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SolveIT

SolveIT project plan 2008

Overall goal: more efficient exercise concepts for large courses with heterogeneous student groups, on different levels. Results shall be generalizable (added value for IMPACT, more than what is done in normal course development).

Cryptography has had around 130 students from several programs, with a substantial number of international students. Student backgrounds are highly variable as regards prerequisite knowledge in mathematics (modular arithmetic, basic number theory and elementary probability theory) and programming (basic programming experience expected).

Algorithms: similar situation. Prerequisites are expected in: data structures, discrete mathematics, proofs (by contradiction, induction), some elementary analysis, programming. The mathematical maturity is often insufficient. Also, it is a common attitude that students wait for instructions before becoming active. Exercise training must be more formalized to be more effective. How can it be improved without demanding more resources?

Project tracks (total: about 45%)

Peter Damaschke 10%

  • project leading (incl. presentation at two IMAPCT workshops, reporting)

Algorithms course, together with Katarina Blom:

  • reworking the exercises concept (contents, forms), incl. resource planning
  • developing a list of self-test questions that can be used persistently
  • main work in spring 2008, try the concept first in autumn 2008

Katarina Blom 5%, might become more

  • Algorithms course (see above)
  • exploring whether PingPong features can be used ?
  • develop self-test questions that will make it possible for the students to test their basic understanding and recognize and fill the gaps in their background knowledge, so that they can better follow the actual topics in the course.
  • would like to be involved somehow in the Algorithms course (lp1 2008) to see how the material works out, and what would need to be further developed

Björn von Sydow 10% Cryptography course:

  • produce teaching materials that can be used for self-study
  • self-assessment tests, both for prerequisites and parts of course content
  • supplementary, short self-study texts that can be read by the student when the tests reveal lack of understanding and/or knowledge
  • if possible, the tests will make use of technology available in PingPong
  • work will be done in spring 2008

Peter Lundin, 10% ("at most")

  • Following a course at CKK, Learning in Digital Media TLE203 (February). One part of this course is to learn about LMS and especially PingPong witch is the new system for Chalmers. (ca. 40 h)
  • finding out appropriate methods for exercises in LMS (ca. 20 h)
  • developing templates and instructions for teachers using PingPong (ca. 50 h)
  • common project meetings and so on (? h)

There is a risk that we during the project will find out that a LMS does not give the appropriate contribution to the aim of this project.

Sven-Arne Andreasson 10%

  • course development for the Software Architecture course (details to come)
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Page last modified on February 01, 2008, at 09:41 PM