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Subject: [LON-CAPA-cvs] cvs: modules /gerd/alt2007 correct1.pdf correct1.ppt correct2.pdf correct2.ppt graphi
From: www <lon-capa-cvs-allow () mail ! lon-capa ! org>
Date: 2007-03-31 18:46:05
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Modified files:
/modules/gerd/alt2007 correct1.pdf correct1.ppt correct2.pdf
correct2.ppt graphing.bib graphing.tex
incorrect1.pdf incorrect1.ppt incorrect2.pdf
incorrect2.ppt
Log:
Alan's comments.
["www-20070331144605.txt" (text/plain)]
Index: modules/gerd/alt2007/correct1.pdf
Index: modules/gerd/alt2007/correct1.ppt
Index: modules/gerd/alt2007/correct2.pdf
Index: modules/gerd/alt2007/correct2.ppt
Index: modules/gerd/alt2007/graphing.bib
diff -u modules/gerd/alt2007/graphing.bib:1.5 modules/gerd/alt2007/graphing.bib:1.6
--- modules/gerd/alt2007/graphing.bib:1.5 Tue Mar 27 14:47:57 2007
+++ modules/gerd/alt2007/graphing.bib Sat Mar 31 14:46:02 2007
@@ -209,17 +209,29 @@
}
@MISC{loncapainst,
- author="LON-CAPA Consortium",
- title="LON-CAPA User Institutions",
+ author="The LON-CAPA Academic Consortium",
+ title="LON-CAPA~User~Institutions~Listing",
howpublished="\url{http://www.lon-capa.org/institutions.html}"
}
@MISC{loncapashared,
- author="LON-CAPA Consortium",
- title="LON-CAPA Shared Content Repository",
+ author="The LON-CAPA Academic Consortium",
+ title="LON-CAPA~Shared~Content~Repository~Statistics",
howpublished="\url{http://www.lon-capa.org/sharedpool.html}"
}
+@MISC{red5,
+ author="OSFlash",
+ title="Open~Source~Flash~Server",
+ howpublished="\url{http://www.osflash.org/red5}"
+}
+
+@MISC{section508,
+ author="U.S. General Services Administration",
+ title="Rehabilitation Act, Section 508",
+ howpublished="\url{http://www.section508.gov/}"
+}
+
@MISC{msuusabilitylab,
author="Michigan State University Usability and Accessibility Center",
title="Facilities Description",
Index: modules/gerd/alt2007/graphing.tex
diff -u modules/gerd/alt2007/graphing.tex:1.8 modules/gerd/alt2007/graphing.tex:1.9
--- modules/gerd/alt2007/graphing.tex:1.8 Sat Mar 31 09:54:54 2007
+++ modules/gerd/alt2007/graphing.tex Sat Mar 31 14:46:02 2007
@@ -102,9 +102,9 @@
\section{Relevant Results from Related Projects}
\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}
+\begin{figure}\hspace*{-0.15in}
+\includegraphics[width=3.7in]{figures/coil1}\hspace*{-0.55in}
+\includegraphics[width=3.7in]{figures/coil2}
\caption{Two versions of the same problem in LON-CAPA. Different students would see \
different currents as a function of time in coil 1, and need to identify the \
corresponding induced voltage in coil 2. In this scenario, it is simply \
$V_2(t)=M\frac{dI_1(t)}{dt}$, with $V_2(t)$ being the induced voltage in coil 2, \
$I_1(t)$ being the current in the first coil, and and $M$ being the mutual inductance \
factor between the coils. The second and third part of the question are multiple \
choice and numerical response (with physical units), respectively.\label{induction}} \
\end{figure}
@@ -177,7 +177,7 @@
\begin{figure}
\includegraphics[width=3in]{figures/correct1}
\includegraphics[width=3in]{figures/correct2}
-\caption{Examples of acceptable solutions (blue) for the example problem described \
in section~\ref{potproblem}. The system provides a graph of a potential versus \
location along an axis that has two charges placed on it (black). The electric field \
is given by $\vec E=-\nabla V$.\label{potentialcorrect}} +\caption{Examples of \
acceptable solutions (blue, solid) for the example problem described in \
section~\ref{potproblem}. The system provides a graph of a potential versus location \
along an axis that has two charges placed on it (black, dashed). The electric field \
is given by $\vec E=-\nabla V$.\label{potentialcorrect}} \end{figure}
The graphs in Fig.~\ref{potentialincorrect} are not correct because of a sign error \
and the assumption that the field is zero where the potential is zero, respectively. \
@@ -191,9 +191,9 @@
When the system evaluates a student-provided graph, it is important to distinguish \
significant from spurious graph features. Examples for significant features might \
include: \begin{itemize}
\item linear versus non-linear\vspace*{-2mm}
-\item asymptotic behavior at infinity or possibly certain points\vspace*{-2mm}
-\item approximate position of maxima or minima\vspace*{-2mm}
-\item approximate position of axis intercepts\vspace*{-2mm}
+\item asymptotic behavior at infinity or other points\vspace*{-2mm}
+\item approximate positions of maxima and minima\vspace*{-2mm}
+\item approximate positions of axis intercepts\vspace*{-2mm}
\item curvature (convex/concave)
\end{itemize}
Spurious features might include:
@@ -212,7 +212,7 @@
Subsequent Interval&&&&&$f>0$\\\hline
Subsequent Interval&&&0&&$\displaystyle\frac{df}{dx}=0$\\\hline
\end{tabular}\end{center}
-\caption{Example for a possible rule set for the acceleration \
problem~\ref{accproblem}\label{accrule}} +\caption{Example of a possible rule set for \
the acceleration problem of section~\ref{accproblem}\label{accrule}} \end{figure}
\begin{figure}\begin{center}
\begin{tabular}{|p{0.8in}|l|l|l|l|l|}\hline
@@ -224,7 +224,7 @@
Subsequent Interval&&&&&$f>0$; $\displaystyle\frac{df}{dx}<0$; \
$\displaystyle\frac{d^2f}{dx^2}\le0$\\\hline Optional Subsequent Interval&&&&&$f>0$; \
$\displaystyle\frac{df}{dx}<0$; $\displaystyle\frac{d^2f}{dx^2}\ge0$\\\hline \
\end{tabular}\end{center}
-\caption{Example for a possible rule set for the potential problem~\ref{potproblem}. \
The variables \$pos1 and \$pos2 denote the positions of the charges and are \
determined by the randomization of the problem. The variable \$zerofield denotes the \
axis intercept and is calculated by the problem.\label{potrule}} +\caption{Example of \
a possible rule set for the electric potential problem of section~\ref{potproblem}. \
The variables \$pos1 and \$pos2 denote the positions of the charges and are \
determined by the randomization of the problem. The variable \$zerofield denotes the \
axis intercept and is calculated by the problem.\label{potrule}} \end{figure}
Instead of applying tolerances to parameters, the system now needs to allow for \
degrees of ``fuzziness'' in the application of the rules: sketches are not plots, and \
students who correctly sketch the significant features of the graph need to receive \
credit. One of the values of the tool is that it starts from the students' thinking \
and not from the instructors'. The students draw what they think; they don't choose \
from options the instructors selected. It will be very important to have a large \
enough fuzziness so that the students are not too restricted by the instructors' \
categories. To ensure this, student input from the sketching client needs to be \
processed server-side and appropriate fuzzy algorithms need to be developed to apply \
the rules. Figure~\ref{processing} shows a possible sequence of processing steps. The \
server receives raw data of the student sketch, in this example, the current in an \
RLC-circuit (blue) and the enveloping exponential decay functions (red ! and green). \
In the next step, several of these artifacts are removed by applying a smoothing \
algorithm to the data. In a subsequent step, the data is fit by a function. As it \
turns out, in this freehand drawing, while being a correct sketch, the frequency \
increases slightly with time, so if in the last step, the differential equation \
itself is used to verify the function, sufficient fuzziness needs to be applied to \
accept the sketch. \begin{figure}
@@ -249,31 +249,30 @@
\subsection{Rules for Conditional Feedback to the Learner}\label{adaptive}
The LON-CAPA problem engine allows for conditional feedback to the learner, based on \
the learner's input. Anywhere in a problem, the author cannot only specify the \
expected correct answer, but also expected incorrect answers, and display adaptive \
feedback or follow-up questions. In the graphing tool, the author will thus be able \
to also specify rules that correspond to anticipated or observed misconceptions by \
the learners. \subsection{Authoring}
-Authoring an appropriate rule set is likely going to be a task that is perceived by \
the average faculty author as too complex. We are thus going to implement two sets of \
tools to facilitate authoring: +Authoring an appropriate rule set is likely a task \
that would be perceived by the average instructor as too complex. We will thus \
implement two sets of tools to facilitate authoring: \begin{itemize}
\item Templates: we will provide templates for functions that frequently appear in \
physics, mathematics, and engineering, such as linear, quadratic, exponential, \
logarithmic, sinusoidal, etc. As in other parts of the LON-CAPA problem editor, \
authors can start from these templates and adapt them to their particular situation. \
\item Graph-based rule editor: in this editor mode, the author will be asked to \
provide a number of correct graph responses. The system will then propose a set of 20 \
to 30 rules extracted from the sketches, each with checkboxes, so the author can \
selectively activate or deactivate the proposed rules. In addition, the author can \
adapt the rules. \end{itemize}
An even harder task may be the determination of the appropriate fuzziness. To this \
end, after the specification of the rule set, the author will be asked to provide a \
number of correct sketches for different randomizations of the problem. The system \
will then either determine the appropriate fuzziness or reject the rule set, in which \
case the author will be asked to modify it. \subsection{Refining the Rule Set}
-LON-CAPA has a built-in feedback system to the instructors and authors. When a \
student sends a message using this system, faculty is provided with complete \
contextual information, i.e., the version of the problem that the student had, and \
his or her previous attempts~\cite{kortemeyer05feedback}. As students are working on \
problems, they frequently contact instructors with questions why their solution is \
wrong, and at times, errors in problems get detected this way. In such cases, the \
instructor can manually give credit and notify the author. We will enhance this \
author feedback loop such that student solutions can be used to adjust the rule set \
or fuzziness of problems. In addition, authors, since they will be able to see the \
student input, can use it to define conditional student feedback rules \
(section~\ref{adaptive}), and thus close the feedback loop. +LON-CAPA has a built-in \
feedback system to the instructors and authors. When a student sends a message using \
this system, the instructor is provided with complete contextual information, i.e., \
the version of the problem that the student had, and his or her previous \
attempts~\cite{kortemeyer05feedback}. As students are working on problems, they \
frequently contact instructors with questions why their solution is wrong, and at \
times, errors in problems get detected this way. In such cases, the instructor can \
manually give credit and notify the author. We will enhance this author feedback loop \
such that student solutions can be used to adjust the rule set or fuzziness of \
problems. In addition, authors, since they will be able to see the student input, can \
use it to define conditional student feedback rules (section~\ref{adaptive}), and \
thus close the feedback loop. \section{Tool Development}\label{tool}
Most of the infrastructure for the sketching tool is already in place, including all \
of the content and course management features. We will need to develop a client-side \
tool that can take the graph input and the server-side functionality that is to be \
used to author and evaluate the rule sets.
\begin{itemize}
-\item For the client-side functionality, different technologies such as Java applets \
in connection with CGI-submissions or servlet communication, or Adobe Flash (for \
example in connection with red5), will be tested to maximize platform compatibility \
and bandwidth efficiency. +\item For the client-side functionality, different \
technologies such as Java applets in connection with CGI-submissions or servlet \
communication, or Adobe Flash (for example in connection with red5~\cite{red5}), will \
be tested to maximize platform compatibility and bandwidth efficiency. \item For \
the server-side functionality, we will work in the LON-CAPA open-source environment \
(Apache modperl), using appropriate mathematical libraries. \end{itemize}
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, u! sable, enjoyable product.
+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 \
that students cannot use is not likely going to find wide adoption 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 users'} 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, us! able, enjoyable product.
\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.
-\subsection{Web Accessibility Compliance Inspection}\label{accessibility}
-Accessibility experts will evaluate the graphing tool and identify the improvements \
needed to ensure legal compliance with Section 508 standards. Coding the tool with \
accessibility design principles in mind will enhance the user experience of customers \
who use assistive technology as they interact with the product, thus increasing the \
ability to reach and satisfy the broadest possible audience. Additionally, including \
common accessibility features would dramatically improve the user experience for \
customers using mobile phone browsers, personal digital assistants, and even \
low-bandwidth connections. We will provide with a detailed report outlining the \
accessibility standards, whether they have been met, the code examples, and other \
helpful information. +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. \subsection{Web Accessibility Compliance Inspection}\label{accessibility} \
+Accessibility experts will evaluate the graphing tool and identify the improvements \
needed to ensure legal compliance with Section 508 standards~\cite{section508}. \
Coding the tool with accessibility design principles in mind will enhance the user \
experience of customers who use assistive technology as they interact with the \
product, thus increasing the ability to reach and satisfy the broadest possible \
audience. Additionally, including common accessibility features would dramatically \
improve the user experience for customers using mobile phone browsers, personal \
digital assistants, and even low-bandwidth connections. \section{Initial Content \
Development}\label{content} Content will initially be developed in areas where there \
is already existing LON-CAPA content that uses representation translation, e.g., \
\begin{itemize}
Index: modules/gerd/alt2007/incorrect1.pdf
Index: modules/gerd/alt2007/incorrect1.ppt
Index: modules/gerd/alt2007/incorrect2.pdf
Index: modules/gerd/alt2007/incorrect2.ppt
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