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Learn to Learn

Learn to Learn

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Learn to Learn

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  1. Learn to Learn Erol Inelmen BU – December 2006

  2. OUTLINE • Introduction • Exploration • Application • Conclusion

  3. INTRODUCTION • Need for change "Teach them to fish and they can feed themselves".

  4. Helping students improve their achievement in science and math, and in the use of computer and network technology.

  5. EXPLORATION • C oncept (define and classify) • O bject (agent and recipient) • P rocess (action) • E vent (script) • L ayout (physical position)

  6. Concept monument sun cloud rain safety wind catering play road trees restroom flora exhibition steps fauna grass pond signpost bench service access greenhouse 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] 13.07.04

  7. Object 5 - 8 driver motor /16 owns a has vehicle license is a CAR has used for transportation can be used for cargo people

  8. Process = tool, object, agent, rule, outcome, time, space 9-12 /16 FURNACE FACTORY with in NIGHT during manufacturing on for FLOUR by from BREAD OPERATOR RECIPIE

  9. Event 7 / 7 testingmotor assemblying transmission zzzz cc checkingcar xxxx aa balancing wheel placing frame yyyy bb

  10. Layout 30 29 28 27 26 25 24

  11. APPLICATION • Parsing • K eyword • S tatement • R elation • M odel • D efense

  12. Parsing Given : • 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 1 from Michalski, R.S., (1983)

  13. Underline nouns • Learningprocess 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 2

  14. Circle verbs • 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 3

  15. Verbs

  16. Mark adjectives • 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 4

  17. Double Underline Keyword • 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 5

  18. Break nouns • Learningprocess • instruction or practice, • acquisition of knowledge through • development of skills organization of knowledge • representations into • discovery of • facts and theories • observation and experimentation through 6

  19. Learningprocess Insert adjectives & verbs include • acquisition of knowledge • instruction or practice, new declarative • development of skills through motor and cognitive general, effective organization of knowledge into • representations new • discovery of • facts and theories • observation and experimentation through 7

  20. Keywordcorporate car 13 - 16 transportation /20 used for the destination and of goods people to a vehicle ! A desired

  21. main In the Statement 5-8 factory /20 BU AS the wiring, body, are assembled. motor, wheels car and the of the

  22. Relation VEHICLE is_a RESOURCE CAR is_a has_a powerful MOTOR is code

  23. CITY WALLS STREETS monuments GARDENS ports WATERFRONTS bridges AIRPORTS stations roadcrossings RAILWAYS houses schools BUILDINGS parkings temples 8.02.04 towers markets hospitals

  24. Fuzzy Model Building for Human Learning Dynamics (variables, ranges, spaces, memberships, rules, model, validation) THEN assigments evaluations contacts assesments relevant fair sufficient ~ reliable PROCESSES skills skills higher high FOR expectations INPUTS LEARNING OUTPUTS expectations higher high effective** personalities* personalities* higher high motivation motivation CIRCUMSTANCES higher high schedules regulations jobs resources atractive adequate conflictless acceptable *= values, believes, behaviour, habits, feelings, mood, inspiration, attitude, attention, powers (of all parties involved ) **=acquisiton, creation, delivery

  25. 27.12.04 ECOLOGY PHILOSOPHY BIOLOGY POLITICS ECONOMY SOCIOLOGY CULTURE GEOGRAPHY EDUCATION MEDICINE PHYSICS Mountain Land Krist River Climate Coast Water

  26. evaluation Administration Student policies influence constraints objection average + - - criteria GRADE skills load + - + evaluation effort information - + load expectation - Teacher encouragement ambition conflict - understanding objectives

  27. fuzzification defuzzification has aggregation universe implication turns to turns to can be has iak crip set element reduces by number inference iak set has operator name has two solves by form uses has fuzzy set range can be relation uses Fuzzy Logic multi value iak has smooth fires has uses has logic boundaries has rules possibility define has membership type has hedge antecendent consequent membership function can have defines has term has defines membership degree linguistic variable 19.06.03 uses

  28. implement review Model transformation how project reflect why what submits learner Education System evaluates assigns where when who instructor library schedule audits laboratory organizer prepares 30.08.2002/ 17.07.2006 leisure

  29. Defense organizer announces instructor implements COURSE releases registers learner completes assesses evaluates assignment premise, claim, argument

  30. CONCLUSION • Need for community "In that case," said the Hodja, "let those who know tell those who don't."

  31. Dedicated to the BU FED learners: • Form a group of max 25 learners • Divide the learning material among group • Each learner works on her material … BY • Marking nouns and verbs in the material • Drawing mental maps from nouns and verbs • Reading the material in length • Learners share the instructional material