Toward an Integrated Online Learning Environment

We are building in LON-CAPA an integrated learning environment that will enable the development, dissemination and evaluation of PER-based material. This environment features a collection of multi-level research-based homework sets organized by topic and cognitive complexity. These sets are associated with learning modules that contain very short exposition of the content supplemented by integrated open-access videos, worked examples, simulations, and tutorials (some from ANDES). To assess students' performance accurately with respect to a system-wide standard, we plan to implement Item Response Theory. Together with other PER assessments and purposeful solicitation of student feedback, this will allow us to measure and improve the efficacy of various research-based materials, while getting insights into teaching and learning.National Science Foundation (U.S.) (Grant 0757931)National Institutes of Health (U.S.) (Grant # 1RC1RR028302-01

Improved Student Performance In Electricity And Magnetism Following Prior MAPS Instruction In Mechanics

We examine the performance of a group of students in Introductory Electricity and Magnetism following a ReView course in Introductory Mechanics focusing on problem solving employing the Modeling Applied to Problem Solving (MAPS) pedagogy[1]. The group consists of students who received a D in the fall Mechanics course (8.01) and were given the chance to attend the ReView course and take a final retest. Improvement to a passing grade was qualification for the Electricity and Magnetism course (8.02) in the spring. The ReView course was conducted twice—during January 2009 and January 2010. As a control, we took a group of students with similar z-scores in 8.01 in Fall 2007 that were not offered the ReView course. We show that the ReView students perform ~0.7 standard deviations better than the control group (p~0.002) and ~0.5 standard deviations better than what is expected based on their performance in 8.01(p ~0.001).National Science Foundation (U.S.) (NSF grant # 0757931)National Institutes of Health (U.S.) (NIH grant # 1RC1RR028302-01

When students can choose easy, medium, or hard homework problems

We investigate student-chosen, multi-level homework in our Integrated Learning Environment for Mechanics [1] built using the LON-CAPA [2] open-source learning system. Multi-level refers to problems categorized as easy, medium, and hard. Problem levels were determined a priori based on the knowledge needed to solve them [3]. We analyze these problems using three measures: time-per-problem, LON-CAPA difficulty, and item difficulty measured by item response theory. Our analysis of student behavior in this environment suggests that time-per-problem is strongly dependent on problem category, unlike either score-based measures. We also found trends in student choice of problems, overall effort, and efficiency across the student population. Allowing students choice in problem solving seems to improve their motivation; 70% of students worked additional problems for which no credit was given.National Science Foundation (U.S.) (Grant PHY-0757931)National Science Foundation (U.S.) (Grant DUE-1044294

Assessing class-wide consistency and randomness in responses to true or false questions administered online

We have developed simple data-mining algorithms to assess the consistency and the randomness of student responses to problems consisting of multiple true or false statements. In this paper we describe the algorithms and use them to analyze data from introductory physics courses. We investigate statements that emerge as outliers because the class has a preference for the incorrect answer and also those that emerge as outliers because the students are randomly changing their responses. These outliers are found to include several statements that are known in the literature to expose student misconceptions. Combining this fact with comments made by students and results of complementary assessments provides evidence that the tendency of a group of students to change their answer to a true or false statement or to remain consistent can serve as indicators of whether the class has understood the relevant concept. Our algorithms enable teachers to employ problems of the type described as a tool to identify specific aspects of a course that require improvement. They also enable researchers to employ such problems in experiments designed to probe aspects of students’ thought processes and behavior. Additionally, our results demonstrate that at least one category of research-inspired problems (ranking tasks) can be adapted to the linked true or false format and productively used as an assessment tool in an online setting

New approach to analyzing physics problems: A Taxonomy of Introductory Physics Problems

This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop assessments that can evaluate individual component processes of the physics problem-solving process, and to guide curriculum design in introductory physics courses, specifically within the context of a “thinking-skills” curriculum. Moreover, TIPP enables future physics education researchers to investigate to what extent the cognitive processes presented in various taxonomies of educational objectives are exercised during physics problem solving and what relationship might exist between such processes. We describe the taxonomy, give examples of classifications of physics problems, and discuss the validity and reliability of this tool

Non-Destructive and Micro-Invasive Techniques for Characterizing the Ancient Roman Mosaic Fragments

The color characteristics, vibration spectra, phase and mineral composition, internal structural organization of several fragments of the ancient Roman mosaics from the Roman Mosaic Museum, Constanta, Romania were studied by non-destructive (Chromatic analysis, Neutron Diffraction, Neutron Tomography) and micro-invasive techniques (Optical Microscopy, X-ray Diffraction, Field Emission Scanning Electron Microscopy–Energy Dispersive X-ray Spectroscopy, Raman Spectroscopy, Wavelength Dispersion X-ray Fluorescence). These investigations were performed in order to characterize the original Roman mosaic fragments. The major and minor phase components of the studied mosaic fragments were determined, the crystal structure of the main phases was analyzed, and their three-dimension spatial arrangement was reconstructed. The similar composition of the major phases of all mosaic fragments can indicate a generic recipe for making mosaic elements, but minor phases were presumably added for coloring of mosaic pieces. Some degradation areas inside the volume of the mosaic fragments were found by means of neutron diffraction and neutron tomography methods. These degradation areas are probably related to the formation of iron hydroxides during chemical interactions of mosaic fragments with the sea and urban polluted atmosphere