Date post: | 08-Apr-2018 |
Category: |
Documents |
Upload: | malola-prasath |
View: | 218 times |
Download: | 0 times |
of 19
8/7/2019 Moving Towards Unified Framework of Learning
1/19
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
8/7/2019 Moving Towards Unified Framework of Learning
2/19
2
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
8/7/2019 Moving Towards Unified Framework of Learning
3/19
3
8/7/2019 Moving Towards Unified Framework of Learning
4/19
4
8/7/2019 Moving Towards Unified Framework of Learning
5/19
5
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.
8/7/2019 Moving Towards Unified Framework of Learning
6/19
6
Why a Unified Framework of Learning?
Culture Education
Chess
Stealing theBandwidth
Pure Culture Pure Education
8/7/2019 Moving Towards Unified Framework of Learning
7/19
7
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.
8/7/2019 Moving Towards Unified Framework of Learning
8/19
8
Understanding the Framework collaboration
Visibility over collaboration
Components
of Learning
Cultural Chess Education
Culture ? Imagination Reality
Chess Reality ? Imagination
Education Imagination Reality ?
8/7/2019 Moving Towards Unified Framework of Learning
9/19
9
Architecture: Moving toward Unified Framework
8/7/2019 Moving Towards Unified Framework of Learning
10/19
10
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
8/7/2019 Moving Towards Unified Framework of Learning
11/19
11
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
8/7/2019 Moving Towards Unified Framework of Learning
12/19
12
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
8/7/2019 Moving Towards Unified Framework of Learning
13/19
13
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
8/7/2019 Moving Towards Unified Framework of Learning
14/19
14
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
8/7/2019 Moving Towards Unified Framework of Learning
15/19
15
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.
8/7/2019 Moving Towards Unified Framework of Learning
16/19
16
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
8/7/2019 Moving Towards Unified Framework of Learning
17/19
17
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
8/7/2019 Moving Towards Unified Framework of Learning
18/19
18
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.
8/7/2019 Moving Towards Unified Framework of Learning
19/19
Thank You
Your Questions ?