Physics - Revision history

Bvds: /* Plans */ Update to match new version of Andes

2011-09-06T21:07:42Z

Plans: Update to match new version of Andes

← Older revision		Revision as of 21:07, 6 September 2011
Line 151:		Line 151:
	==Plans==		==Plans==

	Our major goal ~~continues to be~~ to expand the number of ~~sites~~ and ~~instructors~~ involved in the PLLC. ~~There are simply not enough lab slots and students to meet the existing demand from PLLC experimenters.~~ In order to ~~increase involvement in the PLLC~~, we ~~first~~ need to increase the number of instructors using Andes in ~~their courses, and make their experience a positive one~~.		Our major goal is to expand the number of instructors and researcher involved with the PLLC.
			In order for this to happen, we need to increase the number of instructors using Andes.
			Also, we believe there is great mutual benifit in working closely with members of the [http://www.compadre.org/per/ Physics Education Research] community.

	===Increase awareness of Andes===		===Increase awareness of Andes===
Line 161:		Line 163:
	* Continue visiting physics departments at other universities.		* Continue visiting physics departments at other universities.
	* Publish PLLC-related research in the physics education journals.		* Publish PLLC-related research in the physics education journals.

	~~===Web-based delivery===~~
	Andes currently runs on Microsoft Windows machines as a Windows executable, requiring a software download/installation before it can be run. We lost at least two potential sites (Paul Perkins’ High School class in Bellevue WA and the US Air Force Academy) due to issues associated with this. In both cases, instructors were enthusiastic about Andes and assigned Andes to their students, but a significant number of students had troubles installing the software, getting it to run reliably, or did not have Microsoft Windows available to them. We believe we are losing many other potential clients due to this architecture. Thus, we have begun the development of a new web-based user interface to allow delivery of Andes as a true web application.

	===Improvements to Andes itself===		===Improvements to Andes itself===
	Based on conversations with potential instructors as they view demonstrations of Andes and on instructors who have dropped Andes after using it, we have identified several aspects of Andes itself that we need to improve:		Based on conversations with potential instructors as they view demonstrations of Andes and on instructors who have dropped Andes after using it, we have identified several aspects of Andes itself that we need to improve:
	* Instructors want a user interface that appears to be simple to learn. The new version of the user interface that we are developing will have a very simple design, making it similar to a generic drawing program (like Powerpoint).		* Instructors want Andes to be a commercial product. In particular, they are worried about the long-term stability of the software product and that user support may be sporadic or unprofessional. Currently, Andes is available thought the open source Learning Management System [http://www.lon-capa.org LON-CAPA]. We continue to work on our goal of offering Andes through our commercial partner, [http://www.webassign.net WebAssign].
	* Instructors want Andes to be a commercial product. In particular, they are worried about the long-term stability of the software product and that user support may be sporadic or unprofessional. ~~The new user web-based interface will allow us to deliver~~ Andes ~~via our partners, [http://www.webassign.net WebAssign] and~~ [http://www.lon-capa.org LON-CAPA]. ~~Furthermore, we plan~~ to ~~offer~~ Andes ~~under an Open Source License~~, ~~to ensure long-term availability and allow others to contribute to the future development of Andes~~.		* Instructors want all reasonable student actions to be accepted. We need to expand the ability of Andes to understand a wide variety of problem solutions.
	* Instructors want all reasonable student actions to be accepted. ~~The new user interface will feature free text input, allowing greater flexibility~~.
	* Instructors want good, effective hints. We plan to make instructor evaluations of hint sequences an integral part of future workshops and summer schools. However, to really improve the hint quality would require that Andes maintain a model of the student across problems. This is one aspect of expert human tutoring that we can't capture with the existing system.		* Instructors want good, effective hints. We plan to make instructor evaluations of hint sequences an integral part of future workshops and summer schools. However, to really improve the hint quality would require that Andes maintain a model of the student across problems. This is one aspect of expert human tutoring that we can't capture with the existing system.
	* Other improvements requests that we hear regularly:		* Other improvements requests that we hear regularly:

Bvds: /* Advertising Andes in the physics community */

2011-02-20T05:23:50Z

Advertising Andes in the physics community

← Older revision		Revision as of 05:23, 20 February 2011
Line 100:		Line 100:
	* [http://meetings.aps.org/Meeting/OSS08/Event/86059 B. van de Sande, & R. Hausmann. Does an intelligent tutor homework system encourage beneficial collaboration?] Contributed talk at ''[http://www.ysu.edu/osaps2008/ Touring the Electromagnetic Spectrum (OSAPS 2008)],'' Youngstown OH, March 2008.		* [http://meetings.aps.org/Meeting/OSS08/Event/86059 B. van de Sande, & R. Hausmann. Does an intelligent tutor homework system encourage beneficial collaboration?] Contributed talk at ''[http://www.ysu.edu/osaps2008/ Touring the Electromagnetic Spectrum (OSAPS 2008)],'' Youngstown OH, March 2008.
	* B. van de Sande, & R. Hausmann. Does an intelligent tutor homework system encourage beneficial collaboration? Contributed talk at the ''Central Pennsylvania Section of the American Association of Physics Teachers (CPS/AAPT),'' Lock Haven PA, April 2008.		* B. van de Sande, & R. Hausmann. Does an intelligent tutor homework system encourage beneficial collaboration? Contributed talk at the ''Central Pennsylvania Section of the American Association of Physics Teachers (CPS/AAPT),'' Lock Haven PA, April 2008.
			* K. Muldner, W. Burleson, B. van de Sande, & K. VanLehn, Fun and Gaming with Andes. Poster presented at the [http://www.aapt.org/Conferences/sm2010/ 2010 AAPT Summer meeting], Portland Oregon, July 2010.
			* B. van de Sande. Experimental methods for studying student Metacognition and Affect. Workshop presented at the [http://www.compadre.org/per/conferences/2010/ ''Physics Education Research Conference 2010''], Portland OR, July 2010.
	These meetings generally do not publish proceedings.		These meetings generally do not publish proceedings.

Bvds: Update 2010 publications

2011-02-20T05:02:11Z

Update 2010 publications

← Older revision		Revision as of 05:02, 20 February 2011
Line 131:		Line 131:
	* Hausmann, R. G. M., van de Sande, B., & VanLehn, K. (2008, June). Shall we explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. Paper presented at the 9th meeting of the International Conference on Intelligent Tutoring Systems, Montréal, Canada.		* Hausmann, R. G. M., van de Sande, B., & VanLehn, K. (2008, June). Shall we explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. Paper presented at the 9th meeting of the International Conference on Intelligent Tutoring Systems, Montréal, Canada.
	* Hausmann, R. G. M., van de Sande, B., van de Sande, C., & VanLehn, K. (2008, June). Productive Dialog During Collaborative Problem Solving. Paper presented at the 2008 International Conference for the Learning Sciences, Utrecht, Netherlands.		* Hausmann, R. G. M., van de Sande, B., van de Sande, C., & VanLehn, K. (2008, June). Productive Dialog During Collaborative Problem Solving. Paper presented at the 2008 International Conference for the Learning Sciences, Utrecht, Netherlands.
	* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Gaming Behaviors in an Intelligent Tutoring System. ~~To Appear in~~ the International Conference on Intelligent Tutoring Systems, 2010, Pittsburgh, ~~10 pages~~.		* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Gaming Behaviors in an Intelligent Tutoring System. Proceedings of the International Conference on Intelligent Tutoring Systems, 2010, Pittsburgh, 184-193. [http://www.springerlink.com/content/92mru151006571q3/]
	* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Students’ Gaming Behaviors in an Intelligent Tutoring System: Predictors and Impacts. ~~Submitted to the~~		* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Students’ Gaming Behaviors in an Intelligent Tutoring System: Predictors and Impacts. Journal of User Modeling and User Adapted Interaction, Special Issue on Educational Data Mining. [http://www.springerlink.com/content/j33110w75053463l/]
	~~UMAISpecial~~ Issue on Data Mining ~~for Personalized Educational Systems~~.

	==Current Status==		==Current Status==

Bvds: /* Adoption of Andes */ Update usage using Spring 2010 data.

2010-11-11T22:37:49Z

Adoption of Andes: Update usage using Spring 2010 data.

← Older revision		Revision as of 22:37, 11 November 2010
Line 74:		Line 74:

	===Adoption of Andes===		===Adoption of Andes===
	As of ~~Fall 2008~~, [[Andes]] is being used at the following institutions:		As of Spring 2010, [[Andes]] is being used at the following institutions:
	* St. Anselm college, Manchester NH (1 instructor).		* St. Anselm college, Manchester NH (1 instructor).
	* US Naval Academy (1 instructor, several sections).		* US Naval Academy (1 instructor, several sections).
	* ~~SUNY Fredonia~~ (1 instructor).		* Upper St. Clair School District, PA (1 instructor).
	* ~~Gannon University~~, ~~Erie PA~~ (1 instructor, ~~several sections~~).		* Clark County School District, NV (1 instructor, distance learning).
	* ~~Conant High School, Hoffman Estates~~, IL (1 instructor).		* Clark College, WA (1 instructor, several sections)
	* Watchung Hills Regional High School, Warren NJ (2 instructors, several sections).		* Watchung Hills Regional High School, Warren NJ (2 instructors, several sections).
	* Michigan State University (1 instructor).
	~~We see a shift in usage relative to previous years. Currently, the Naval Academy accounts for only 25% of our users; 32% of our users are now from High Schools.~~

	We observe steadily growing use of Andes by individuals not enrolled in any [http://www.cmu.edu/oli/courses/physics/ OLI course]. During ~~Fall 2008~~, between ~~284~~ and ~~617~~ different users (some use is anonymous, precluding an exact count) solved a total of ~~4853~~ Andes problems. The previous ~~semesters~~, a total of ~~1647~~ problems were solved.		We observe steadily growing use of Andes by individuals not enrolled in any [http://www.cmu.edu/oli/courses/physics/ OLI course]. During Spring 2010, between 285 and 1332 different users (some use is anonymous, precluding an exact count) solved a total of 15192 Andes problems. The previous semester, a total of 11819 problems were solved.

	===Advertising Andes in the physics community===		===Advertising Andes in the physics community===

Bvds: /* Studies Conducted */ Partial Update to 2010, remove capacity table.

2010-07-02T23:32:38Z

Studies Conducted: Partial Update to 2010, remove capacity table.

@@ Line 10: / Line 10: @@
 == Studies Conducted ==
 Completed studies:
@@ Line 58: / Line 38: @@
 *[[Analogical Scaffolding in Collaborative Learning|Analogical Scaffolding in Collaborative Learning (Gadgil &Nokes, 2008-2009)]]
 In progress or planned:
-*[[Ringenberg Ill-Defined Physics|Does Solving Ill-Defined Physics Problems Elicit More Learning than Conventional Problem Solving? (Ringenberg & VanLehn)]]
+*Comparing two homework systems, Sophia Gershman, 2010-2011.
-*Analogical Scaffolding in Collaborative Learning, lab study (Gadgil &Nokes, 2008-2009)
+*Reflective dialogs (Sandy Katz, Diane Litman, & Pam Jordan, 2010-2013).
 ==Achievements==

Bvds: /* Publications on PLLC experiments */

2010-07-02T23:20:23Z

Publications on PLLC experiments

← Older revision		Revision as of 23:20, 2 July 2010
Line 149:		Line 149:
	* Hausmann, R. G. M., van de Sande, B., & VanLehn, K. (2008, June). Shall we explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. Paper presented at the 9th meeting of the International Conference on Intelligent Tutoring Systems, Montréal, Canada.		* Hausmann, R. G. M., van de Sande, B., & VanLehn, K. (2008, June). Shall we explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. Paper presented at the 9th meeting of the International Conference on Intelligent Tutoring Systems, Montréal, Canada.
	* Hausmann, R. G. M., van de Sande, B., van de Sande, C., & VanLehn, K. (2008, June). Productive Dialog During Collaborative Problem Solving. Paper presented at the 2008 International Conference for the Learning Sciences, Utrecht, Netherlands.		* Hausmann, R. G. M., van de Sande, B., van de Sande, C., & VanLehn, K. (2008, June). Productive Dialog During Collaborative Problem Solving. Paper presented at the 2008 International Conference for the Learning Sciences, Utrecht, Netherlands.
			* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Gaming Behaviors in an Intelligent Tutoring System. To Appear in the International Conference on Intelligent Tutoring Systems, 2010, Pittsburgh, 10 pages.
			* Muldner, K., Burleson, B., van de Sande, B., VanLehn, K. (2010). An Analysis of Students’ Gaming Behaviors in an Intelligent Tutoring System: Predictors and Impacts. Submitted to the
			UMAISpecial Issue on Data Mining for Personalized Educational Systems.

	==Current Status==		==Current Status==

Bvds: /* Physics LearnLab Course */

2010-06-24T00:32:06Z

Physics LearnLab Course

← Older revision		Revision as of 00:32, 24 June 2010
Line 1:		Line 1:
	= Physics LearnLab Course =		= Physics LearnLab Course =

	The Physics LearnLab Course (PLLC) is a research facility for studying how students learn introductory physics. It provides baseline data on student activities throughout the physics course, and it hosts specific research studies that measure the improvement in students’ learning caused by changes in the instruction. At this time, it is sited in the two-semester Introductory Physics courses at the US Naval Academy in Annapolis, MD ~~and~~ three courses at Watchung Hills Regional High School in Warren, NJ.		The Physics LearnLab Course (PLLC) is a research facility for studying how students learn introductory physics. It provides baseline data on student activities throughout the physics course, and it hosts specific research studies that measure the improvement in students’ learning caused by changes in the instruction. At this time (2010), it is sited in:
			* the two-semester Introductory Physics courses at the US Naval Academy in Annapolis, MD
			* three courses at Watchung Hills Regional High School in Warren, NJ.
			* one-semester introductory courses at St. Anselm College in Manchester, New Hampshire.

	~~In order to increase the number of LearnLab sites, it is~~
	~~essential that we increase the number of students using Andes.~~
	During 2009, we plan to create a completely new web-based user interface. This will allow us to integrate Andes into [http://www.webassign.net WebAssign], the leading commercial provider of physics online homework making Andes easily accessible to over a hundred thousand students.

	Students in PLLC classes use the [http://www.andestutor.org Andes] intelligent tutoring system to do their homework. [http://www.andestutor.org Andes] allows the PLLC to collect fine-grained data on student activity through the entire semester. The remainder of the course is taught the usual way, with lectures, labs, and a commercial paper-based textbook. ''In vivo'' experiments take place either by modifying Andes or by running studies during lab sessions that instructors have “donated” to the PLLC.		Students in PLLC classes use the [http://www.andestutor.org Andes] intelligent tutoring system to do their homework. [http://www.andestutor.org Andes] allows the PLLC to collect fine-grained data on student activity through the entire semester. The remainder of the course is taught the usual way, with lectures, labs, and a commercial paper-based textbook. ''In vivo'' experiments take place either by modifying Andes or by running studies during lab sessions that instructors have “donated” to the PLLC.

Bvds: /* Current Status */

2010-06-24T00:04:33Z

Current Status

← Older revision		Revision as of 00:04, 24 June 2010
Line 152:		Line 152:
	==Current Status==		==Current Status==

	~~The~~ PLLC at the US Naval Academy ~~is currently comprised of~~ 3-5 sections ~~(depending on the semester)~~ of 25 students each~~. The sections are~~ taught by ~~Professors Mary Wintersgill and~~ Ted McClanahan. At Watchung Hills Regional High School, the instructors are Sophie Gershmann and Brian Brown who teach three different levels of physics courses, mostly for Juniors and Seniors.		As of Spring 2010, the PLLC consists of courses at the US Naval Academy, Watchung Hills Regional High School in New Jersey, and St. Anselm College.
			At the US Naval Academy, 3 sections of 25 students each taught by Professor Ted McClanahan. At Watchung Hills Regional High School, the instructors are Sophie Gershmann and Brian Brown who teach three different levels of physics courses, mostly for Juniors and Seniors. The instructor at St. Anselm College is David Guerra, who generally
			teaches one section.
	The students use [http://www.cmu.edu/oli/ Open Learning Initiative (OLI)] to access [[Andes]], and the instructors use OLI to view gradebooks. Both high school and college students use Andes at home to do their regular homework assignments. Occasionally, Andes is used in class, but such “seat work” is not common.		The students use [http://www.cmu.edu/oli/ Open Learning Initiative (OLI)] to access [[Andes]], and the instructors use OLI to view gradebooks. Both high school and college students use Andes at home to do their regular homework assignments. Occasionally, Andes is used in class, but such “seat work” is not common.

Bvds: More details on Fall 2008 usage

2009-03-25T07:05:22Z

More details on Fall 2008 usage

← Older revision		Revision as of 07:05, 25 March 2009
Line 97:		Line 97:
	* Conant High School, Hoffman Estates, IL (1 instructor).		* Conant High School, Hoffman Estates, IL (1 instructor).
	* Watchung Hills Regional High School, Warren NJ (2 instructors, several sections).		* Watchung Hills Regional High School, Warren NJ (2 instructors, several sections).
	We see a shift in usage relative to previous years. Currently, the Naval Academy		* Michigan State University (1 instructor).
	accounts for only 25% of our users; 32% of our users are now from High Schools.		We see a shift in usage relative to previous years. Currently, the Naval Academy accounts for only 25% of our users; 32% of our users are now from High Schools.

	We observe steadily growing use of Andes by individuals not enrolled in any [http://www.cmu.edu/oli/courses/physics/ OLI course]. ~~From January to April~~ 2008, between 90 and ~~278~~ different users (some use is anonymous, precluding an exact count) solved a total of ~~1647~~ Andes problems. The previous ~~semester~~, a total of ~~1260~~ problems were solved.		We observe steadily growing use of Andes by individuals not enrolled in any [http://www.cmu.edu/oli/courses/physics/ OLI course]. During Fall 2008, between 284 and 617 different users (some use is anonymous, precluding an exact count) solved a total of 4853 Andes problems. The previous semesters, a total of 1647 problems were solved.

	===Advertising Andes in the physics community===		===Advertising Andes in the physics community===

130.49.138.225 at 19:27, 22 January 2009

2009-01-22T19:27:55Z

← Older revision		Revision as of 19:27, 22 January 2009
Line 65:		Line 65:
	*Comparing two homework systems, Sophie Gershman, 2008--2009.		*Comparing two homework systems, Sophie Gershman, 2008--2009.

	*[[Analogical Scaffolding in Collaborative Learning~~\|Analogical Scaffolding in Collaborative Learning]]~~, lab study (Gadgil &Nokes, 2008-2009)		*Analogical Scaffolding in Collaborative Learning, lab study (Gadgil &Nokes, 2008-2009)

	==Achievements==		==Achievements==