FAQ for teachers - Revision history

Koedinger at 19:25, 28 June 2007

2007-06-28T19:25:28Z

Idoroll: /* Study */

2006-09-26T02:40:48Z

Study

← Older revision		Revision as of 02:40, 26 September 2006
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	None. Teach as you normally would. We would like to evaluate the different instructions in the most natural environment.		None. Teach as you normally would. We would like to evaluate the different instructions in the most natural environment.

	How do I make it up for the Control condition?		'''Q: How do I make it up for the Control condition?'''

	There is no need to, for two reasons:		There is no need to, for two reasons:
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	Yes, a lot! Being an experienced teacher in the classroom gives you a unique perspective and understanding that we lack. Please share with us your impression and observations from the classroom. Please contact the researcher with any unique event.		Yes, a lot! Being an experienced teacher in the classroom gives you a unique perspective and understanding that we lack. Please share with us your impression and observations from the classroom. Please contact the researcher with any unique event.
	Also, in case you are disturbed by the reactions of the students to the study or the instruction, please share this with the researcher. We do not want to harm students in any way.		Also, in case you are disturbed by the reactions of the students to the study or the instruction, please share this with the researcher. We do not want to harm students in any way.


	=== Rewards ===		=== Rewards ===

Idoroll at 02:40, 26 September 2006

2006-09-26T02:40:23Z

← Older revision		Revision as of 02:40, 26 September 2006
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	Please add and modify as needed.		Please add and modify as needed.
	(written by Ido Roll)		(written by Ido Roll)


	=== General ===		=== General ===

	'''Q: What are you, researchers, looking for?'''		'''Q: What are you, the researchers, looking for?'''

	We are looking for the truth. We do not favor any one condition over the other - we are interested in what instruction helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which instruction is truly better.		We are looking for the truth. We do not favor any one condition over the other - we are interested in what instruction helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which instruction is truly better.
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	'''Q: What condition should I assist?'''		'''Q: What condition should I assist?'''

	None. Teach as you normally would.		None. Teach as you normally would. We would like to evaluate the different instructions in the most natural environment.

	How do I make it up for the Control condition?		How do I make it up for the Control condition?

	No need to. We ~~actually~~ do not know that the ~~experimental condition~~ is ~~getting~~ better ~~instruction~~...		There is no need to, for two reasons:
			* The instruction that the Control condition receives may actually be better. We do not know that the instructional manipulation is any better - this is why we evaluate it in the study.
			* If the instructional manipulation is better, assisting the Control condition may make it seem that both are equally good. In this case we may not notice the advantages, abandon the manipulation, and thus future learners that could have been assisted by similar instruction will not receive it.

	Do you want to know about students' reactions and other experiences and impressions?		'''Q: Do you want to know about students' reactions and other experiences and impressions?'''

			Yes, a lot! Being an experienced teacher in the classroom gives you a unique perspective and understanding that we lack. Please share with us your impression and observations from the classroom. Please contact the researcher with any unique event.
			Also, in case you are disturbed by the reactions of the students to the study or the instruction, please share this with the researcher. We do not want to harm students in any way.

	~~Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.~~

	=== Rewards ===		=== Rewards ===

	Can I ~~get Act-~~48 credit for the time I spend working on your study?		'''Q: Can I receive ACT 48 credit for the time I spend working on your study?'''

			Depends on the school policy, but generally speaking, yes.

			'''Q: Can I get paid for my time?'''

			You will get paid for extra time and effort you put in the study. For example, if the researcher asks you to prepare unique lesson plans, you will get paid for that. Make sure that this is agreed upon before you start putting in the extra effort. Other, more minor efforts, such as meeting with the researcher, are being rewarded by crediting them to ACT 48.

	~~Depends on~~ the ~~school policiy, but generally speaking, yes.~~		'''Q: What other help do you guys need beyond the instruction?'''

	~~Can I get paid?~~		We would appreciate your input on any topic related to the study - the intervention, your impressions, review of the tests, etc.

	~~Only if agreed upon before the beginning of the study, and only for unique contribution (such as preparing unique lesson plans).~~

	~~What other help do you guys need beyond the instruction~~?		'''Q: I still have questions that were not answered sufficiently. Who should I talk to?'''

	~~Go over tests and intervention, give feedback~~		Please contact the researcher or the PSLC site manager with any other concern:
			(put site manager contact info here)

Idoroll at 02:22, 26 September 2006

2006-09-26T02:22:11Z

← Older revision		Revision as of 02:22, 26 September 2006
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	This page is for ~~the~~ teachers who are involved in the studies - it addresses their FAQ.		This page is for teachers who are involved in the studies - it addresses their FAQ.
			Please add and modify as needed.
	(written by Ido Roll)		(written by Ido Roll)

	=== General ===		=== General ===

	What are you, researchers, looking for?		'''Q: What are you, researchers, looking for?'''

	We are looking for the truth. We do not favor any one condition over the other - we are interested in what instruction helps the students the most, and ~~helps us construct better~~ theory of learning.		We are looking for the truth. We do not favor any one condition over the other - we are interested in what instruction helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which instruction is truly better.

	What will you do with the results of the studies?		'''Q: What will you do with the results of the studies?'''

	The results of ~~the~~ study ~~will be~~ integrated into a theory of learning, in order to inform better design of instructional ~~material~~.		The results of each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.
	Usually we ~~will~~ publish it in a conference or a journal, in order to communicate what we have learned. Your contribution is always ~~mentioned~~ in these reports.		Usually we publish the conclusions in a conference or a journal, in order to communicate what we have learned. Your contribution is always acknowledged in these reports.

			In addition, successful studies are used to inform the design of newer versions of the Cognitive Tutor curricula.

	~~In addition, successful additions to the tutor are used when designing newer versions of the Cognitive Tutor curricula.~~

	=== Tests ===		=== Tests ===

	What if the test is too difficult?		'''Q: What if the test is too difficult?'''

	~~They~~ are tough on purpose - to ~~avoid 'ceiling effect'~~		Our tests are a bit tough on purpose. Remember that we are evaluating the Cognitive tutor, not the student. We do not want all students to ace the test, since in this case we will not be able to determine which instruction was better.
			Please make sure that your students are doing the best they can, in order to simulate a real learning environment. At the same time, make sure that the tough tests do not demoralize them.

			'''Q: Can I have the test results back?'''

			If you want to receive the test scores, please ask from the researcher. However, we do not encourage sharing the scores with the students, since they are typically lower than the students' true level (see question above).

			'''Q: If students write their names on the test forms, how do I make sure that no personal information is being collected?'''

			Once we collect the tests they go through a rigorous annonymization process. No names or other identifying details are being recorded on our systems. Our procedures in each individual study comply with the guidelines and are being monitored by the Institutional Review Board.

	How much time should I give to the test?		'''Q: How much time should I give to the test?'''

			This depends on you and the researcher. Usually 20-30 minutes are enough - do not give to the tests more time than needed, in order not to take too much time away from instruction.
			The only emphasize is the following: Please make sure to give all your classes equal time, to keep the scores comparable.

	~~As much as needed and agreed upon with the other researchers~~

	=== Study ===		=== Study ===

	What condition should I ~~help~~?		'''Q: What condition should I assist?'''

	None. Teach as you normally would.		None. Teach as you normally would.

Idoroll at 22:25, 25 September 2006

2006-09-25T22:25:11Z

← Older revision		Revision as of 22:25, 25 September 2006
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	This page is for the teachers who are involved in the studies - it addresses their FAQ.		This page is for the teachers who are involved in the studies - it addresses their FAQ.
			(written by Ido Roll)

	=== General ===		=== General ===

Idoroll: /* Reward */

2006-09-25T22:24:47Z

Reward

← Older revision		Revision as of 22:24, 25 September 2006
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	Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.		Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.

	=== ~~Reward~~ ===		=== Rewards ===

	Can I get Act-48 credit for the time I spend working on your study?		Can I get Act-48 credit for the time I spend working on your study?

Idoroll at 22:24, 25 September 2006

2006-09-25T22:24:35Z

← Older revision		Revision as of 22:24, 25 September 2006
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	~~== FAQ ==~~
	This page is for the teachers who are involved in the studies - it addresses their FAQ.		This page is for the teachers who are involved in the studies - it addresses their FAQ.

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	In addition, successful additions to the tutor are used when designing newer versions of the Cognitive Tutor curricula.		In addition, successful additions to the tutor are used when designing newer versions of the Cognitive Tutor curricula.

	= Tests =		=== Tests ===

	What if the test is too difficult?		What if the test is too difficult?
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	As much as needed and agreed upon with the other researchers		As much as needed and agreed upon with the other researchers

	= Study =		=== Study ===

	What condition should I help?		What condition should I help?
Line 40:		Line 40:
	Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.		Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.

	= Reward =		=== Reward ===

	Can I get Act-48 credit for the time I spend working on your study?		Can I get Act-48 credit for the time I spend working on your study?

Idoroll at 22:24, 25 September 2006

2006-09-25T22:24:10Z

← Older revision		Revision as of 22:24, 25 September 2006
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	== FAQ ==		== FAQ ==
	This page is for the teachers who are involved in the studies - it addresses their FAQ.		This page is for the teachers who are involved in the studies - it addresses their FAQ.

	= General =		=== General ===

	What are you, researchers, looking for?		What are you, researchers, looking for?

Idoroll at 22:23, 25 September 2006

2006-09-25T22:23:46Z

New page

== FAQ ==
This page is for the teachers who are involved in the studies - it addresses their FAQ.

= General =

What are you, researchers, looking for?

We are looking for the truth. We do not favor any one condition over the other - we are interested in what instruction helps the students the most, and helps us construct better theory of learning.

What will you do with the results of the studies?

The results of the study will be integrated into a theory of learning, in order to inform better design of instructional material.
Usually we will publish it in a conference or a journal, in order to communicate what we have learned. Your contribution is always mentioned in these reports.

In addition, successful additions to the tutor are used when designing newer versions of the Cognitive Tutor curricula.

= Tests =

What if the test is too difficult?

They are tough on purpose - to avoid 'ceiling effect'

How much time should I give to the test?

As much as needed and agreed upon with the other researchers

= Study =

What condition should I help?

None. Teach as you normally would.

How do I make it up for the Control condition?

No need to. We actually do not know that the experimental condition is getting better instruction...

Do you want to know about students' reactions and other experiences and impressions?

Yes, a lot. Being in the classroom, and an experienced teacher, you have understanding that we lack and would like to get. Please share with us your impression and observations from the classroom.

= Reward =

Can I get Act-48 credit for the time I spend working on your study?

Depends on the school policiy, but generally speaking, yes.

Can I get paid?

Only if agreed upon before the beginning of the study, and only for unique contribution (such as preparing unique lesson plans).

What other help do you guys need beyond the instruction?

Go over tests and intervention, give feedback

← Older revision		Revision as of 19:25, 28 June 2007
Line 1:		Line 1:
	This page is for teachers who are involved in the studies - it addresses their FAQ.		This page is for teachers who are involved in the studies - it addresses their Frequently Asked Questions (FAQ).
	Please add and modify as needed.		Please add and modify as needed.
	(written by Ido Roll)		(originally written by Ido Roll)


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	The results of each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.		The results of each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.
	Usually we publish the conclusions in a conference or a journal, in order to communicate what we have learned. Your contribution is ~~always~~ acknowledged in these reports.		Usually we publish the conclusions in a conference or a journal, in order to communicate what we have learned. Your contribution is acknowledged in these reports.

	In addition, successful studies are used to inform the design of newer versions of the Cognitive Tutor curricula.		In addition, successful studies are used to inform the design of newer versions of the Cognitive Tutor curricula.
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	'''Q: Can I receive ACT 48 credit for the time I spend working on your study?'''		'''Q: Can I receive ACT 48 credit for the time I spend working on your study?'''

	Depends on the school policy, but generally speaking, yes.		Depends on the school policy, but generally speaking, yes. Ask us.

	'''Q: Can I get paid for my time?'''		'''Q: Can I get paid for my time?'''

	You will get paid for extra time and effort you put in the study. For example, if the researcher asks you to prepare unique lesson plans, you will get paid for that. Make sure that this is agreed upon before you start putting in the extra effort. Other, more minor efforts, such as meeting with the researcher, ~~are being~~ rewarded by crediting them to ACT 48.		You will get paid for extra time and effort you put in the study. For example, if the researcher asks you to prepare unique lesson plans, you will get paid for that. Make sure that this is agreed upon before you start putting in the extra effort. Other, more minor efforts, such as meeting with the researcher, can be rewarded in other ways, for instance, by crediting them to ACT 48.

	'''Q: What other help do you guys need beyond the instruction?'''		'''Q: What other help do you guys need beyond the instruction?'''
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	'''Q: I still have questions that were not answered sufficiently. Who should I talk to?'''		'''Q: I still have questions that were not answered sufficiently. Who should I talk to?'''

	Please contact the researcher or the PSLC site manager with any ~~other~~ concern:		Please contact the researcher or the PSLC site manager Michael Bett (mbett@cs.cmu.edu) with any question or concern.
	~~(put site manager contact info here)~~