Model Correctness Patterns as an Educational Instrument

UML class diagrams play a central role in modeling activities. Given the difficulty in producing high quality models, modelers must be equipped with an awareness of model design problems and the ability to identify and correct such models. In this paper we observe the role of class diagram correctness patterns as an educational instrument for improving class diagram modeling. We describe a catalog of correctness and quality design (anti)-patterns for class diagrams. The patterns characterize problems, analyze their causes and provide repairing advice. Pattern specification requires an enhancement of the class diagram meta-model. The pattern classification has a major role in clarifying design problems. Finally, we describe an actual experiment of using the catalog for teaching modeling

Non score-dependency: Theory and assessment

Untrained listeners demonstrate implicit knowledge of syntactic patterns and principles. Untrained generative music ability, for example singing, humming, and whistling, is a largely unconscious or intuitive application of these patterns and principles. From the viewpoint of embodied cognition, listening to music should evoke an internal representation or motor image which, together with the perception of organized music, should form the basis of musical cognition. Indeed, that is what listeners demonstrate when they sing, hum, or whistle familiar and unfamiliar tunes or when they vocally or orally improvise continuations to interrupted phrases. Research on vocal improvisation using continuations sung to an interrupted musical phrase, has shown that one’s cultural background influences the music generated. That should be the case for instrumentalists as well: when they play familiar or unfamiliar tunes by ear in different keys (transposition) or when they improvise variations, accompaniments, or continuations to interrupted phrases, the music they generate should reflect the same cognitive structures as their oral improvisations. This study is attempting to validate a test of (non) scoredependency that will enable assessment of the music student’s implicit knowledge of these structures during performance on the principal instrument

The Structured Process Modeling Method (SPMM) : what is the best way for me to construct a process model?

More and more organizations turn to the construction of process models to support strategical and operational tasks. At the same time, reports indicate quality issues for a considerable part of these models, caused by modeling errors. Therefore, the research described in this paper investigates the development of a practical method to determine and train an optimal process modeling strategy that aims to decrease the number of cognitive errors made during modeling. Such cognitive errors originate in inadequate cognitive processing caused by the inherent complexity of constructing process models. The method helps modelers to derive their personal cognitive profile and the related optimal cognitive strategy that minimizes these cognitive failures. The contribution of the research consists of the conceptual method and an automated modeling strategy selection and training instrument. These two artefacts are positively evaluated by a laboratory experiment covering multiple modeling sessions and involving a total of 149 master students at Ghent University

Developing The Attitude And Creativity In Mathematics Education

The structures in a traditionally-organized classroom of mathematics teaching can usually be linked readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work, teacher’s initiation, teacher’s direction and strongly teacher’s expectations of the outcome of student learning. If the teacher wants to develop appropriate attitude and creativities in mathematics teaching learning it needs for him to develop innovation in mathematics teaching. The teacher may face challenge to develop various style of teaching i.e. various and flexible method of teaching, discussion method, problem-based method, various style of classroom interaction, contextual and or realistic mathematics approach. To develop mathematical attitude and creativity in mathematics teaching learning processes, the teacher may understand the nature and have the highly skill of implementing the aspects of the following: mathematics teaching materials, teacher’s preparation, student’s motivation and apperception, various interactions, small-group discussions, student’s works sheet development, students’ presentations, teacher’s facilitations, students’ conclusions, and the scheme of cognitive development.In the broader sense of developing attitude and creativity of mathematics learning, the teacher may needs to in-depth understanding of the nature of school mathematics, the nature of students learn mathematics and the nature of constructivism in learning mathematics. Key Word: mathematical attitude, creativity in mathematics, innovation of mathematics teaching,school mathematics

Assessing the quality of a student-generated question repository

We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over the past two years. Mapping question quality onto the levels in the cognitive domain of Bloom's taxonomy, we find that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar studies of student-authored content in different subject domains. Similarly, the quality of student-authored explanations for questions was also high, with approximately 60% of all explanations classified as being of high or outstanding quality. Overall, 75% of questions met combined quality criteria, which we hypothesize is due in part to the in-class scaffolding activities that we provided for students ahead of requiring them to author questions.Comment: 24 pages, 5 figure

Logistic Knowledge Tracing: A Constrained Framework for Learner Modeling

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability