a hybrid scheme, where discussions will be directed both by two-way communication devices (which can tell individual student where to turn) and projection of a map at the front of the class for students using one-way devices. This implementation is very flexible, because it can be used in almost any teaching environment independent of the technological resources available. The proposed system will record group configurations and makes it possible to analyze pre- and post-discussion responses within each group.

\subsection{\label{subsec:problemcat}Different Question Types}
\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}}
@@ -273,7 +273,7 @@
\begin{figure}[t]
\includegraphics[width=8cm]{emfRand1}\includegraphics[width=8cm]{emfRand3}
\includegraphics[width=8cm]{collRand2}\includegraphics[width=8cm]{collRand3}
-\caption{\footnotesize 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
+\caption{\footnotesize 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 brick wall in the
collision problem are randomly selected images. Each randomization leads to different answers for 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-- the corresponding constraints could have been implemented in the randomizing problem.\label{rando}}
@@ -291,7 +291,7 @@
\subsection{Assessment Instruments}
\label{inventories}
The project involves three academic institutions of very different character. In order to compare and contrast results gathered across these institutions,
-it is important to assess attitutides and prior subject knowledge of the different student populations. To this end we will use the Epistemological Beliefs Assessment for Physical Science (EBAPS) Instrument~\cite{EBAPS}, and the Maryland Physics Expectations (MPEX) survey~\cite{MPEX}.
+it is important to assess attitudes and prior subject knowledge of the different student populations. To this end we will use the Epistemological Beliefs Assessment for Physical Science (EBAPS) Instrument~\cite{EBAPS}, and the Maryland Physics Expectations (MPEX) survey~\cite{MPEX}.

To assess prior knowledge of the subject area, we will use existing concept inventory surveys such as the Force Concept Inventory~\cite{fci} and the Mechanical Baseline Test~\cite{hestenesmech}, which have been used in a large number of studies connected to the teaching of introductory mechanics.
We also plan to use a number of concept inventories developed by the Foundation Coalition~\cite{foundation}, such as the Thermodynamics Concept Inventory, the Dynamics Concept Inventory, and the Electromagnetics Concept Inventory. For second semester introductory courses we will use the Conceptual Survey of Electricity and Magnetism (CSEM)~\cite{maloney}.
@@ -323,7 +323,7 @@
Student assistants will be trained and assigned to student groups during lecture to document the discussions using this coding scheme.
As in the earlier study carried out at MSU, assistants will be provided with worksheets to quickly tabulate contributions using tickmarks. Results will be stored in conjunction with the statistical data gathered from each question, and the analysis will be carried out as described in \ref{priormsu}.

-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 believe these question types influence their problem-solving strategies. Pascarella~\cite{pascarella02} developed some frameworks for these interviews, which plan to adopt.
+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 believe these question types influence their problem-solving strategies. Pascarella~\cite{pascarella02} developed some frameworks for these interviews in an earlier study of the CAPA system, which we plan to adopt.

\subsection{Outcome-Oriented Evaluation}
\begin{figure}[t]
@@ -335,7 +335,7 @@
\end{figure}

A very important measure of the effectiveness of a given ConcepTest is the gain in the percentage
-of correct answers after discussion. Figure~\ref{beforeafter} shows the cumulative gain for all questions in a semester of the Physcics 1b course
+of correct answers after discussion. Figure~\ref{beforeafter} shows the cumulative gain for all questions in a semester of the Physics 1b course
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.

@@ -402,7 +402,7 @@
Test and improvement of software integration
&Dissemination \newline
Data collection: randomized questions, non-randomized questions, guided group formation \newline
-Test amd improvement of software integration
+Test and improvement of software integration
\\\hline
\end{tabular}
\end{table}
@@ -420,11 +420,11 @@
The Harvard and Erskine groups will work with the MSU group to extend the integration to make randomization possible in both systems. In turn, all teams will
work together to implement a seating map within the LON-CAPA framework.
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
+Section~\ref{method}. In addition, student assistants will continue their data collection of student discussions. A comparative study will be carried out and analyzed in cooperation with
the education PIs.

\subsection{Year 3}
-On the basis of the research in the previous two years, the most succesful parts of the three software compenents will be tightly integrated into one software package.
+On the basis of the research in the previous two years, the most successful parts of the three software components will be tightly integrated into one software package.
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.
@@ -439,9 +439,9 @@
BQ to create a new software package called Learning Together Through technology (LT3), (2) porting the ILT ConcepTest library to the LON-CAPA network, (3) build gateways
between LON-CAPA and LT3 to enable users of both systems to access the CT data base and, finally, (4) enable randomization of questions in LT3 on the basis of
the LON-CAPA algorithm.  We will develop a seating map feature in the LT3 and LON-CAPA system to enable instructors to match students for peer discussion on the
-basis of their initital responses (computer guided group formation). With this new software, we will investigate how (1) computer guided group formation, (2) randomization
+basis of their initial responses (computer guided group formation). With this new software, we will investigate how (1) computer guided group formation, (2) randomization
of questions and (3) different question types influence the effectiveness of Peer Instruction. Methods
-of assessment are (1) gain of number of correct responses after dicsussion compared to before, (2) gain of student performance in Concept Inventories, (3) analysis of student discussions. The proposed work will provide the entire teaching  community with the means and the knowledge
+of assessment are (1) gain of number of correct responses after discussion compared to before, (2) gain of student performance in Concept Inventories, (3) analysis of student discussions. The proposed work will provide the entire teaching  community with the means and the knowledge
to implement Peer Instruction most effectively. Given the previous experience of the three partner sites, we are well positioned to accomplish the stated goals.

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