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M. Thoennessen, E. Kashy, G. Albertelli, D.A. Kashy
A Decade of Information Technology in On-Campus Education
Supported by :
Alfred P. Sloan Foundation
Michigan State University
National Superconducting Cyclotron Laboratory
Andrew W. Mellon Foundation
CAPA
CAPA : Computer Assisted Personalized Approach Developed in the College of Natural Science at Michigan
State University First time implemented in 1993 in a course of the
Department of Physics & Astronomy Emerged from the need to improve the education in large
introductory classes At MSU introductory physics classes have >250 students
CAPA : Computer Assisted Personalized Approach Developed in the College of Natural Science at Michigan
State University First time implemented in 1993 in a course of the
Department of Physics & Astronomy Emerged from the need to improve the education in large
introductory classes At MSU introductory physics classes have >250 students
Concerns in Large Lecture Classes
Impersonal nature of instruction Large differences in student preparation Achieving and maintaining high standards Large human resources required for grading Timely recognition of students’ problems
and difficulties Copying assignments - cheating on exams
Impersonal nature of instruction Large differences in student preparation Achieving and maintaining high standards Large human resources required for grading Timely recognition of students’ problems
and difficulties Copying assignments - cheating on exams
Computer-Assisted Personalized Approach
Individualized homework, quizzes and exams Comprehensive networked system Emphasis on conceptual understanding Automatic grading and record keeping Online statistical analysis and feedback Communications with students on their performance
Individualized homework, quizzes and exams Comprehensive networked system Emphasis on conceptual understanding Automatic grading and record keeping Online statistical analysis and feedback Communications with students on their performance
CAPA Implementation at MSU
Use of the system by student is “optional” Easy access via telnet or WWW No penalty for multiple tries Supplementary practice problems Quizzes: monitor learning and measure attendance Exams: + Partial credit by midterm exam correction Printed Individualized Assignments
Use of the system by student is “optional” Easy access via telnet or WWW No penalty for multiple tries Supplementary practice problems Quizzes: monitor learning and measure attendance Exams: + Partial credit by midterm exam correction Printed Individualized Assignments
CAPA for the Instructor
Automatic grading by the computer Immediate feedback to the student More interaction with students Complete on-line up-to-date records On-line feedback and analysis:
Pinpoint difficulties with current material Monitor student progress to detect problems early Objective assessment of overall student performance
Viewed by students as mentor, not judge.
Increase student interaction not decrease !
Automatic grading by the computer Immediate feedback to the student More interaction with students Complete on-line up-to-date records On-line feedback and analysis:
Pinpoint difficulties with current material Monitor student progress to detect problems early Objective assessment of overall student performance
Viewed by students as mentor, not judge.
Increase student interaction not decrease !
Individualized Questions
Kashy, Ed Section 1Sample CAPACAPA Questions Set 1nsc111f7 -MSU- Due Tue, January 15, 2002 at 08:00 CAPA ID is 6352
4. [1pt] Match each city with the region in which it is located. (If the First corresponds to B, and the next 6 to C, Enter BCCCCCC)
1) Sapporo2) Yokoyama A. Shikoku3) Kochi B. Chubu4) Kanazawa C. Kanto5) Tokyo D. Kinki6) Nagoya E. Hokkaido7) Osaka
Kashy, Ed Section 1Sample CAPACAPA Questions Set 1nsc111f7 -MSU- Due Tue, January 15, 2002 at 08:00 CAPA ID is 6352
4. [1pt] Match each city with the region in which it is located. (If the First corresponds to B, and the next 6 to C, Enter BCCCCCC)
1) Sapporo2) Yokoyama A. Shikoku3) Kochi B. Chubu4) Kanazawa C. Kanto5) Tokyo D. Kinki6) Nagoya E. Hokkaido7) Osaka
Thoennessen, Michael Section 1Sample CAPACAPA Questions Set 1nsc111f7 -MSU- Due Tue, January 15, 2002 at 08:00 CAPA ID is 7727
4. [1pt] Match each city with the region in which it is located. (If the First corresponds to B, and the next 6 to C, Enter BCCCCCC)
1) Kochi2) Tokyo A. Kinki3) Kyoto B. Hokkaido4) Nagoya C. Shikoku5) Sapporo D. Kanto6) Osaka E. Chubu7) Kanazawa
Thoennessen, Michael Section 1Sample CAPACAPA Questions Set 1nsc111f7 -MSU- Due Tue, January 15, 2002 at 08:00 CAPA ID is 7727
4. [1pt] Match each city with the region in which it is located. (If the First corresponds to B, and the next 6 to C, Enter BCCCCCC)
1) Kochi2) Tokyo A. Kinki3) Kyoto B. Hokkaido4) Nagoya C. Shikoku5) Sapporo D. Kanto6) Osaka E. Chubu7) Kanazawa
Individualized Questions in CAPA
Davis, Nancy Section 2Sample CAPACAPA Questions Set 1nsc111f7 - MSU - Due Fri, January 16, 1998 at 08:00 CAPA ID is 3654
5. [2pt] Asteroids X,Y,Z have equal mass (9.0 kg each). They orbit around the planet with M = 4.01024 kg. The orbits are in the plane of the paper and are drawn to scale.
Select G-Greater than, L-Less than, or E-Equal to.A) The angular momentum of X at 7 is … that at 1.B) At 5, Y’s angular velocity is … that at 1.C) The period of X is … that of Z.D) The angular velocity of X at 3 is … that at 7.E) X’s angular momentum is… that of Y.F) The period of Y is … that of X.G) At 1, Y’s angular velocity is … that of X.
Davis, Nancy Section 2Sample CAPACAPA Questions Set 1nsc111f7 - MSU - Due Fri, January 16, 1998 at 08:00 CAPA ID is 3654
5. [2pt] Asteroids X,Y,Z have equal mass (9.0 kg each). They orbit around the planet with M = 4.01024 kg. The orbits are in the plane of the paper and are drawn to scale.
Select G-Greater than, L-Less than, or E-Equal to.A) The angular momentum of X at 7 is … that at 1.B) At 5, Y’s angular velocity is … that at 1.C) The period of X is … that of Z.D) The angular velocity of X at 3 is … that at 7.E) X’s angular momentum is… that of Y.F) The period of Y is … that of X.G) At 1, Y’s angular velocity is … that of X.
Tsai, Isaac Section 2Sample CAPACAPA Questions Set 1nsc111f7 - MSU - Due Fri, January 16, 1998 at 08:00 CAPA ID is 1656
5. [2pt] Asteroids X,Y,Z have equal mass (5.0 kg each). They orbit around the planet with M = 3.01024 kg. The orbits are in the plane of the paper and are drawn to scale.
Select G-Greater than, L-Less than, or E-Equal to.A) The period of Y is … that of X.B) At 1, Z’s angular velocity is … that of Y.C) Z’s angular momentum is… that of Y.D) The period of Y is … that of Z.E) At 2, Z’s angular velocity is … that at 1.F) The angular momentum of Y at 6 is … that at 1.G) The angular velocity of Y at 3 is … that at 6.
Tsai, Isaac Section 2Sample CAPACAPA Questions Set 1nsc111f7 - MSU - Due Fri, January 16, 1998 at 08:00 CAPA ID is 1656
5. [2pt] Asteroids X,Y,Z have equal mass (5.0 kg each). They orbit around the planet with M = 3.01024 kg. The orbits are in the plane of the paper and are drawn to scale.
Select G-Greater than, L-Less than, or E-Equal to.A) The period of Y is … that of X.B) At 1, Z’s angular velocity is … that of Y.C) Z’s angular momentum is… that of Y.D) The period of Y is … that of Z.E) At 2, Z’s angular velocity is … that at 1.F) The angular momentum of Y at 6 is … that at 1.G) The angular velocity of Y at 3 is … that at 6.
Online Feedback for the Instructor
Three Components of Assessment
Student Surveys Student Surveys
and Commentsand Comments
Student Surveys Student Surveys
and Commentsand Comments
ExaminationExamination
PerformancePerformance
ExaminationExamination
PerformancePerformance
Instructor Instructor
FeedbackFeedback
Instructor Instructor
FeedbackFeedback
ProjectProject
AssessmentAssessment
ProjectProject
AssessmentAssessment
Typical Student Response
CAPA as Tool for Learning/Understanding
Work Comparison: With/Without CAPA
Instructors Responses
I have not heard of anyone who has used the system and has not liked it…. Overall, CAPA has been the best thing I have ever encountered. (Prof. F. Wolfs, University of Rochester)
It appears to be a very effective tool to help students grasp concepts and to stimulate dialogue among them. (Prof. J. Rappaport, Ohio University)
I have not heard of anyone who has used the system and has not liked it…. Overall, CAPA has been the best thing I have ever encountered. (Prof. F. Wolfs, University of Rochester)
It appears to be a very effective tool to help students grasp concepts and to stimulate dialogue among them. (Prof. J. Rappaport, Ohio University)
Technology Impact
Prof. Danielewicz (Physics)Prof. Danielewicz (Physics)
Change of Grade Distributions: 1992 to 1999
0
5
1 0
1 5
2 0
2 5
0 .0 1 .0 1 .5 2 .0 2 .5 3 .0 3 .5 4 .0
1 9 9 9N = 4 7 2%
G ra d e
0
5
1 0
1 5
2 0
2 5
0 .0 1 .0 1 .5 2 .0 2 .5 3 .0 3 .5 4 .0
1 9 9 2 -1 9 9 4
N = 1 5 3 7%
CAPA Use
University of Colorado, COColorado School of Mines, COUniversity of Nevada Reno, NVTruckee Meadows Community College, NVNorthern Arizona University, AZUniversity of Oklahoma, OKBaylor University, TXLeTourneau University, TXTexas A&M University, TXUniversity of Houston, TXUniversity of Texas at El Paso, TXPasadena City College, CASan Diego State University, CA
Lyon College, AK Florida State University, FLUniversity of Florida, FLUniversity of Central Florida, FLFlorida International University, FLUniversity of Alabama at Birmingham, ALAustin Peay State University, TN
Central Michigan University, MIMichigan State University, MIHope College, MIT&T Educational Services, MIUniversity of Michigan, MIWayne State UniversityUniversity of Notre Dame, INUniversity of Indiana at South Bend, INOhio Wesleyan University, OHUniversity of Ohio, OHUniversity of Toledo, OHUniversity of Akron, OHUniversity of Kentucky, KY
Montana State University, MTUniversity of Kansas, KSUniversity of Nebraska, NEIdaho State University, IDIowa State University, IAMilwaukee School of Engineering, WIMinnesota State University at Moorhead, MNOakland University, MNUniversity of Illinois at Chicago, IL
University of Washington, WAWashington State University, WAUniversity of Oregon, OROregon State University, ORCasper College, WY
Bowdoin College, MEPenquis Valley High School, MEHarvard University, MARensselaer Polytechnic Institute, NYColgate University, NYUniversity of Rochester, NYUniversity of Buffalo, NYAdelphi University, NYSUNY-Geneseo, NYSUNY-Binghampton, NYSUNY-Stony Brook, NYSUNY-Farmingdale. NYSuffolk Community College, NYAllegheny College, PAPennsylvania State University, PAGeorge Washington University, DCChristopher Newport University, VARadford University, VAUniversity of North Carolina, NCNorth Carolina State University, NCUniversity of South Carolina, SCMorris College, SCEast Tennessee State, University, TNUniversity of Tennessee, TN
U.S.:
70 Institutions
33 States
U.S.:
70 Institutions
33 States
Catholic University of Goias, BrazilUniversidade Estadual de Campinas, Campinas BrazilUniversidad del Bio-Bio, Chillan, ChileUniversidad Tecnica Federico Santa Maria, Valparaiso, Chile
Helsinki University of Technology, Helsinki, FinlandUniversity of Vienna, Vienna, Austria
Brandon University, Brandon, ManitobaDalhousie University, Halifax, Nova ScotiaMcGill University, Montreal, QuebecMcMaster University, Hamilton, OntarioMemorial University of Newfoundland, St. John’s, New FoundlandSimon Fraser University, Burnaby, British ColumbiaSelwyn House School, Westmount, QuebecSt. Mary’s University, Halifax, Nova ScotiaThe University of Winnipeg, Winnipeg, Manitobauuserve&, London, Ontario
Tamkang University, Taipei, TaiwanPT SuperSiswa DotCom, Jakarta, IndonesiaUniversity of the South Pacific,
Suva, FijiAustralian National University, Canberra, AustraliaPlanet Communication, Auckland, New Zealand
Tel Aviv University, Tel Aviv, IsraelJerusalem College of Engineering, Jerusalem, IsraelUniversity of Jerusalem, Jerusalem, IsraelLiqwid Krystal Bangalore, IndiaUniversity of South Africa, Pretoria, South Africa
Worldwide:
96 Institutions
(26 non U.S.)
14 Countries
6 Continents
Worldwide:
96 Institutions
(26 non U.S.)
14 Countries
6 Continents
Impact of Technology for Women and Men
Are there differences for woman and men? In the U.S. women traditionally appear to be
at a disadvantage in the sciences. CAPA helps to eliminate these differences It offers the chance to work hard and be
rewarded Women use this opportunity more than men
Are there differences for woman and men? In the U.S. women traditionally appear to be
at a disadvantage in the sciences. CAPA helps to eliminate these differences It offers the chance to work hard and be
rewarded Women use this opportunity more than men
Grade Differences for Female and Male
-2 0
-1 5
-1 0
-5
0 E x a m 1 E x a m 2 E x a m 3 F in a l(F
emal
e -
Mal
e)/M
ale
%
Relative difference between
female and male performance
on exams in an introductory physics course.
Technology helps women to improve
Student Use of Technology
Overall student acceptance of CAPA is very good It helps students who are willing to learn Unfortunately there are students who want to
“beat” the system Use the Web to interact with other students
Good, if they explain the problems Bad, if they just copy solutions or share equations
Overall student acceptance of CAPA is very good It helps students who are willing to learn Unfortunately there are students who want to
“beat” the system Use the Web to interact with other students
Good, if they explain the problems Bad, if they just copy solutions or share equations
Make cheating more difficult than actually learning the material
2. [2pt] A 4.30 kg beam has a length 1.30 m and is suspended in a horizontal position as shown. There are 10 equally spaced attachment points, 13.0 cm apart with three masses hanging from the beam. A thin cable attached 13.0 cm from the end makes an angle of 53.0º with the wall as shown.The masses are N = 8.00 kg, O = 6.00 kg, P = 3.00 kg. Calculate the tension in the cable.
2. [2pt] A 3.90 kg beam has a length 1.20 m and is suspended in a horizontal position as shown. There are 10 equally spaced attachment points, 12.0 cm apart with three masses hanging from the beam. A thin cable attached 12.0 cm from the end makes an angle of 35.0º with the wall as shown.The masses are N = 4.00 kg, O = 8.00 kg, P = 5.00 kg. Calculate the tension in the cable.
P ON
P ON
Use interactive applets on the web as problems
Conclusions
Technology can be highly effective as a complementary teaching/learning tool
It can improve the learning and understanding significantly It is important to use the new capabilities of the web and not just
transfer traditional material It is essential that instructors ensure high quality of material,
because…
Technology can be highly effective as a complementary teaching/learning tool
It can improve the learning and understanding significantly It is important to use the new capabilities of the web and not just
transfer traditional material It is essential that instructors ensure high quality of material,
because…
…the Web clearly has the potential to make terrible instruction that much more available (M.D. Milliron, Oracle Corp., June 1999)
Additional Information
Recent Publication: “Implementing a Large On-Campus ALN: Faculty Perspective”
E. Kashy et al., Journal of ALN, Vol. 4, Issues 3 (2000)
http://www.aln.org/alnweb/journal/jaln-vol4issue3.htm
For more information:
http://capa.msu.edu
CAPA is available for free at:
http://msuvmall.msu.edu/imc/
Recent Publication: “Implementing a Large On-Campus ALN: Faculty Perspective”
E. Kashy et al., Journal of ALN, Vol. 4, Issues 3 (2000)
http://www.aln.org/alnweb/journal/jaln-vol4issue3.htm
For more information:
http://capa.msu.edu
CAPA is available for free at:
http://msuvmall.msu.edu/imc/
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