Frågesport module

.gitmodules

@@ -1,3 +1,9 @@
 [submodule "makefiles"]
 	path = makefiles
 	url = https://github.com/dbosk/makefiles.git
+[submodule "bibedu"]
+	path = bibedu
+	url = https://github.com/dbosk/bibedu.git
+[submodule "didactic"]
+	path = didactic
+	url = [email protected]:dbosk/didactic.git

frågesport/.gitignore

@@ -0,0 +1,10 @@
+ltxobj/
+notes.pdf
+fragesport.py
+frågesport.py
+frågesport.tex
+frågesport
+slides.pdf
+__pycache__/
+didactic.sty
+

frågesport/Makefile

@@ -0,0 +1,43 @@
+.PHONY: all
+all: slides.pdf notes.pdf
+
+LATEXFLAGS+=	-shell-escape
+USE_PYTHONTEX=true
+
+SRC+=	frågesport.tex
+SRC+=	abstract.tex
+SRC+=	preamble.tex
+SRC+=	fragesport.py
+
+DEPENDS+=	didactic.sty
+
+notes.pdf: notes.tex ${SRC} ${DEPENDS}
+slides.pdf: slides.tex ${SRC} ${DEPENDS}
+
+frågesport.tex: frågesport.nw
+
+
+.PHONY:
+all: frågesport
+
+frågesport.py: frågesport.nw
+frågesport fragesport.py: frågesport.py
+	cp $^ $@
+	chmod +x $@
+
+
+.PHONY: clean
+clean:
+	${RM} frågesport frågesport.py frågesport.tex
+	${RM} notes.pdf slides.pdf
+	${RM} -R __pycache__
+
+
+
+INCLUDE_MAKEFILES=../makefiles
+include ${INCLUDE_MAKEFILES}/tex.mk
+include ${INCLUDE_MAKEFILES}/noweb.mk
+INCLUDE_BIBEDU=../bibedu
+include ${INCLUDE_BIBEDU}/bibedu.mk
+INCLUDE_DIDACTIC=../didactic
+include ${INCLUDE_DIDACTIC}/didactic.mk

frågesport/abstract.tex

@@ -0,0 +1,43 @@
+% What's the problem?
+% Why is it a problem? Research gap left by other approaches?
+% Why is it important? Why care?
+% What's the approach? How to solve the problem?
+% What's the findings? How was it evaluated, what are the results, limitations, 
+% what remains to be done?
+
+I den här modulen skriver vi ett frågesportprogram.
+Användaren får frågor som hen försöker att svara rätt på.
+
+Syftet är att illustrera enkla algoritmiska problem och ge återanvändbara block 
+som enkelt kan modifieras.
+
+\emph{Lärandemål:}
+Efter att ha genomfört modulen ska den lärande kunna:
+\ltnote{%
+  Genomgående kommer vi att kommentera texten utifrån ett lärandeteoretiskt 
+  perspektiv och koppla tillbaka till dessa lärandemål.
+
+  Den teoretiska utgångspunkten är variationsteori, se exempelvis
+  \citetitle{NecessaryConditionsOfLearning}
+  av \citeauthor{NecessaryConditionsOfLearning}
+  \cite{NecessaryConditionsOfLearning}.
+  För en kort genomgång, se materialet på
+  \begin{quote}
+    {https://github.com/dbosk/necessary-conditions-of-learning/releases/tag/20240228}
+  \end{quote}
+  Gå även igenom filen \texttt{slides.pdf} som finns under 
+  \foreignblockquote{british}{Assets}.
+}
+\begin{restatable}{lo}{LOread}
+  läsa grundläggande programkod med enkla konstruktioner
+    och, mestadels korrekt, förklara vad koden gör;
+\end{restatable}
+\begin{restatable}{lo}{LOwrite}
+  konstruera enkla algoritmer (inte syntaktiskt korrekt programkod) på en 
+  detaljnivå lämpad för programmering, exempelvis att man måste läsa bokstav 
+  för bokstav och göra någonting för varje.
+\end{restatable}
+\begin{restatable}{lo}{LOmodify}
+  använda existerande programkod som block i egna program, dvs \enquote{remixa} 
+  existerande program till nya.
+\end{restatable}

frågesport/bibliography.bib

@@ -0,0 +1,95 @@
+@book{NecessaryConditionsOfLearning,
+  author={Marton, Ference},
+  title={Necessary conditions of learning},
+  publisher={Routledge},
+  address={London},
+  year={2015},
+  ISBN={9780415739139},
+  keywords={Fenomenologisk psykologi Inl{\"a}rning -- psykologiska aspekter},
+}
+
+@article{Szekely1950,
+  title={Productive processes in learning and thinking.},
+  author={Sz{\'e}kely, Lajos},
+  journal={Acta psychologica},
+  year={1950},
+  publisher={Elsevier Science}
+}
+
+@article{BransfordSchwartz1999,
+  title={Chapter 3: Rethinking transfer: A simple proposal with multiple 
+         implications},
+  author={Bransford, John D and Schwartz, Daniel L},
+  journal={Review of research in education},
+  volume={24},
+  number={1},
+  pages={61--100},
+  year={1999},
+  publisher={Sage Publications Sage CA: Thousand Oaks, CA}
+}
+
+@article {ActualVSFeelingOfLearning,
+	author = {Deslauriers, Louis and McCarty, Logan S. and Miller, Kelly and Callaghan, Kristina and Kestin, Greg},
+	title = {Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom},
+	volume = {116},
+	number = {39},
+	pages = {19251--19257},
+	year = {2019},
+	doi = {10.1073/pnas.1821936116},
+	publisher = {National Academy of Sciences},
+	abstract = {Despite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods. This article addresses the long-standing question of why students and faculty remain resistant to active learning. Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less. We show that this negative correlation is caused in part by the increased cognitive effort required during active learning. Faculty who adopt active learning are encouraged to intervene and address this misperception, and we describe a successful example of such an intervention.We compared students{\textquoteright} self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students{\textquoteright} perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students{\textquoteright} motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students{\textquoteright} response to being actively engaged in the classroom.},
+	issn = {0027-8424},
+	URL = {https://www.pnas.org/content/116/39/19251},
+	eprint = {https://www.pnas.org/content/116/39/19251.full.pdf},
+	journal = {Proceedings of the National Academy of Sciences}
+}
+@article{ClosingTeachingGap,
+  title={Closing the teaching gap},
+  author={Stigler, James W and Hiebert, James},
+  journal={Phi Delta Kappan},
+  volume={91},
+  number={3},
+  pages={32--37},
+  year={2009},
+  publisher={SAGE Publications Sage CA: Los Angeles, CA}
+}
+@article{kapur2008productive,
+  title={Productive failure},
+  author={Kapur, Manu},
+  journal={Cognition and instruction},
+  volume={26},
+  number={3},
+  pages={379--424},
+  year={2008},
+  publisher={Taylor \& Francis}
+}
+@article{kapur2010productive,
+  title={Productive failure in mathematical problem solving},
+  author={Kapur, Manu},
+  journal={Instructional science},
+  volume={38},
+  number={6},
+  pages={523--550},
+  year={2010},
+  publisher={Springer}
+}
+@article{kapur2012productive,
+  title={Productive failure in learning the concept of variance},
+  author={Kapur, Manu},
+  journal={Instructional Science},
+  volume={40},
+  number={4},
+  pages={651--672},
+  year={2012},
+  publisher={Springer}
+}
+@article{johansson1985approach,
+  title={An approach to describing learning as change qualitatively different 
+         conceptions},
+  author={Johansson, Bengt},
+  journal={Cognitive structure and conceptual change},
+  pages={233--257},
+  year={1985},
+  publisher={Academic Press}
+}
+