lon-capa: open source course management and assessment system gerd kortemeyer michigan state...
TRANSCRIPT
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LON-CAPA:Open Source Course Management
and Assessment System
Gerd Kortemeyer
Michigan State University
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Resource Sharing
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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
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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
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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
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Campus A Campus B
LON-CAPA Architecture
Shared Cross-Institutional Resource Library
Resource AssemblyResource Assembly
Course ManagementCourse Management
Resource AssemblyResource Assembly
Course ManagementCourse Management
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Campus A Campus B
Resource Assembly
Course Management
Resource Assembly
Course Management
LON-CAPA Architecture
Shared Cross-Institutional Resource Library
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Shared Resource Library
• LON-CAPA currently links 118 institutions in eight countries
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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
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Shared Resource Library
• Resources may be web pages …
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Shared Resource Library• … with math in them …
Online Print
One XML/LaTeX Source Code
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Shared Resource Library
• … or simulations and animations …
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• … or this kind of randomizing online problems
Shared Resource Library
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Shared Resource Library
• …special emphasis on math …
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QuickTime™ and aTIFF (Uncompressed) decompressor
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QuickTime™ and aTIFF (Uncompressed) decompressor
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QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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Shared Resource Library
• … chemistry …
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Shared Resource Library
• … physical units …
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Shared Resource Library• Dynamic Graphing
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Shared Resource Library
• Total holdings and sharing
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Campus A Campus B
LON-CAPA Architecture
Shared Cross-Institutional Resource Library
Resource AssemblyResource Assembly
Course Management
Resource AssemblyResource Assembly
Course Management
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Resource Assembly
“Supermarket”
• Shopping Cart
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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
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Resource Assembly
Writes module aboutenergy conservation
Writes module aboutmomentumconservation
Compiles modules about conservation laws
Uses wholeassemblyin his course
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Campus A Campus B
Dynamic Metadata
Shared Cross-Institutional Resource Library
Resource AssemblyResource Assembly
Course ManagementCourse Management
Resource AssemblyResource Assembly
Course ManagementCourse Management
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• Dynamic metadata from usage• Assistance in resource selection („amazon.com“)• Quality control
Dynamic Metadata
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Selection Help
• Assembling materials for a course
Sorted byaccess count
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Campus A Campus B
LON-CAPA Architecture
Shared Cross-Institutional Resource Library
Resource Assembly
Course ManagementCourse Management
Resource Assembly
Course ManagementCourse Management
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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
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Course Management
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Course Management
• Student homework progress
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Course Management• Question Analysis
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Course Management
• Enabling new modesof runningyour course
Collaborative learning space
Computer-enhancedstudent laboratory
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Communities of Practice
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User Institutions
• Increasing number of institutions
• Unexpected growths at K-12 schools
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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
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Sharing Communities• Online communities of practice
• Contributors versus users (institutions)
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Some OLD Results - Still True
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Time On Task
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Exam and Course Grades
Before and After
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Gender Differential
phy231: without CAPA
phy232: with CAPA
Gender differential
Seen in studies at three other universities
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Discussion Analysis
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Discussions
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Problem
• A bug that has a mass mb=4g walks from the center to the edge of a disk that is freely turning at 32rpm. The disk has a mass of md=11g. If the radius of the disk is R=29cm, what is the new rate of spinning in rpm?
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Solution
• No external torque, angular momentum is conserved
• Bug is small compared to disk, can be seen as point mass
€
1
2mdR
2 + mb02 ⎛
⎝ ⎜
⎞
⎠ ⎟ω0 =
1
2mdR
2 + mbR2 ⎛
⎝ ⎜
⎞
⎠ ⎟ω
⇒ ω =md
md + 2mbω0
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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 .5mr^2
OK and angular momentum is conserved
IW=IWo W=2pi/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(2pi/T))+
(mass of bug)(radius of bug)^2(2*pi/T)
and solve for T
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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 (10g)(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
( 10g +2g)(24 cm^2)=6912. I then found the new angular speed to
be 23.3 rpm. This was wrong...what did I do incorrectly?
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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
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Quantitative Research• Classify student discussion contributions• Types:
Emotional Surface Procedural Conceptual
• Features: Unrelated Solution-Oriented Mathematical Physics
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Classifying Discussions
Discussions from three introductory physics courses:
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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)
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Degree of Difficulty
• Harder than 0.6: more pain, no gain
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Good Students Discuss Better?
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Correlations• Force Concept Inventory (FCI)• Pre- and Post-Test
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Regression
• PostFCI=5,486+0,922•PreFCI+0,24 •PercentPhysics
• PostFCI=7,606+0,857•PreFCI-0.042 •PercentSolution
• 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
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Sustainability
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Usage = Responsibility• Graph shows student
course enrollments at MSU
• Approximately 45,000 student/course enrollments systemwide
• 118 institutions
• Some responsibility to keep this going
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QuickTime™ and aTIFF (Uncompressed) decompressor
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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 …
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Sustainability
• Sustainability Grant funding Commercial Spin-Off LON-CAPA Academic Consortium
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Grant Funding
• Over the last decade, LON-CAPA and its predecessors attracted approx. $4M in grants and sponsorships
• Not a reliable source of income• Problem: you can get money for doing
something new, never for the upkeep of something existing
• This is not really a sustainability concept
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Spin-Off
• eduCog, LLC• Founded 2005• Hosting LON-CAPA for
2 Universities 32 Schools 6 Publishing
Companies
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Academic Consortium
• Founding members: Michigan State University and University of Illinois at Urbana-Champaign
• Associate Member: Simon Fraser University
• Total commitments of $2.15M over the next five years
QuickTime™ and aTIFF (Uncompressed) decompressor
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QuickTime™ and aTIFF (Uncompressed) decompressor
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QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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Sustainability
• Money at the moment not the biggest problem
• Real problem: personnel
• We have good technical personal at the moment
• We have problems attracting excellent academic personnel with compatible research interests: Graduate students Postdocs Assistant Professor
• Better nobody than a mismatch
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Conference
• 10th Annual Conference and Workshop
• Simon Fraser University, Burnaby (Vancouver)
• May 22nd-24th, 2008
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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/