Powerpoint template for scientific posters (Swarthmore College)

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CAS LC Computer Algebra System Learning
Companion
Dr. Louis DAlotto Dr. John-Thones
Amenyo Department of Math Computer Studies,
York College, CUNY
Conclusions Middleware Pragmatic. Can
accommodate a variety of Learning Styles,
Pedagogic Models Drill Practice, Rote,
Constructivist, Constructionist, Cognitive,
Cooperative Portable Available Anytime,
Anywhere (Web-based, Online) Extensible Educator
s can incorporate and integrate with their own
curricula and teaching objectives, via End-User
Programming Learner-focused Learning Companion
Engines
Introduction Overall Educational Context STEM
Education Narrower Focus STEM Education at City
Colleges, Community Colleges, State Colleges,
Pre-College (HS-12) Integrating CAS across
the STEM Curriculum Issues and
Concerns Empirical (and anecdotal) evidence for
most students in the targeted population the
foundational and pre-requisite STEM knowledge are
weak and require remediation
Innovative ideas Learning IT or Learning
Informatics based on Cognitive Science. Integrati
on of Push Pull Learning models. Consistent use
of Co-bundling of Topic-to-Learn aspects to
achieve parallel, distributed learning
models. Multi-paradigm approach based on
multiple Co-bundling. Various aspects of both
topic-to-learn and learners model can be
accessed via Probing Questions. Embody
topic-to-learn aspects (passive structures) in
computational and intelligent agents (active
structures) gt Obtain Distributed, Parallel,
Computational Systems for Learning
Companions. Use orchestration chart methods for
learning content authoring or end-user
programming. Next Steps Continuing work on
what it means for a learner / student to master a
topic or subject-to-learn. Translate into K.I.D
representation structures for learning
computational models. Elucidate changes to
educational content curriculum,
syllabus Concrete Implementation using COTS
(Commercial Off-the-Shelf Software), e.g.,
WebMathematica. Provide EUP (end-user
programming) tools and resources for educational
content authoring, based on the
approach. Deployable Implementation and
Dissemination
Results Each and every topic or subject-to-learn
has multiple aspects, facets, features,
dimensions, (as well as layers, levels, stages,
phases, characteristics, etc.). To master a
topic or subject-to-learn ? to master all (most?)
of the aspects or dimensions of the
topic. Learning Companion should consistently
provide concurrent / parallel learning resources
for all aspects or dimensions for each targeted
topic or subject-to-learn that is intended to be
mastered effectively and efficiently Develop
Learning Resources to meet the needs of the Ideal
Successful Student or Ideal Successful
Learner. Each real actual student has strengths
and weaknesses, relative to the Ideal Successful
Student These can also be regarded as
opportunities and threats (SWOT) (to learning a
particular topic or subject). The FT
(fault-tolerance) paradigm that can be applied to
each learning outcome, for a real actual student,
consists of the following stages Prevention
Prophylactics Monitoring Detection Diagnosis
Prognosis Control, Regulation
Bypass, Compensation Accommodation Correction
Therapeutics Recovery G. Polyas Heuristic
Method Problem Wish, Need, Desire, Vision,
Imagination, Expectation Expectation violation,
barrier, obstacle, challenge, threat Problem-to-so
lve as goal, mission, purpose, task, quest,
problem-to-find, problem-to-prove Problem-Solving
Looking for a Solution, Solution Idea,
Conjecture Problem-solving strategy(ies) DESC
(Decode, Encode, Solve, Check) Eureka! Aha!
Moment Plan, Outline, Idea for Solution,
Conjecture Solution Execution, Implementation,
Computation Calculation, Experiment, Proof,
Demonstration, Explanation Solution
Checking Criticism, Evaluation, Refutation,
Corroboration, Analysis Problem-solving
adaptation evolution Improve, transform,
reformulate conjecture, proof, problem, unknowns,
conditions, data
Materials and methods
Literature Polya, G., How To Solve It A New
Aspect of Mathematical Method, Princeton
University Press, Princeton, NJ, (1945), 2e
(1973). (Eds.) Anderson, L.W., et al., A
Taxonomy for Learning, Teaching and Assessing A
Revision of Blooms Taxonomy of Educational
Objectives, Addison Wesley Longman, New York, NY
(2001). Lakatos, I., Proofs and Refutations
The Logic of Mathematical Discovery, Cambridge
University Press, New York, NY (1976). Levine,
Mel, A Mind at a Time, Simon Schuster New York,
NY (2002).
Acknowledgments We thank CETL (Center for
Excellence in Teaching and Learning) for a Title
III Grant for partial support of the project.
We also thank Dr. Joseph Malkevitch and Dr.
T.C. Wu for their comments on some of the
educational materials developed during the
project. Prof. C. Mittman and M. Seaton have
also used some of the educational materials in
teaching Math 119 at York College.
Figure 1. Push-Pull (Learning Content
Producer-Consumer Architecture)
For further information Please contact
jta_at_york.cuny.edu or dalotto_at_york.cuny.edu.
Figure 2. Co-bundling technology - The Learning
Companion Functional Architecture