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

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www		Mon May 23 09:26:13 2005 EDT

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    /modules/gerd/roleclicker	description.tex 
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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.83 modules/gerd/roleclicker/description.tex:1.84
--- modules/gerd/roleclicker/description.tex:1.83	Mon May 23 09:06:37 2005
+++ modules/gerd/roleclicker/description.tex	Mon May 23 09:26:11 2005
@@ -34,7 +34,7 @@
 The students then discuss the question with each other and then respond again.
 
 Peer Instruction has shown to lead to fundamental, systemic improvement in science education \cite{mref21,mref22,mref23}.
-Peer Instruction helps uncovers student misunderstandings in real time so that they can be identified and
+Peer Instruction helps uncover student misunderstandings in real time so that they can be identified and
 addressed at once. The method is particularly effective because it helps both the stronger and the weaker students. Students answering correctly improve their own understanding by explaining
 problems
 to others (consistent with research that shows high-ability students benefit from collaboration\cite{mref25,mref26}), and students answering incorrectly benefit from individualized explanations and the opportunity
@@ -88,7 +88,7 @@
 \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
 \item Eric Mazur (Physics), Martin Vogt (Physics), and Kathryn Hollar (Engineering Education)  at Harvard University
-\item Bill Junkin (Associate Dean of Learning and Technology, Physics) at Erskine College
+\item Bill Junkin (Dean for Learning and Technology, Physics) at Erskine College
 \end{itemize}
 \subsection{Intellectual Merit}
 Peer Instruction has proven successful in outcome-oriented evaluations; in the first phase,
@@ -215,9 +215,9 @@
 
 
 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
-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 modes, depending on available resources: (a) using a server, (b) using the instructors computer or (c) in a modularized mode, where the 
-ILT functionality is kept on a server and the Interactive Classroom component runs off a computer in the classroom. Initial testing has shown that option (c) is the best solution for a large classroom environment because it keeps the classroom network traffic off separate from any other network traffic.
+combined software already allows collecting and analyzing the PRS responses from Peer Instruction using BQ in class.
+Instructors will be able to run LT3 in three modes, depending on available resources: (a) using a server, (b) using the instructor's computer or (c) in a modularized mode, where the 
+ILT functionality is kept on a server and the Interactive Classroom component runs off a computer in the classroom. Initial testing has shown that option (c) is the best solution for a large classroom environment because it keeps the classroom network traffic separate from any other network traffic.
 
 \subsection{Implementation of the Resource Pool}
 In LON-CAPA, the underlying distributed multimedia content repository spans across all participating institutions.