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

mvogt lon-capa-cvs@mail.lon-capa.org
Mon, 23 May 2005 02:26:05 -0000

mvogt		Sun May 22 22:26:05 2005 EDT

Modified files:
/modules/gerd/roleclicker	summary.tex
Log:

Index: modules/gerd/roleclicker/summary.tex
diff -u modules/gerd/roleclicker/summary.tex:1.11 modules/gerd/roleclicker/summary.tex:1.12
--- modules/gerd/roleclicker/summary.tex:1.11	Sun May 22 22:24:46 2005
+++ modules/gerd/roleclicker/summary.tex	Sun May 22 22:26:03 2005
@@ -28,7 +28,9 @@
\fi
\noindent
{\Large {\bf Project Summary}}
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\noindent
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'.
@@ -51,7 +53,6 @@
\noindent 1. Formal analysis of peer-discussion behavior using currently available technology, in parallel with systems and content integration
\newline 2. Introduction of technology-mediated enhancements and assessment of their impact on pedagogy
\newline 3. Commoditizing and dissemination of successful techniques
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{\bf Intellectual Merit:}