cm application for secondary school v.valkanova, s.stoyanov, h. zedan
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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
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 2
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
18.04.23 3SEERE'2009, 31.08 - 5.09.2009, Neum
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
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
Example: Connection Tracking
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 7
Assignment: the cube will be to cut in order to have the right unfold
Pedagogical Goal: 1.Creativity evaluation2.Parameters: connection
Connection Criteria: 1.Correct solution2.Number of attempts3.Number of rips
Students’ activities: 1.Observe2.Analyze3.Decide4.Rip off5.Generalize6.Rest ...
Connection
Example: Complexity Tracking
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 8
Assignment: a figure is selected which belongs to a different set (cube modifications, deformations)
Pedagogical Goal: 1.Creativity evaluation2.Parameters: complexity
Complexity Criteria: 1.Correct solution2.Number of attempts3.Number of rips4.Number of selected figures
Students’ activities: 1.Observe2.Analyze3.Decide4.Rip off5.Generalize
Complexity
How to implement the Creativity Model (CM)?
• Formalization of the CM– Hussein’s Creativity Mapper
• Prototype implementation• Experiment in real conditions of secondary
school
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 9
Formalization
• We try to define operational semantics to the attributes
• Using Creativity Mapper • Where:
– Creativity alphabet (Viewpoints)– Standard building blocks (?) – Creativity boxes (pattern)
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 10
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)
•
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 11
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
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 12
Example: Persistence
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 13
Creativity
Box
Tumbleweed(GC)
Different strengths
Conclusion
• Experimental environment– DMU Creativity Mapper
• Client and server components
• Checking the proposed model• Different subjects
– Algebraic problems
18.04.23 SEERE'2009, 31.08 - 5.09.2009, Neum 15
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