Difference between revisions of "PREP 2011 Web Conference III"

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# Residual problem authoring questions.
  
# Residual problem authoring questions.
 
## e.g., critical points of f(x) = x + 1/x: [[https://test.webwork.maa.org/webwork2/PREP_2011/fortin_homework1/1/?effectiveUser=glarose example 1]] [[https://test.webwork.maa.org/webwork2/PREP_2011/travis_homework/4/?effectiveUser=glarose example 2]] [[https://test.webwork.maa.org/webwork2/PREP_2011/basyrov_homework/4/?effectiveUser=glarose example 3]]
 
## e.g., critical points of f(x) = x + 1/x: [[https://test.webwork.maa.org/webwork2/PREP_2011/fortin_homework1/1/?effectiveUser=glarose example 1]] [[https://test.webwork.maa.org/webwork2/PREP_2011/travis_homework/4/?effectiveUser=glarose example 2]] [[https://test.webwork.maa.org/webwork2/PREP_2011/basyrov_homework/4/?effectiveUser=glarose example 3]]
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# Follow-up on good problem rubric: additional questions and comments.
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# Follow-up on [[GoodProblems|good problem rubric]]: additional questions and comments.
 
# Follow-up discussion on NPL: in particular, clarifications on how to search for problems, what data are available about NPL problems, and how this plays out in practice.
  
# Follow-up discussion on NPL: in particular, clarifications on how to search for problems, what data are available about NPL problems, and how this plays out in practice.
  +
## Exploring: how many problems are available for Hughes-Hallett ''Calculus'' section 4.3?
 
# Model course discussion:
  
# Model course discussion:
 
## What information we need to include in a model course
  
## What information we need to include in a model course
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## How to adapt textbook problems to WeBWorK: what makes a good (or bad) adaptation
  
## How to adapt textbook problems to WeBWorK: what makes a good (or bad) adaptation
 
# Develop an outline for model course construction (e.g., within a group, how the group can manage the distribution of the work as it's been articulated)
  
# Develop an outline for model course construction (e.g., within a group, how the group can manage the distribution of the work as it's been articulated)
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  +
* Explore NPL and evaluate some number of problems for the model course on which each person is working with the established rubric
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** Identify 3-5 good problems, or sub-optimal problems with suggestions to improve them, based on the rubric, or just with comments about what is good about the problem (or what can be improved). This should also inform the rubric.
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** As part of the NPL exploration, look for the following information:
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*** How many problems are available for the Hughes-Hallett calculus text, section 4.3?
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*** Are these specifically good? Why or why not?
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*** What non-calculus courses have NPL problems?
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*** Can we tell which textbook problems we're finding?
   
 
===Follow-up===
  
===Follow-up===

Revision as of 09:21, 9 June 2011

Prep Main Page > Web Conference 3

Web-Conference 3:

Date: June 9, 3-5pm EDT

Presenters: Jason Aubrey, Dick Lane, Gavin LaRose

Resources

Agenda

  1. Residual problem authoring questions.
    1. e.g., critical points of f(x) = x + 1/x: [example 1] [example 2] [example 3]
  2. Follow-up on good problem rubric: additional questions and comments.
  3. Follow-up discussion on NPL: in particular, clarifications on how to search for problems, what data are available about NPL problems, and how this plays out in practice.
    1. Exploring: how many problems are available for Hughes-Hallett Calculus section 4.3?
  4. Model course discussion:
    1. What information we need to include in a model course
    2. How it should be organized and stored
    3. How problems that are newly authored for this are managed differently from NPL problems used for the course
    4. How closely or uniquely tied to a specific textbook a model course is
    5. How to adapt textbook problems to WeBWorK: what makes a good (or bad) adaptation
  5. Develop an outline for model course construction (e.g., within a group, how the group can manage the distribution of the work as it's been articulated)
  • Explore NPL and evaluate some number of problems for the model course on which each person is working with the established rubric
    • Identify 3-5 good problems, or sub-optimal problems with suggestions to improve them, based on the rubric, or just with comments about what is good about the problem (or what can be improved). This should also inform the rubric.
    • As part of the NPL exploration, look for the following information:
      • How many problems are available for the Hughes-Hallett calculus text, section 4.3?
      • Are these specifically good? Why or why not?
      • What non-calculus courses have NPL problems?
      • Can we tell which textbook problems we're finding?

Follow-up

  • Model course description wiki pages updated to reflect the discussion

Assignment for web conference 4

  • Each problem group works on one assignment for their course, including some problems drawn from the NPL and some written new
    • For NPL problems: look for a problem that is essentially the same as one that is in the text that is being used, and also look for a problem that is on the right topic and has the right flavor---e.g., on finding cubic polynomials, or finding the extrema of a one or two parameter family of functions.
  • Each problem group works on the wiki/outline/information for their course

Pre-conference

  • pre-populate model course wiki page with appropriate information
    • start out with a preliminary NPL or WeBWorK wiki structure for model courses: how are the data defining the course, its syllabus, and the homework sets managed
  • add to the good problem wiki page(s) information from previous week's work
  • pre-populate wiki page(s) giving some information about the NPL
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