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CM Application for Secondary School

CM Application for Secondary School. V.Valkanova , S.Stoyanov , H. Zedan. Introduction. eLearning crises No relevant practical results Reasons Research guided (mostly) by academics only eLearning not pedagogical-driven Different environmental factors not accepted

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CM Application for Secondary School

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  1. CM Application for Secondary School V.Valkanova, S.Stoyanov, H. Zedan

  2. Introduction • eLearning crises • No relevant practical results • Reasons • Research guided (mostly) by academics only • eLearning not pedagogical-driven • Different environmental factors not accepted • Creativity and attractiveness of education underestimated SEERE'2009, 31.08 - 5.09.2009, Neum

  3. Goals • Environment • Encourage students’ motivation, activity, self-dependent working • Encourage and evaluate students’ creativity thinking • Evaluate and guide the creativity process • Support pedagogical-driven personalization • Prototype implementation • Experimenting in a real education environment SEERE'2009, 31.08 - 5.09.2009, Neum

  4. Creativity Model SEERE'2009, 31.08 - 5.09.2009, Neum

  5. Attribute Definitions • Connection – ability to make connections between things, that looks different • Perspective – ability to see different view points of a problem • Curiosity – a wish the change and improve things that others accepted as normal • Boldness – ability to overcome the fear search for solutions in another untypical domain • Paradox – ability to work with statements that are contradictive • Complexity – ability to control and work with big amount of information • Persistence – ability to keep looking for better decisions even when good once are found • Abstraction - ability to extract different concepts from one source

  6. ELICA • Goal: • To make stereometry realistic and interesting as a result of stimulating the students’ three-dimensional imagination , to encourage the development of their abilities to think and create models of their ideas • Domain • Geometry • Students’ skills • To develop skills for visualization of geometric objects and transferring one image into another. • Skills for constructing, experimenting and formulating of hypothesis independently. • Advantage • 3D Visualization of mathematical objects

  7. Example: Connection Tracking Assignment: the cube will be to cut in order to have the right unfold Pedagogical Goal: Creativity evaluation Parameters: connection Connection Students’ activities: Observe Analyze Decide Rip off Generalize Rest ... Connection Criteria: Correct solution Number of attempts Number of rips SEERE'2009, 31.08 - 5.09.2009, Neum

  8. Example: Complexity Tracking Assignment: a figure is selected which belongs to a different set (cube modifications, deformations) Pedagogical Goal: Creativity evaluation Parameters: complexity Complexity Students’ activities: Observe Analyze Decide Rip off Generalize Complexity Criteria: Correct solution Number of attempts Number of rips Number of selected figures SEERE'2009, 31.08 - 5.09.2009, Neum

  9. How to implement the Creativity Model (CM)? • Formalization of the CM • Hussein’s Creativity Mapper • Prototype implementation • Experiment in real conditions of secondary school SEERE'2009, 31.08 - 5.09.2009, Neum

  10. Formalization • We try to define operational semantics to the attributes • Using Creativity Mapper • Where: • Creativity alphabet (Viewpoints) • Standard building blocks (?) • Creativity boxes (pattern) SEERE'2009, 31.08 - 5.09.2009, Neum

  11. Example • Alphabet: • (read, contemplate, manipulate, apply, test, decompose, repeat, ask, hope, decide, “(“, “)” ) • Creativity pattern (boxes) • Curiosity(read, contemplate, manipulate, test, apply) • Perspective(read, contemplate, apply, test, hope, contemplate, apply, test) • Complexity(read, contemplate, decompose, apply, test) SEERE'2009, 31.08 - 5.09.2009, Neum

  12. Analyzing Student’s Creativity Map • Identification of CBs in the Creativity Map • Hard problem • CBs generic • But not atomic • CBs may interleave • In the Creativity Map CBs presented by instances • Pattern matching in CM • In experiment • Manually by the teachers • Two levels of analyzing • Semantic-oriented (CBs identification) • Strength of the attribute • Rather similar CB instances • CBs idealistic SEERE'2009, 31.08 - 5.09.2009, Neum

  13. Example: Persistence Creativity Box Different strengths Tumbleweed(GC) SEERE'2009, 31.08 - 5.09.2009, Neum

  14. CBs Interleaving SEERE'2009, 31.08 - 5.09.2009, Neum

  15. Conclusion • Experimental environment • DMU Creativity Mapper • Client and server components • Checking the proposed model • Different subjects • Algebraic problems SEERE'2009, 31.08 - 5.09.2009, Neum

  16. Thank you! SEERE'2009, 31.08 - 5.09.2009, Neum

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