Moving Towards Unified Framework of Learning

8/7/2019 Moving Towards Unified Framework of Learning

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Chess in Schools:Moving Towards Unified

Framework of Learning

Presented by,

Malola Prasath T S

Authored by,

Malola Prasath T S

Ganapathy Krishnan H

Malola Priya S

KR Seshadri


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Introduction

Emerging Trends Chess in being made compulsory in Schools Improving Social- Educational-Cultural Observation

Inducing professionalism is the educational process

Our Focus

Process of Deploying the chess in Schools Deploy chess without over heading the cultural and educational

processes.

Chess as a mirror to project our character and increase theawareness in ourselves .

Process of Maintaining the chess in Schools Aligning activities with the chess principles.

Measurement Intensive learning


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Approach

Define Chess framework

Identify the Structural component of chess

Identify the Mechanism component of chess

Identify the goal component of chess

Identify the Educational Framework

Identify the Goal Framework

Align Chess Education Framework at Mechanism level

Align Chess Culture Framework at Cultural level

Project the thoughts to chess based framework toobserve our visibility over our development

Capture the measurements in an exploratory Data

analysis to arrive at meta state models.


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Why a Unified Framework of Learning?

Culture Education

Chess

Stealing theBandwidth

Pure Culture Pure Education


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The Significance of Culture Historic: Chess Prophesies and world champion prophets

Philidors Era the notion of philosophical approach to chess Paul Morphy,W. Stenitz - reflected the freshness and the aggression of

Industrial revolution in America.

Hyper Modern Era of Nimzowitch is the sensation ofInnovation

The Endgame Persistence of Capablanca

Botwinniks Emphasis on methods/processes reflect then scientific community

Blitz attack by Tal and Fischer reflect the notion ofWorld dominance

Notion of Strategic defense and incremental positional manoeuvre reflect cold-war mentality is observed in Anatoly Karpov.

Computer Assisted Reactive chess in Styles of Garry Kasparov, Anand reflectthe current practice of Re-use and design patterns.

Method: History is not mere co-incidence Project the thought processes against the imbalance in chess

Sense and Observe our depth of perception Incrementally progress by improvisation.

Observe ourselves back and forth to realize ourselves

Realization Cultural state of Man greatly influences the individuality

Chess is a framework built over simulated imbalances of Life.

Thoughts in Chess reflect the sensation of the cultural state of Mind.


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Understanding the Framework collaboration

Visibility over collaboration

Components

of Learning

Cultural Chess Education

Culture ? Imagination Reality

Chess Reality ? Imagination

Education Imagination Reality ?


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Architecture: Moving toward Unified Framework


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Two Stage Architecture for Unification

Aligning with respect to chess Aligning Chess based mechanism with Cultural

goals

Align Chess based goal with Educational

mechanisms Progressively minimize the gap between

cultural mechanisms and educational goals.

Project the visibility over Chess to maximize

the observation


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In Vivo Observation Model

Sensation of Experiencing Learning

Filters/Stimuli Cultural Education Chess

Observation Mechanism Structure Mechanism

Expectation Structure Mechanism Structure

Realization Mile Stone Mile Stone Mechanism

Perception of Learning Experience

Filters/Stimuli Sensation on Experiencing Learning

Observation Structure Confidence Milestone

Expectation Measurement Mechanism Progress

Realization Focus Locus Goal


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Using the EDA Charts

Customizing the ExploratoryData Analysis Progress Visibility chart

Exploring subjective progress inmulti-dimensions

Milestone specific progresstracker

Goal: Qualitative perception ofProgress

Skill Visibility chart (First Order) Observation Centricity

Expectation Centricity Realization Centricity

Sustenance Centricity

Figure 3: Progress Visibility

Chart

Cultural

Structure

Chess

Structure

Educational

Structure

Structure of

Activity

Activity

Performance

Method

Mile

stone

Expectation

Figure 4: Skill Visibility

Chart

Sustenance

Observation

Realization


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Workshop: Unified Framework flavor

Summer workshop (6 weeks) Workshop targeted Players, Parents, Mentors and

Coaches.

Framework: building an Observation hierarchy Players: First level of observers

Teachers: First derivative of observers

Parents: Second derivative of observers

Coaches: Second derivative of observers

Researcher: third derivative of observers observing the observationof parents, teacher

Setting the Stage: Consciousness of parents, teachers, coaches gives the unified view

of learning

Using the symbolic Interface to understand the learningprocess


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Quality of Participants:

Participants Rural-group Urban-Group

Chess Instructors 3 5

Students 74 60

Teachers 8 6

Parents 20 6Guardian 2 5

Assistants 2 10


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Implementation: WorkshopWeek Activity TargetAudience Purpose

1 Orientation Parents, Teachers Educate the visibility of Chess in Schools.

1 Learning Basics of Chess Parents, Teachers,students Understanding the basicsof chess

1 Study: Miniature games Students Understand the capacity of students to

observeand expect.

2 Exercise: Reproducing

Miniature Games

Students Understand the ability to familiarize with

positions.

2 Exercise: Identification of Symbols.

Students Develop the symbols based memory cues forinstructions.

3 Study: Miniature games Students Develop fluency over t he symbols

3 Exercise: Consolidation of

memory symbols

Teachers, Parents, Chess

Instructor

Identify the potential stimulus from which

students derive confidence.

4 Learning Standard symbols Students Measure the quality of accepting the change.

4 Study: Methods in the game of

chess

Students, Teachers Identify patterns in chess that depict real life

problem

5 Discussion: Moving from

Symbols to Chess

Students, Teachers Improve the maturity over observing deeper

patterns in chess and associate to education

5 Measurement: Measure the

subjective progress

Students, Teachers, Parents Measure the quality of subjective method

over in vivomeasurement.

6 Publishing Measurements Teachers, Students, Parents Continual tracking of new patterns realized

by students.


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Symbolic Usage in Chess

Types of symbols # Symbols for

Chennai students

# Symbols for N.E. India

students

# Common #Uncommon

Chess (Standard) 10 8 8 2

English symbols 9 3 2 7

Regional language 0 10 0 10

Math symbols 12 7 7 5

Cultural 8 8 2 12

Irregular 1 4 0 5

40 (Instructions) 40 (Instructions) 19 42


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Results: Comparing Rural vs Urban

Chennai vs NE India: against CMM levels

Observation: Rural was matured at L3

Expectation: Urban was matured at L3

Realization: Urban was matured at L3

Sustenance: Rural was matured at L4

Cultural

Orientation

Chess Orientation

Education Orientation

Activity

Disparity

Method

Sustenance

Observation

Disparity

Rural NorthEast India

Metropolitan Chennai, India

Expectati

on

Realization

Sustenance

Observation

Expectati

on

Realization

Figure 6: Comparison of Skill

Visibility Charts


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Reference[7] de Groot, A. (1978) Thought and Choice in Chess, Mouton, The Hague. (Original work published in 1946).[8] R. B. Tilove, "Set membership classification: A unified approach to geometric intersection problems,"IEEE Trans.

Comput., vol. C-29, no. 10, pp. 874-883, Oct. 1980.[9] Anderson, J. R. (1983) The Architecture of Cognition, Harvard University Press, Cambridge, MA.[10] Baer, A. (1976) A cognitive model of problem formulation in design, Institute of Physical Planning Reports,

Carnegie-Mellon University, Pittsburgh, PA.[11] Egan, D., and Schwartz, B. (1979) Chunking in recall of symbolic drawings, Memory and Cognition, 7, 149-158.

[12] Garry Kasparov, 2006, How Life Imitates Chess[17]Charness, N. (1992). The impact of chess research on cognitive science. Psychological Research, 54,4-9.[18] Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55-81.[19] de Groot, A. D. (1978). Thought and choice in chess. The Hague, The Netherlands: Mouton Publishers.[20] de Groot, A. D., & Gobet, F. (1996). Perception and memory in chess. Assen, The Netherlands: Van Gorcum.[21] Gobet, F., & Jansen, P. (1994). Towards a chess program based on a model of human memory. In H. J. van den

Herik, I. S. Herschberg, & J. E. Uiterwijk (Eds.), Advances in computer chess 7. Maastricht, The Netherlands:University of Limburg Press.

[22] Gobet, F., & Ritter, F. E. (2000). Individual Data Analysis and Unified Theories of Cognition: A methodologicalproposal. In N. Taatgen & J. Aasman (Eds.), Proceedings of the 3rd International Conference on CognitiveModelling (pp. 150-157). Veenendaal, The Netherlands: Universal Press.

[23]Gobet, F., & Simon, H. A. (1996b). Templates in chess memory: A mechanism for recallingseveral boards. Cognitive Psychology, 31, 1-40.

[24]Jones, G., Ritter, F. E., & Wood, D. J. (2000). Using a cognitive architecture to examine what develops.Psychological Science, 11(2), 93-100.

[25] Kitajima, M., & Polson, P. G. (1996). A comprehension-based model of exploration. In M J. Tauber, V. Bellotti, R.Jeffries, J. D. MacKinlay, & J. Nielsen (Eds.), Proceedings of the CHI 96 Conference on Human Factors inComputer Systems (pp. 324-331). New York: ACM.

[26] Ritter, F. E., & Larkin, J. H. (1994). Using process models to summarize sequences of human actions. Human-ComputerInteraction, 9(3), 345-383.

[27] Simon, H. A., & Chase, W. G. (1973). Skill in chess. American Scientist, 61, 393-403.


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