Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.Comment: In Proceedings THedu'11, arXiv:1202.453

Toward Learning of Imprecise Data : Rough sets and Elementary Formal Systems

This paper is concerned with a new type of generative device, which can deal with imprecise concepts. We propose Rough Elementary Formal Systems (REFSs), which is based on a rough set theory and some type of Post\u27s cononical systems. We give a definition of an REFS and discuss some properties and learnabilities of it

E-Learning Model for Equivalency Education Program in Indonesia

with the emergence of e-Learning, governments provide opportunities for online learning, whether formal or informal.  However, most of e-learning systems in Indonesia have been used at formal education environments, today. Therefore, this study proposes an E-Learning model to support non-formal education in Indonesia. This model is called as E-learning for the Equivalency Education Program (E-LEEP) model. The E-LEEP consists of three components: User, Education Program, and Monitoring. The user will be students and tutor. The education program includes Package A,  Package B,  and Package C  for elementary school, junior  high school, and senior  high school respectively. The monitoring will be used by institution and stakeholders. Each component will support the needs of students programs in e-Learning environment, in order to achieve the goal learning

A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware

Elementary Derivative Tasks and Neural Net Multiscale Analysis of Tasks

Neural nets are known to be universal approximators. In particular, formal neurons implementing wavelets have been shown to build nets able to approximate any multidimensional task. Such very specialized formal neurons may be, however, difficult to obtain biologically and/or industrially. In this paper we relax the constraint of a strict ``Fourier analysis'' of tasks. Rather, we use a finite number of more realistic formal neurons implementing elementary tasks such as ``window'' or ``Mexican hat'' responses, with adjustable widths. This is shown to provide a reasonably efficient, practical and robust, multifrequency analysis. A training algorithm, optimizing the task with respect to the widths of the responses, reveals two distinct training modes. The first mode induces some of the formal neurons to become identical, hence promotes ``derivative tasks''. The other mode keeps the formal neurons distinct.Comment: latex neurondlt.tex, 7 files, 6 figures, 9 pages [SPhT-T01/064], submitted to Phys. Rev.

Leadership for Learning Improvement in Urban Schools

Examines urban school leaders' efforts to improve the quality of teaching and learning by supporting progress for diverse students, sharing leadership work, and aligning resources. Analyzes school environments and coordination of various leadership roles

An Unfinished Canvas: Arts Education in California: Taking Stock of Policies and Practices

Provides an overview of K-12 arts education, including course offerings; availability of teachers, facilities, and materials; standards alignment, assessment, and accountability practices; and equal access. Discusses barriers and recommendations

The Practices of Play and Informal Learning in the miniGEMS STEAM Camp

Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase students’ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more students’ interests. miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girls’ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin

An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education

An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California)

Redefining Roles, Responsibilities, and Authority of School Leaders

Addresses the core challenges faced by principals and other school leaders faced with high expectations and accountability and inconsistent or limited support, based on current research literature in the field