Research Projects Overview Gerd Kortemeyer December 2006 Research

Research Projects Overview Gerd Kortemeyer December 2006

Research Projects • Learning. Online Network with CAPA (LON-CAPA) § Resource Sharing § Communities of Practice § Sustainability • Physics Education Research § Discussion analysis § Student attitudes, beliefs, and expectations • Outlook § Curriculum development § Next generation clickers

NSF Project • NSF Information Technology Research • Investigation of a Model for Online • • Resource Creation and Sharing in Educational Settings September 2000 - August 2006 $2. 1 M

Resource Sharing

Sharing of Resources • Creating online • • resources (web pages, images, homework problems) is a lot of work Doing so for use in just one course is a waste of time and effort Many resources could be used among a number of courses and across institutions

Key to Re-Usability • The key to re-usability is to create course • • context free resources In other words, same resource can be used in different contexts This means: § No button “next resource” § No button “back to course menu” § No wording such as “as we have previously seen” § etc

Using Re-Usable Resources • BUT: how do you use context-free re • usable resources in the context of a course? You need an infrastructure to § Find resources in a library of resources § Sequence them up (put the puzzle together) § Serve them out to the students

LON-CAPA Architecture Course Management Campus A Resource Assembly Course Management Campus B Resource Assembly Shared Cross-Institutional Resource Library

Shared Resource Library • LON-CAPA currently links 106 institutions in eight countries

Shared Resource Library • The distributed • network looks like one big file system You can see each institution, the authors at that institution, and their resources

Shared Resource Library • Resources may be web pages …

Shared Resource Library • … or simulations and animations …

Shared Resource Library • … or this kind of randomizing online problems 14

Shared Resource Library • …special emphasis on math

Shared Resource Library • … chemistry …

Shared Resource Library • … physical units …

Shared Resource Library • Authored more than 1200 online resources (problems, images, pages) for lbs 271/lbs 272

Shared Resource Library • Total holdings and sharing Available Used Externally Images 88079 18262 9629 Problems 80009 57979 23816 5888 2949 3184 1299 507 338 326 105 2484 674 88630 38810 Web Pages 57972 Reusable Content 7405 Assemblies Animations and Simulations 1575 Movies and Sound Files 742 Other (MS Office, etc) 11302 Total 247084

LON-CAPA Architecture Course Management Campus A Resource Assembly Course Management Campus B Resource Assembly Shared Cross-Institutional Resource Library

Resource Assembly • Shopping Cart “Supermarket”

Resource Assembly • Nested Assemblies • No pre-defined levels of • • granularity („module“, „chapter“, etc) People can never agree what those terms mean Re-use possible on any level

Resource Assembly Writes module about energy conservation Writes module about momentum conservation Compiles modules about conservation laws Use whole assembly in his course 23

LON-CAPA Architecture Course Management Campus A Resource Assembly Course Management Campus B Resource Assembly Shared Cross-Institutional Resource Library

Course Management • Instructors can directly use the assembled material in their courses § navigational tools for students to access the material § grade book § communications § calendar/scheduling § access rights management § portfolio space

Dynamic Metadata Kursverwaltungssystem Campus A Inhalts -zusammenstellungs -werkzeuge Kursverwaltungssystem Campus B Inhalts -zusammenstellungs -werkzeuge Verteilte Inhaltsbibliothek über Campusgrenzen hinaus

Dynamic Metadata • Dynamic metadata from usage • Assistance in resource selection („amazon. com“) • Quality control 27

Communities of Practice

User Institutions • Increasing • number of institutions Unexpected growths at K -12 schools

Conferences • Annual user • • • Conferences 2006 Conference at MSU in Lyman. Briggs School 2007 Conference will be at UIUC Several workshops per year

Teacher Initiative • Initiative: THEDUMP („Teachers Helping Everyone • • Develop User Materials and Problems“) Assembling materials that are appropriate for high school use according to curricular units Including university materials

Sharing Communities • Online communities of practice • Contributors versus users (institutions)

Sharing Communities • Work done with Fern. Uni Hagen using LON • -CAPA data set Individual authors

Sharing Communities • Actually used resources • Normalized Contribution Popularity

Sharing Communities • Co-Contribution Association

Sharing Communities • Summary

Sustainability

Usage = Responsibility • Graph shows student • • • course enrollments at MSU Approximately 35, 000 student/course enrollments systemwide 106 institutions Some responsibility to keep this going

Sustainability • LON-CAPA is open-source • • • and free No license fees No income stream from that But: § § § § Two support staff One programmer Hardware User support Training Conferences …

Sustainability • Sustainability § Commercial Spin-Off § LON-CAPA Academic Consortium

Spin-Off • edu. Cog, LLC • Founded 2005 • Hosting LON-CAPA for § 2 Universities § 32 Schools § 6 Publishing Companies

Academic Consortium • Founding members: • • Michigan State University and University of Illinois at Urbana-Champaign Associate Member: Simon Fraser University Total commitments of $2. 15 M over the next five years

PER: Discussion Analysis

Discussions

Problem • A bug that has a mass mb=4 g walks from the center to the edge of a disk that is freely turning at 32 rpm. The disk has a mass of md=11 g. If the radius of the disk is R=29 cm, what is the new rate of spinning in rpm?

Solution • No external torque, angular momentum is • conserved Bug is small compared to disk, can be seen as point mass

Student Discussion • Student A: What is that bug doing on a disk? Boo to physics. • Student B: OHH YEAH ok this should work it worked for me Moments of inertia that are important. . OK first the Inertia of the particle is mr^2 and of a disk is. 5 mr^2 OK and angular momentum is conserved IW=IWo W=2 pi/T then do this. 5(mass of disk)(radius)^2(2*pi/T original)+ (mass of bug) (radius of bug=0)^2= (. 5(mass of disk)(radius)^2(2 pi/T))+ (mass of bug)(radius of bug)^2(2*pi/T) and solve for T

Student Discussion (cont. ) • Student C: What is T exactly? And do I have to do anything to it to get the • • final RPM? Student B: ok so T is the period. . . and apparently it works for some and not others. . try to cancel out some of the things that are found on both sides of the equation to get a better equation that has less numbers in it Student D: what did I do wrong? This is what I did. initial inertia x initial angular velocity = final inertia x final angular velocity. I=mr^2, angular velocity = w. . . so my I initial was (10 g)(24 cm^2) and w=28 rpm. The number calculated was 161280 g *cm^2. Then I divided by final inertia to solve for the final angular speed. I found final Inertia by ( 10 g +2 g)(24 cm^2)=6912. I then found the new angular speed to be 23. 3 rpm. This was wrong. . . what did I do incorrectly?

Student Discussion (cont. ) […] • Student H: : sigh: Wow. So, many, little things, can go wrong in calculating this. Be careful. […] • None of the students commented on § § § Bug being point mass Result being independent of radius No unit conversions needed Several wondered about the “radius of the bug” Plug in numbers asap Nobody just posted the symbolic answer • Lots of unnecessary pain

Where Online Homework Fails • Online homework can give both students • and faculty a false sense of security and accomplishment Most students got this problem correct § … but at what cost? § … how much physics have they really learned? • This would not have remained undetected in hand-graded homework

… at the same time: • If you want to know how students really go about solving problems, this is the ideal tool: § Every student has a different version, so the discussion is not just an exchange of answers § All discussions are automatically contextual § Students transcribe their own discussion - compare this to the cost of taping and transcribing verbal discussions § Discussions are genuine, since the students have a genuine interest in solving the problems in the way that they perceive to be the most efficient

Qualitative Research • Analyze students’ understanding of a • • • certain concept Find student misconceptions Identify certain problem solving strategies Evaluate online resources

Quantitative Research • Classify student discussion contributions • Types: § § Emotional Surface Procedural Conceptual • Features: § § Unrelated Solution-Oriented Mathematical Physics

Classifying Discussions from three introductory physics courses:

Classifying the Problems • Classifying the problems by question type • Multiple Choice (incl. Multiple Response) § highest percentage of solution-oriented discussions (“that one is right”) § least number of physics discussions • Ranking and click-on-image problems § Physics discussions highest • Problems with representation-translation (reading a graph, etc): § slightly less procedural discussions § more negative emotional discussion (complaints)

Degree of Difficulty • Harder than 0. 6: more pain, no gain

Good Students Discuss Better?

Correlations • Force Concept Inventory (FCI) • Pre- and Post-Test

Regression • • Post. FCI=5, 486+0, 922 • Pre. FCI+0, 24 • Percent. Physics Post. FCI=7, 606+0, 857 • Pre. FCI-0. 042 • Percent. Solution Meaning what? Students who contribute 100% solution-oriented discussions on the average have 4. 2 points (out of 30) less on the post-test, controlling for pre-test

PER: Attitudes, Expectations

Attitudes and Expectations • Reactions to statements

Attitudes and Expectations • Premeds versus engineers on survey clusters • Percentage favorable answers

Outlook

Curriculum Development • It‘s hard to teach physics to pre-meds • Need good grades but frequently do not • • believe physics is relevant Survey on what would make physics instruction more relevant 1=not at all; 3=neutral; 5=very

Curriculum Development

Curriculum Development • Pending NSF CCLI with faculty from Human Medicine and Medical Technology

Next Generation Clickers • Using LON-CAPA in the lecture hall • “Next generation clickers”

Next Generation Clickers • Method: § Ask question § If answer spectrum not satisfactory, have students discuss § Ask question again • Result: improvement in spectrum • But: with traditional clickers, all students have the • • same problem Nobody ever analyzed the peer-discussions Improvement because others just go along with strongest/most confident student?

Next Generation Clickers • Had • • submitted grant together with Eric Mazur at Harvard Not funded Try again and/or do anyway Done

Acknowledgements and Website • Support provided by § § § National Science Foundation Michigan State University The Alfred P. Sloan Foundation The Andrew W. Mellon Foundation Our partner universities Visit us at http: //www. lon-capa. org/