Aldo Antonelli, Dept of Logic and Philosophy of Science, University of
California, Irvine, Irvine, CA 92697-5100; email: aldo@uci.edu 

Special Session: Education
Title: Teaching Logic with LPL

This talk presents an overview of the instructor's experience
teaching logic using J. Barwise and J. Etchemendy's software/textbook
package ``Language, Proof, and Logic''.  Both practical and
theoretical issues are considered. Among the former: advantages and
disadvantages of using LPL compared to more traditional
instruction; automated grading using the ``Grade Grinder'', and grade
distribution issues; problems related to licensing and costs;
student's reactions. Among the latter, we look at the logical
properties of the LPL framework, and consider issues such as
soundness, completeness, etc.


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Instructions for Typesetter of Kaplan abstract included below:  

The third word of the first sentence ("system") and the word
"Incorrect", which is the first word of the last sentence of the
second paragraph should be in italics. 
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David Kaplan, Department of Philosophy, UCLA, Los Angeles, CA 90095-1451;
email: Kaplan@UCLA.edu

Special Session: Education
Title: Logic 2000

Logic 2000 is a system for computer and Internet assisted classroom
instruction in first order logic.  Versions of the program have been
used at UCLA since 1985.  It contains modules for doing derivations,
symbolizations, truth tables, invalidity by finite models, and
parsing.  The system of derivation is based on the natural deduction
system created by Kalish and Montague.  In this version, our aim has
been to construct a system in which Instructors instruct, with
tutorials, grading, and clerical work done by the system. 

Instructors create Assignments on a web page for students to complete
within the program, which contains a variety of handy tools to
simplify the mechanics of entering work.  The program corrects the
student's work, and provides several layers of detailed error
messages, along with hints and explanations.  When satisfied, students
submit their work to a Course Database.  Students can access their own
Assignment Page showing the assignments, work completed, and their
score on each problem.  Instructors can view a Summary of the work of
all students, individual student Assignment Pages, a statistical
summary of the Difficulty students had with each problem, etc.  Exams
are simply another assignment, with error messages disabled.
Incorrect exam work is printed; it receives a "partial credit" review
by an instructor. 

In the classroom, we use a "big-font" version of the program with a
projector.  Students learn the use of the program in the background
while focusing on learning logic.  Following class, we post work done
in class on our website.   

Students may create their own User Problems, and in the derivation
module, students can create and justify their own rules.  Derived
rules become available as students prove the underlying theorems.
Command Mode allows students to construct complete derivations by
providing only the justification (which may be "queued") for each
line. 



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Cathy Kessel,School of Education, Tolman #1670, University of
California at Berkeley, Berkeley, CA 94720-1670; 
email: kessel@soe.berkeley.edu

Special Session: Education
Title: Software for undergraduate logic courses

This session will mainly be a review of various softwares
used in undergraduate logic courses. Research findings about the
design and use of technology for instruction will provide a context
for these reviews.
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