CM Application for Secondary School

V.Valkanova, S.Stoyanov, H. Zedan

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

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

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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

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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

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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 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

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Example: Persistence

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Creativity

Box

Tumbleweed(GC)

Different strengths

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!

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