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Erol Inelmen
BU – December 2006
Learn to Learn
OUTLINE
• Introduction
• Exploration
• Application
• Conclusion
INTRODUCTION
• Need for change
"Teach them to fish
and
they can feed themselves".
Helping students improve
their achievement in
science and math, and in
the use of computer and
network technology.
EXPLORATION
• C oncept (define and classify)
• O bject (agent and recipient)
• P rocess (action)
• E vent (script)
• L ayout (physical position)
Anatomy of a park : the essentials of recreation area planning and design / [by] Albert J. Rutledge. Illus. by Donald J. Molnar. New York : McGraw-Hill, 1971]
sun
rain
cloud
pond
cateringwind
signpost
stepsfauna
treesrestroom
flora
safety
bench
play
service
road
grass
monument
access
13.07.04
greenhouse
exhibition
Concept
Object
CAR
license
motor
has
driverowns a
has
peoplecargo
can be used for
vehicleis a
transportation
used for
5 - 8
/16
Process
manufacturing
FACTORY
BREAD
FURNACE
9-12
OPERATOR
FLOUR
on
in
by
for
during
NIGHTwith
RECIPIE
from
= tool, object, agent, rule, outcome, time, space /16
checking car
placing frame
testing motorassemblying
transmission
balancing wheel
Event
xxxx aa
zzzz cc
yyyy bb
7/ 7
30
29
28
27
26
25
24
Layout
APPLICATION
• P arsing
• K eyword
• S tatement
• R elation
• M odel
• D efense
from Michalski, R.S., (1983)
Learning process include the acquisition of new declarative
knowledge, the development of motor and cognitive skills through
instruction or practice, the organization of new knowledge into general, effective representations and
the discovery of new facts and theories through observation and
experimentation1
Given :Given :
Parsing
Learning process include the acquisition of new declarative
knowledge, the development of motor and cognitive skills through
instruction or practice, the organization of new knowledge into general, effective representations and
the discovery of new facts and theories through observation and
experimentation
Underline nounsUnderline nouns
2
Learning process include the acquisition of new declarative
knowledge, the development of motor and cognitive skills through
instruction or practice, the organization of new knowledge into general, effective representations and
the discovery of new facts and theories through observation and
experimentation
Circle verbsCircle verbs
3
Verbsproperty is a
is kind of
has
comparative is like
is unlike
is less
is more
timing has happened
casuality is caused
causes
location took place
Learning process include the acquisition of new declarative
knowledge, the development of motor and cognitive skills through
instruction or practice, the organization of new knowledge into general, effective representations and
the discovery of new facts and theories through observation and
experimentation
Mark adjectivesMark adjectives
4
Learning process include the acquisition of new declarative
knowledge, the development of motor and cognitive skills through
instruction or practice, the organization of new knowledge into general, effective representations and
the discovery of new facts and theories through observation and
experimentation
Double Underline KeywordDouble Underline Keyword
5
acquisition of knowledge
Break nounsBreak nouns
instruction or practice,
representations
observation and experimentation
Learning process
development of skills
organization of knowledge
discovery of facts and theories
through
into
through 6
acquisition of knowledge
Insert adjectives & verbsInsert adjectives & verbs
instruction or practice,
representations
observation and experimentation
Learning process
development of skills
organization of knowledge
discovery of facts and theories
through
into
through
include
new declarative
motor and cognitive
new
general, effective
7
Keyword corporate car
destination
transportation
peoplegoods
vehicle
and
desired
used for the
of
!
to a
A
13 - 16
/20
BU AS
car
factory
wheels
motor,
body,
the
mainIn the
of the
are assembled.
wiring,
and the
Statement
5-8
/20
CAR
is_a
has_a
is
is_a
code
VEHICLE
MOTOR
RESOURCE
powerful
Relation
CITYCITY
BUILDINGS
WATERFRONTS
WALLS
GARDENS
STREETS
RAILWAYS
AIRPORTS
monuments
ports
bridges
schools
hospitals
houses
temples
towers
parkings
markets
stations
roadcrossings
8.02.04
resources schedules regulations jobs
adequate conflictless acceptable atractive
LEARNING
PROCESSES
CIRCUMSTANCES
INPUTS OUTPUTS
assigments evaluations contacts assesments
skills
expectations
personalities*
motivation
skills
expectations
personalities*
motivation
effective**
relevant fair sufficient ~ reliable
higher
higher
higher
higher
high
high
high
high
*= values, believes, behaviour, habits, feelings, mood, inspiration, attitude, attention, powers (of all parties involved )
**=acquisiton, creation, delivery
Fuzzy Model Building for Human Learning Dynamics (variables, ranges, spaces, memberships, rules, model, validation)
FOR
THEN
PHILOSOPHY
ECONOMY
PHYSICS
POLITICS
GEOGRAPHY
EDUCATION
SOCIOLOGY
27.12.04
CULTURE
MEDICINE
LandRiver
Coast Climate
Krist
BIOLOGY
Mountain
Water
ECOLOGY
GRADEGRADE
StudentStudent
TeacherTeacher
AdministrationAdministration
effort
criteria
+evaluation
+
expectation
policies
load
load -
average
--
information
+
encouragement
-
evaluation
objection
skills
ambition
+
-
influence
conflict-understanding objectives
constraints
Fuzzy Logic
logic
iak
fuzzy set
uses
rules
useshas smooth
setiak
boundaries
elementhas
antecendent consequent
has has
range
has
universehas
has
name
number
can be
membership type
crip set
has
has
membership function
membership degree
possibility
iak
value
defines
has
defines
define
linguistic variable
hashas term
uses
inference
operator
uses
hedge
can have
solves by
implication
aggregationdefuzzification
turns to
reduces by
hastwo
can be
multi
19.06.03
fuzzification
turns to
fires
relation
form
Education Education SystemSystem
whatwhy
wherewho
laboratory
library
leisure
learner
instructor
transformationproject
organizer30.08.2002/ 17.07.2006
when
schedule
prepares
assigns
audits
submits
evaluates
howreflect
reviewimplement
Model
COURSE
instructor
learner
organizer
assignment
implements
completes
announces
registers
assessesevaluates
releases
Defense
premise, claim, argument
CONCLUSION
• Need for community
"In that case,"
said the Hodja,
"let those who know tell those who don't."
1. Form a group of max 25 learners
2. Divide the learning material among group
3. Each learner works on her material … BY
4. Marking nouns and verbs in the material
5. Drawing mental maps from nouns and verbs
6. Reading the material in length
7. Learners share the instructional material
Dedicated to the BU FED learners: