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: