CM Application for Secondary School

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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

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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

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Creativity Model
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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

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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

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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

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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

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How to implement the Creativity Model (CM)?

• Formalization of the CM
• Husseins Creativity Mapper
• Prototype implementation
• Experiment in real conditions of secondary school

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Formalization

• We try to define operational semantics to the
  attributes
• Using Creativity Mapper
• Where
• Creativity alphabet (Viewpoints)
• Standard building blocks (?)
• Creativity boxes (pattern)

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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)

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Analyzing Students 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

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Example Persistence
Creativity Box
Different strengths
Tumbleweed(GC)
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CBs Interleaving
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Conclusion

• Experimental environment
• DMU Creativity Mapper
• Client and server components
• Checking the proposed model
• Different subjects
• Algebraic problems

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Thank you!