[LON-CAPA-cvs] cvs: modules /gerd/alt2007 graphing.tex

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Index: modules/gerd/alt2007/graphing.tex
diff -u modules/gerd/alt2007/graphing.tex:1.6 modules/gerd/alt2007/graphing.tex:1.7
--- modules/gerd/alt2007/graphing.tex:1.6	Tue Mar 27 14:47:57 2007
+++ modules/gerd/alt2007/graphing.tex	Thu Mar 29 15:38:50 2007
@@ -103,8 +103,8 @@
 \end{itemize}
 Several of these steps will be carried out iteratively over the duration of the project while refining both tool and content
 \section{Relevant Results from Related Projects}
-\subsection{Relevant Results from Prior NSF Support to the PIs}\label{loncapa}
-David Fortus is a co-PI on the NSF grant {\it Investigating and Questioning our World through Science and Technology} (ESI-0439352, \$712,034 for MSU subcontract, 10/01/04-09/30/10). The project is developing a coordinated and comprehensive middle school science curriculum that emphasizes several scientific practices, one with is DGOA - data gathering, organization, and analysis.
+\subsection{Relevant Results from Prior NSF Support to the PIs}
+\subsubsection{LON-CAPA}\label{loncapa}
 \begin{figure}
 \includegraphics[width=3.3in]{figures/coil1}
 \includegraphics[width=3.3in]{figures/coil2}
@@ -138,6 +138,8 @@
 LON-CAPA is used by approximately 35,000 students every semester.
 
 LON-CAPA will provide the platform on which the tools will be developed and evaluated. It also provides the initial dissemination platform for problems authored over the course of this project.
+\subsubsection{Investigating and Questioning our World through Science and Technology}\label{iqwst}
+David Fortus is a co-PI on the NSF grant {\it Investigating and Questioning our World through Science and Technology} (ESI-0439352, \$712,034 for MSU subcontract, 10/01/04-09/30/10). The project is developing a coordinated and comprehensive middle school science curriculum that emphasizes several scientific practices, one with is DGOA - data gathering, organization, and analysis.
 \section{Relevant Results from Other Related Projects}
 In 1997, the Interactive Graphing Tool was developed at the University of Melbourne in support of chemistry instruction~\cite{kennedy98}. Over the years, the project went through a number of technology iterations, and was eventually re-implemented online as the Interactive Graphing Object (IGO) and on PDAs as the mobile Interactive Graphing Object (mIGO)~\cite{kennedy04}.
 
@@ -271,7 +273,7 @@
 The initial coding will be carried out by members of the MSU LON-CAPA group and is expected to take approximately nine months. As the tool is refined, additional coding will be necessary.
 \section{Usability Testing}
 The ease of authoring is crucial for the widespread adoption of the tool, and has been one of the limiting factors to the dissemination of the original Interactive Graphing Tool.~\cite{kennedy04}. The same is true for the student interface: a tool which students cannot use is likely not going to find wide adaption by instructors. In order to ensure that the graphing tool meets user expectations and that the interaction between the system and the user is optimized, user-centered design methodologies should be incorporated into the product development process. User-centered design means that products are developed such that they are easy, effective, accessible, and enjoyable to use from the {\it userÕs} perspective, supporting the tasks that they are trying to accomplish. We propose that conducting a usability evaluation (with representative end users) and a web accessibility evaluation will significantly enhance the toolÕs usability, thereby resulting in a more successful, usable, enjoyable product.
-\subsection{Testing Facility}
+\subsection{Testing Facility}\label{uac}
 The usability evaluation and/or usability focus group would be conducted at the MSU Usability \& Accessibility Center. The facility is equipped with Internet connectivity and video recording equipment, operated from a separate control room. The facility enables both the recording of one-on-one usability sessions and/or focus groups, as well as their live observation from a separate area~\cite{msuusabilitylab}.
 \subsection{Usability Evaluation}\label{usability}
 Usability specialists will conduct two usability evaluations: Faculty user group, consisting of 10 representative faculty members, and a Student user group comprised of 10 representative college students. The goal of the user experience testing is to assess the degree to which the product matches the way that they expect to interact with the graphing tool based on their background and experience. This study would involve conducting one-on-one user experience sessions lasting 1-1/2 hours each. Additionally, the session will consist of users performing 5-6 task scenarios that concentrate on the core functionality of the product. For the Faculty group, the tasks will include general problem editing, specifying which characteristics of the graphs are important, using the tool to test problems, and working with student results. The tasks for the Student group will concentrate on inputting their graphs, making corrections to graphs, and the quality of the feedback by the system. Key usability goals would include effectiveness, which refers to how well a system does what it is supposed to do (measures: percentage of tasks completed successfully; number and types of errors); efficiency, or the way a system supports users in carrying out their tasks (measure: time to perform a particular task successfully); and satisfaction which relates to the subjective responses users have to the system (measures: user satisfaction ratings; verbal and written feedback). This usability evaluation will save time and reduce development costs by anticipating user expectations and reactions before the product design or redesign is finalized. We will produce detailed usability report with actionable recommendations.
@@ -320,7 +322,7 @@
 \begin{description}
 \item[Year 1]
 The rule set format as well as the fuzziness algorithms are defined. Prototypes are implemented and tested, followed by the development of the production version (section~\ref{tool}). Baseline data collection for the Test of Understanding Graphs in Kinematics(TUG-K)~\cite{beichner} and the Conceptual Survey of Electricity and Magnetism 
-(CSEM)~\cite{csem} .
+(CSEM)~\cite{csem}. The sketching test is developed and evaluated in a paper-and-pencil setting.
 \item[Year 2]
 The usability (section \ref{usability}) and accessibility (section~\ref{accessibility}) testing will be carried out, as well as an initial formative educational evaluation of the tool in focus group settings 
 (section~\ref{education}). In parallel, content for the tool is developed (section~\ref{content}).
@@ -332,8 +334,9 @@
 \begin{description}
 \item[Gerd Kortemeyer] is an assistant professor of physics education at Michigan State University. He has taught introductory calculus-based physics for a number of years. He is the Principal Investigator of the LON-CAPA Project (section~\ref{loncapa}), has contributed to its code base, and has authored more than 1200 online resources (problems, text pages, and images) within the system. In addition, he is currently authoring problem for the Serway physics textbook~\cite{serway}, and authored a book on numerical coprocessors with a significant portion devoted to discrete signal processing~\cite{copro}.
 \item[David Fortus] is a senior scientist at the Weizmann Institute of Science in Israel and an assistant professor of science education at Michigan State University. He is a co-PI on the IQWST project 
-(section~\ref{loncapa}), has won research awards from the National Association for Research on Science Teaching (NARST) and from the American Psychological Association (APA), and has worked as a project manager in the hi-tech industry. 
+(section~\ref{iqwst}), has won research awards from the National Association for Research on Science Teaching (NARST) and from the American Psychological Association (APA), and has worked as a project manager in the hi-tech industry. 
 \item[Stuart Raeburn] is currently a postdoctoral staff member in the Division of Science and Mathematics Education (DSME) at Michigan State University, where he is a member of the LON-CAPA development team.  In the past decade at Michigan State University (prior to joining DSME) he was a visiting faculty in the Department of Geological Sciences, where he taught a variety of geology courses, from introductory to graduate level, and he was also a developer and administrator for a number of course management systems in the centrally-supported Faculty Facility for Creative Computing. 
+\item[Sarah J. Swierenga] is the director of the MSU Usability \& Accessibility Center (UAC, section~\ref{uac}) and Professor by Courtesy in the Department of Telecommunication, Information Studies, and Media. She is responsible for developing and disseminating innovations in theory building, research methodologies, and technologies to enhance usability and accessibility in Web and information technology contexts. She has worked with users in commercial, military, and academic environments. Swierenga received a Ph.D. in human factors psychology with a concentration in human-computer interaction from the University of South Dakota, and a B.A. in psychology from Calvin College. She is also a Certified Professional Ergonomist (C.P.E.).
 \end{description}
 \pagebreak
 \bibliography{graphing}

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