M. Thoennessen, E. Kashy, G. Albertelli, D.A. Kashy A Decade of Information Technology in On-Campus Education Supported by : Alfred P. Sloan Foundation

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


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


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


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


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


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


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/

Documents

M. Thoennessen, E. Kashy, G. Albertelli, D.A. Kashy A Decade of Information Technology in On-Campus Education Supported by : Alfred P. Sloan Foundation