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

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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.21 modules/gerd/roleclicker/description.aux:1.22
--- modules/gerd/roleclicker/description.aux:1.21	Mon May 16 14:56:59 2005
+++ modules/gerd/roleclicker/description.aux	Mon May 16 21:55:28 2005
@@ -17,10 +17,8 @@
 \citation{redish}
 \@writefile{toc}{\contentsline {section}{\numberline {2}Methodology}{3}}
 \newlabel{method}{{2}{3}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {2.1}Establishment of Initial Conditions}{3}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.1.1}Learner Attitudes, Beliefs, and Expectations}{3}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.1.2}Learner Knowledge about the Topic}{3}}
-\newlabel{inventories}{{2.1.2}{3}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {2.1}Pre-Tests and Assessment Instruments}{3}}
+\newlabel{inventories}{{2.1}{3}}
 \newlabel{subsec:problemcat}{{2.2}{3}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {2.2}Problem Classification}{3}}
 \@writefile{lof}{\contentsline {figure}{\numberline {1}{\ignorespaces Example of two problems addressing the same concepts in two different representations. The problem on the left is an original ConcepTest problem of type single-response multiple-choice, the problem on the right is multiple-response multiple-choice. Both problems require representation translation since data is provided in graphical form.}}{4}}
@@ -32,23 +30,23 @@
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-\@writefile{lot}{\contentsline {table}{\numberline {1}{\ignorespaces Examples of discussion contribution types and features\nobreakspace  {}\cite  {discpaper}.}}{6}}
-\newlabel{table:examples}{{1}{6}}
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-\citation{kashyd01}
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+\citation{johnson}
+\@writefile{lot}{\contentsline {table}{\numberline {1}{\ignorespaces Examples of discussion contribution types and features\nobreakspace  {}\cite  {discpaper}.}}{6}}
+\newlabel{table:examples}{{1}{6}}
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 \@writefile{lof}{\contentsline {figure}{\numberline {3}{\ignorespaces Prominance of discussion superclasses by student grade (left panel) and question difficulty (right panel).}}{7}}
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 \@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.2}Previous Results of Discussion Analysis}{7}}
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+\citation{discpaper}
+\citation{discpaper}
+\citation{kashyd01}
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@@ -59,9 +57,15 @@
 \newlabel{table:qtype}{{2}{8}}
 \@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.3}Procedure}{8}}
 \@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.4}Interviews}{8}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {2.4}Outcome-Oriented Evaluation}{8}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.1}Pre-/Post-Discussion Answer Distribution}{8}}
 \citation{kashyd01}
+\@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Pre- and post-discussion compiled from 5000 student-responses to 40 ConcepTests.}}{9}}
+\newlabel{beforeafter}{{4}{9}}
+\@writefile{lof}{\contentsline {figure}{\numberline {5}{\ignorespaces Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.}}{9}}
+\newlabel{prepostfci}{{5}{9}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {2.4}Outcome-Oriented Evaluation}{9}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.1}Pre-/Post-Discussion Answer Distribution}{9}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.2}Post-Performance on Concept Inventories}{9}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.3}Correlation of In-Class and Exam Performance}{9}}
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@@ -73,13 +77,6 @@
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-\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.4}Previous Results}{9}}
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@@ -92,8 +89,8 @@
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 \citation{mref12}
 \citation{mref11}
-\@writefile{toc}{\contentsline {section}{\numberline {3}Materials Devolopment}{10}}
-\newlabel{matdev}{{3}{10}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.4.4}Previous Results}{10}}
+\@writefile{toc}{\contentsline {section}{\numberline {3}Existing Infrastructure}{10}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {3.1}Existing Material}{10}}
 \citation{bq1}
 \citation{bq2}
@@ -101,43 +98,41 @@
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 \@writefile{toc}{\contentsline {subsubsection}{\numberline {3.2.1}Interactive Learning Toolkit (ILT)}{11}}
 \@writefile{toc}{\contentsline {subsubsection}{\numberline {3.2.2}Beyond Question (BQ)}{11}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {3.2.3}ILT/BQ integration}{11}}
-\newlabel{iltbq}{{3.2.3}{11}}
-\@writefile{toc}{\contentsline {subsubsection}{\numberline {3.2.4}The Learning{\it  Online} Network with CAPA (LON-CAPA)}{11}}
-\newlabel{loncapa}{{3.2.4}{11}}
+\@writefile{toc}{\contentsline {subsubsection}{\numberline {3.2.3}The Learning{\it  Online} Network with CAPA (LON-CAPA)}{11}}
+\newlabel{loncapa}{{3.2.3}{11}}
 \citation{features}
 \citation{edutools}
-\@writefile{toc}{\contentsline {section}{\numberline {4}Research Phase}{12}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.1}Creation of infrastructure}{12}}
-\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Three randomized variations of the problems in Fig.\nobreakspace  {}1\hbox {} and 2\hbox {}. 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.\nobreakspace  {}2\hbox {}, the combined object after the collision will be at rest -- the corresponding constraints could have been implemented in the randomizing problem. }}{13}}
-\newlabel{rando}{{6}{13}}
+\@writefile{lof}{\contentsline {figure}{\numberline {6}{\ignorespaces Three randomized variations of the problems in Fig.\nobreakspace  {}1\hbox {} and 2\hbox {}. 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.\nobreakspace  {}2\hbox {}, the combined object after the collision will be at rest -- the corresponding constraints could have been implemented in the randomizing problem. }}{12}}
+\newlabel{rando}{{6}{12}}
+\@writefile{lof}{\contentsline {figure}{\numberline {7}{\ignorespaces Overview of the implementation process. }}{13}}
+\newlabel{overview}{{7}{13}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {3.3}Resource-Pool Organization}{13}}
+\@writefile{toc}{\contentsline {section}{\numberline {4}Research Phase}{13}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.1}Expansion of Infrastructure}{13}}
 \citation{physlets}
-\@writefile{lof}{\contentsline {figure}{\numberline {7}{\ignorespaces Overview of the implementation process. }}{14}}
-\newlabel{overview}{{7}{14}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.2}Computer-Guided Group Formation}{14}}
-\newlabel{groupform}{{4.2}{14}}
-\@writefile{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Computer-guided group formation. }}{15}}
-\newlabel{formation}{{8}{15}}
+\@writefile{lof}{\contentsline {figure}{\numberline {8}{\ignorespaces Computer-guided group formation. }}{14}}
+\newlabel{formation}{{8}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.2}Materials Development}{14}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Computer-Guided Group Formation}{14}}
+\newlabel{groupform}{{4.3}{14}}
 \@writefile{lof}{\contentsline {figure}{\numberline {9}{\ignorespaces Rendering of a problem on PDA devices }}{15}}
 \newlabel{pdaview}{{9}{15}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Different Question Types}{15}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Randomized Questions}{15}}
-\newlabel{randomques}{{4.4}{15}}
-\@writefile{toc}{\contentsline {section}{\numberline {5}Commodization Phase and Dissemination}{16}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {5.1}Dissemination}{16}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.4}Different Question Types}{15}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {4.5}Randomized Questions}{15}}
+\newlabel{randomques}{{4.5}{15}}
+\@writefile{toc}{\contentsline {section}{\numberline {5}Commodization Phase and Dissemination}{15}}
+\@writefile{toc}{\contentsline {subsection}{\numberline {5.1}Dissemination}{15}}
+\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{16}}
+\newlabel{timeline}{{3}{16}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {5.2}Commodization Phase}{16}}
 \newlabel{comphase}{{5.2}{16}}
 \@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{16}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {6.1}Year 1}{16}}
-\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{17}}
-\newlabel{timeline}{{3}{17}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {6.2}Year 2}{17}}
 \@writefile{toc}{\contentsline {subsection}{\numberline {6.3}Year 3}{17}}
-\@writefile{toc}{\contentsline {section}{\numberline {7}Expertise and Responsibilites of the PIs}{17}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {7.1}Gerd Kortemeyer}{17}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {7.2}Guy Albertelli}{18}}
-\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{18}}
-\newlabel{results}{{8}{18}}
+\@writefile{toc}{\contentsline {section}{\numberline {7}Responsibilites of the PIs}{17}}
+\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{17}}
+\newlabel{results}{{8}{17}}
 \bibcite{aapt}{1}
 \bibcite{EBAPS}{2}
 \bibcite{MPEX}{3}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.35 modules/gerd/roleclicker/description.tex:1.36
--- modules/gerd/roleclicker/description.tex:1.35	Mon May 16 20:54:00 2005
+++ modules/gerd/roleclicker/description.tex	Mon May 16 21:55:28 2005
@@ -430,7 +430,7 @@
 responded to our survey, show peer-instruction to be an effective collaborative approach to learning.
 
 
-\section{Materials Devolopment}\label{matdev}
+\section{Existing Infrastructure}
 \subsection{Existing Material}
 The primary resource needed for teaching with peer-instruction is a supply of suitable ConcepTests (CTs) -
 questions that test students' understanding of the basic concepts covered \cite{mref11}. We have developed and
@@ -451,7 +451,7 @@
 thousand students per semester.
 
 
-In LON-CAPA, the underlying distributed multimedia content repository spans across all of the currently over 30 participating institutions, and currently contains over 60,000 learning content resources, including more than 18,000 personalized homework problems. Disciplines include astronomy, biology, business, chemistry, civil engineering, computer science, family and child ecology, geology, human food and nutrition, human medicine, mathematics, medical technology, physics, and psychology. Any content material contributed to the pool is immediately available and ready-to-use within the system at all participating sites, thus facilitating dissemination of curricular development efforts (Sect.~\ref{matdev}). A large fraction of these resources are also available through the gateway to the National Science Digital Library (NSDL).
+In LON-CAPA, the underlying distributed multimedia content repository spans across all of the currently over 30 participating institutions, and currently contains over 60,000 learning content resources, including more than 18,000 personalized homework problems. Disciplines include astronomy, biology, business, chemistry, civil engineering, computer science, family and child ecology, geology, human food and nutrition, human medicine, mathematics, medical technology, physics, and psychology. Any content material contributed to the pool is immediately available and ready-to-use within the system at all participating sites, thus facilitating dissemination of curricular development efforts. A large fraction of these resources are also available through the gateway to the National Science Digital Library (NSDL).
 
 \subsection{Existing System Functionality}\label{existing}
 Between the collaborators, a number of technological components exist that can be used to build the foundation for the needed functionality. 
@@ -463,7 +463,7 @@
 University. 
 
 The ILT features a set of tools that allow an instructor to structure and create content for their class and then analyze 
-the feedback of the students. In order to 'free up' preciousclass time the ILT offers an pre-class reading assignment tool. 
+the feedback of the students. In order to 'free up' precious class time, the ILT offers an pre-class reading assignment tool. 
 
 To help improve the interaction between students and instructor, 
 a face book has been developed in ILT. What this means is that anywhere a student's name appears in the ILT, it links to their 
@@ -472,7 +472,7 @@
 in the course. This is of particular pedagogical value in large classes, where students normally remain anonymous.
 
 Most importantly, the ILT provides a location to warehouse course content, like ConcepTests and Reading assignments, so it can be
-shared by the entire community of instructors. A simple rights management system allows the instructor to either maintain their\
+shared by the entire community of instructors. A simple rights management system allows the instructor to either maintain their
 copyright or place their material in the public domain. 
 
 \subsubsection{Beyond Question (BQ)}
@@ -483,14 +483,6 @@
 classroom communication systems. The strength of BQ is this flexibility, which makes it an 'easy to use' package for almost
 any teaching environment. The BQ development group is located at Erskine College.
 
-\subsubsection{ILT/BQ integration}\label{iltbq}
-
-The development groups at Harvard and Erskine College have started a collaboration to integrate ILT and BQ. At the moment,the 
-combined software already allows to collect and analyze the PRS responses dring Peer Instruction using BQ in class. The data are then uploaded 
-to the ILT, where the data for every question are immediately identified with the individual student and the ConcepTest prepared 
-in the ILT and posed in class. The statistical tools and the facebook can then be used to analyze the data. The next steps of the integration 
-proposed in the framework of this study are discussed in Sect.~\ref{comphase}  
-
 \subsubsection{The Learning{\it Online} Network with CAPA (LON-CAPA)}\label{loncapa}
 The Learning{\it Online} Network with Computer-Assisted Personalized Approach ({\tt http://www.lon-capa.org/}) is a distributed learning content management, course management, and assessment system, and also the model system of the current NSF-ITR grant, see Sect.~\ref{results}. 
 
@@ -519,7 +511,7 @@
 In addition to standard features, the LON-CAPA delivery and course management layer is designed around STEM education, for example: support for mathematical typesetting throughout (\LaTeX\ inside of XML) -- formulas are rendered on-the-fly, and can be algorithmically modified through the use of variables inside formulas; integrated GNUplot support, such that graphs can be rendered on-the-fly, and allowing additional layered labeling of graphs and images; support for multi-dimensional symbolic math answers; and full support of physical units.
 
 \subsection{Resource-Pool Organization}
-The ported ConcepTest concept library (subsection~\ref{porting}) will be stored in the shared resource pool of the LearningOnline Network with CAPA (subsection~\ref{loncapa}), which 
+The ConcepTest library will be ported to the LON-CAPA system and stored in the shared resource pool of the LearningOnline Network with CAPA (subsection~\ref{loncapa}), which 
 offers scalable cross-institutional content and rights management features. Where appropriate, gateways will be established to have different system components access the same 
 original content.
 
@@ -532,18 +524,20 @@
 \end{center}
 \end{figure}
 
-\subsection{Creation of infrastructure}
-A graphical represenation of the infrastructure which will be created in the framework of this study can be found in Fig.~\ref{overview}.
+\subsection{Expansion of Infrastructure}
+In order to carry out the research proposed, new and existing technology components need to be combined into an expanded infrastructure, which the PIs will use at the three instutitions involved. While still researching their effectiveness and impact, these technology components are loosely linked, while in the final stage of this project, successful components will be tightly integrated into a software package that can be broadly disseminated (Fig.~\ref{overview}).
 
-In the initial phase, the Interactive Learning Toolkit will be integrated with BQ, forming a new software package called LT3 (Learning Together Through Technology). The BQ
+In the initial phase, the Interactive Learning Toolkit will be integrated with BQ, forming a new software package called LT3 (Learning Together Through Technology).  At the moment, the
+combined software already allows to collect and analyze the PRS responses dring Peer Instruction using BQ in class. 
+The BQ
 program will be transformed to a LT3 laptop-based front end. This part will host the complete Interactive Classroom features of LT3. The ILT part will continue to be a
-server based software. The LT3/ILT will continue to be the environment where the instructor can prepare the content for his class by browsing the ConceptTest data base and integrate CTs into a
+server based software. The LT3/ILT will continue to be the environment where instructor can prepare the content for their class by browsing the ConceptTest data base and integrate CTs into a
 given lecture. An important step will be possibility to upload the CTs into the LT3/BQ part for one lecture at a time and to automatically prepare them for the Interactive Classroom. After each lecture,
-the student responses are uploaded to the LT3/ILT part and made available for statistcal and individual performance analysis. This implementation
+the student responses are uploaded to the LT3/ILT part and made available for statistical and individual performance analysis. This implementation
 strategy is the result of various tests which were run with a minimally integrated ILT/BQ  software during a large physics class at Harvard. Results of this test phase
 will be disemminated in the next couple of months.
 
-In the next step, the CT library will be transfered to the LON-CAPA network as described above. The user interface for CT browsing and lecture integration in the ILT/LT3 will remain
+In parallel, the CT library will be transfered to the LON-CAPA network as described above. The user interface for CT browsing and lecture integration in the ILT/LT3 will remain
 unchanged. The LT3 will be enabled to search the LON-CAPA CT resource pool and to render a static or randomized version into the LT3 environment. This will enable the LT3 as
 well as the LON-CAPA community to access the most recent version of each ConceptTest and allows them to track any changes which have been made by the individual authors. This
 integration step will enable us to carry out the proposed study with a minimum of logistical or technological challenges caused by the involvement of three different
@@ -551,7 +545,8 @@
 will be possible.
 
 An important feature of LON-CAPA for this study is its scalability and ability to absorb peak-workloads through cluster-wide load balancing. On campus of MSU, LON-CAPA has been used for timed online ``take-home'' exams by 400 students submitting 50 questions each within one hour. 
-
+\subsection{Materials Development}
+For a representative set of ConcepTests, different question types (Fig.~\ref{repre}) and randomizing versions (Fig.~\ref{rando}) will be developed and tested.
 In addition, Physlets~\cite{physlets} will be incorporated into the LON-CAPA content pool, and questions developed around them.
 
 \subsection{Computer-Guided Group Formation} \label{groupform}
@@ -671,18 +666,12 @@
 
 \subsection{Year 3}
 
-All three groups collect data as described in Table ...  The comparative study will be completed and analyzed in cooperation with the education PIs. The results will
+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. 
 
-\section{Expertise and Responsibilites of the PIs}
+\section{Responsibilites of the PIs}
 
-\subsection{Gerd Kortemeyer}
-Dr.~Kortemeyer received his Diplom (``M.Sc.'') in physics in 1993 from the Universit\"at Hannover, Germany (advisor Prof.~P.~U.~Sauer), and his Ph.D. in physics from Michigan State University (advisor Prof.~W.~Bauer). He has been working at Michigan State University since 1997. His first appointment has been as an Academic Specialist in the Division of Science and
-Mathematics Education (DSME), where he has been leading instructional technology development projects for the College of Natural Science, and is the director of the Learning{\it Online} Network with Computer-Assisted Personalized Approach (LON-CAPA) project, see Sect.~\ref{loncapa}.  He also taught introductory physics in a completely online
-mode, as well as co-taught in a more traditional on-campus setting.
- 
-Since August 2004, Dr.~Kortemeyer is working in a tenure-track position as Assistant Professor of Physics Education. His appointment will be split 75/25\% between the Lyman Briggs School of Science (LBS) and DSME. He also holds an appointment as Adjunct Professor of Physics in the Department of Physics and Astronomy. His teaching responsibilities include the introductory calculus-based physics sequence (lecture and lab) in LBS, as well as seminars in special topics. His research interests focus on the use of technology in post-secondary physics education.
-\subsection{Guy Albertelli}
+Dr.~Kortemeyer is an Assistant Professor of Physics Education and the Director of the LON-CAPA Project at Michigan State University. He will be teaching the courses under investigation at MSU and direct the project staff on this project. 
 Guy Albertelli is an Academic Specialist in the Division of Science and Mathematics Education at Michigan State University. He is the Technical Director of the LON-CAPA project and responsible for implementation details of the proposed project.
 
 \section{Results from Prior NSF Support}\label{results}

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