Narrative Epistemology for Mathematics
•Download as PPT, PDF•
2 likes•572 views
The document discusses using narrative as a model for mathematical epistemology. It proposes three modes of epistemology: genetic, how knowledge is acquired; normative, how to validate what is known; and imperative, how to facilitate knowledge acquisition. As an example, it describes how narrative comprehension involves reconstructing experiences as communicative nodes linked in a semantic network representing events. It asks how mathematical texts can be read narratively and what cognitive evidence is needed to support modeling knowledge through narrative.
Report
Share
Report
Share
![Agenda ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Dubrovnik Pres
This document discusses the relationship between empiricism and the interpretation of probability. It argues that the interpretation of probability is relevant for empiricism because (1) empiricists use statistical inferences to make knowledge claims from empirical data, and (2) statistical inferences involve probability statements. The document then examines different interpretations of probability and proposes considering probability as a polysemic concept that can represent both subjective degrees of belief and objective tendencies displayed by chance devices.
Comprehension: Expert Presentation for Reading Class by Jenny, Sara and Monica
Comprehension involves accurately understanding written text through decoding, making connections, and deep thinking. It is important for learning across subjects. Students begin comprehending in early elementary grades by building on decoding skills. Theories emphasize using prior knowledge (schemas) to understand new information. Teachers can help comprehension through strategies like questioning, summarizing, using graphic organizers, and reciprocal teaching where students take turns leading discussions.
Costas Levels of Thinking
The document outlines Costa's three levels of questioning that move from simple recall of facts to more complex thinking. Level 1 questions can be answered directly from the text and involve recalling basic information. Level 2 questions require inferences to be made by combining facts from the text. Level 3 questions go beyond the text and require judgments, opinions, or predictions to be made using the information learned. Example questions are provided for each level to illustrate the differences.
As thurston says (prague)
- Mathematicians disagree on what constitutes a valid proof based on cognitive science research. Specifically, they disagree on what constitutes beauty, validity, and acceptable inferences in a proof.
- Thurston's 1994 paper arguing that formal proofs are irrelevant was in response to concerns about the effect of technology on proof at that time. However, his argument does not necessarily describe mathematical practice universally.
- Recent developments show an increasing role of formalization and proof assistants in mathematical practice, contradicting Thurston's claims to some extent. The humanities teach us to be rigorous in not overgeneralizing from a single author or argument.
As thurston says (prague)
- Mathematicians disagree on what constitutes a valid proof based on cognitive science research. Specifically, they disagree on what constitutes beauty, validity, and acceptable inferences in a proof.
- Thurston's 1994 paper arguing that formal proofs are irrelevant was in response to concerns about the effect of technology on proof at that time. However, his argument does not necessarily describe mathematical practice universally.
- Recent developments show an increasing role of formalization and proof assistants in mathematical practice, calling into question whether Thurston's view was ever truly representative.
Levels of comprehension
The document describes three levels of comprehension when reading: literal, interpretive, and applied. The literal level involves simple facts and details. The interpretive level involves drawing inferences and interpretations beyond the direct statements. The applied level involves synthesizing information and applying concepts to new situations. Each level increases in complexity, with applied comprehension representing the most sophisticated level of reading.
Understanding by-design
The document provides an overview of Understanding by Design (UbD), a framework for curriculum design and instruction created by Grant Wiggins and Jay McTighe. The key principles of UbD are:
1) It is focused on developing student understanding rather than merely covering content, with the end goal being that students can transfer their learning.
2) Planning curriculum should start with the desired results - such as desired understandings, essential questions, and skills - rather than starting with the content materials.
3) UbD requires shifting the focus from teaching content mastery to helping students learn how to use content. The curriculum emphasizes "big ideas" that connect facts and skills rather than presenting them discret
Analysing data i dan ii in Conversation Analysis
The document discusses methods for analyzing conversational data in conversation analysis (CA). It describes three key stages: [1] locating interesting phenomena in the data without preconceptions, [2] analyzing collections of instances to identify patterns, and [3] closely examining single cases or extended sequences. Specific techniques are outlined, including studying summons-answer phone call sequences, components of storytelling, and recipients' responses during stories. Maintaining cultural understanding and prioritizing participants' orientations are emphasized.
Recommended
Dubrovnik Pres
This document discusses the relationship between empiricism and the interpretation of probability. It argues that the interpretation of probability is relevant for empiricism because (1) empiricists use statistical inferences to make knowledge claims from empirical data, and (2) statistical inferences involve probability statements. The document then examines different interpretations of probability and proposes considering probability as a polysemic concept that can represent both subjective degrees of belief and objective tendencies displayed by chance devices.
Comprehension: Expert Presentation for Reading Class by Jenny, Sara and Monica
Comprehension involves accurately understanding written text through decoding, making connections, and deep thinking. It is important for learning across subjects. Students begin comprehending in early elementary grades by building on decoding skills. Theories emphasize using prior knowledge (schemas) to understand new information. Teachers can help comprehension through strategies like questioning, summarizing, using graphic organizers, and reciprocal teaching where students take turns leading discussions.
Costas Levels of Thinking
The document outlines Costa's three levels of questioning that move from simple recall of facts to more complex thinking. Level 1 questions can be answered directly from the text and involve recalling basic information. Level 2 questions require inferences to be made by combining facts from the text. Level 3 questions go beyond the text and require judgments, opinions, or predictions to be made using the information learned. Example questions are provided for each level to illustrate the differences.
As thurston says (prague)
- Mathematicians disagree on what constitutes a valid proof based on cognitive science research. Specifically, they disagree on what constitutes beauty, validity, and acceptable inferences in a proof.
- Thurston's 1994 paper arguing that formal proofs are irrelevant was in response to concerns about the effect of technology on proof at that time. However, his argument does not necessarily describe mathematical practice universally.
- Recent developments show an increasing role of formalization and proof assistants in mathematical practice, contradicting Thurston's claims to some extent. The humanities teach us to be rigorous in not overgeneralizing from a single author or argument.
As thurston says (prague)
- Mathematicians disagree on what constitutes a valid proof based on cognitive science research. Specifically, they disagree on what constitutes beauty, validity, and acceptable inferences in a proof.
- Thurston's 1994 paper arguing that formal proofs are irrelevant was in response to concerns about the effect of technology on proof at that time. However, his argument does not necessarily describe mathematical practice universally.
- Recent developments show an increasing role of formalization and proof assistants in mathematical practice, calling into question whether Thurston's view was ever truly representative.
Levels of comprehension
The document describes three levels of comprehension when reading: literal, interpretive, and applied. The literal level involves simple facts and details. The interpretive level involves drawing inferences and interpretations beyond the direct statements. The applied level involves synthesizing information and applying concepts to new situations. Each level increases in complexity, with applied comprehension representing the most sophisticated level of reading.
Understanding by-design
The document provides an overview of Understanding by Design (UbD), a framework for curriculum design and instruction created by Grant Wiggins and Jay McTighe. The key principles of UbD are:
1) It is focused on developing student understanding rather than merely covering content, with the end goal being that students can transfer their learning.
2) Planning curriculum should start with the desired results - such as desired understandings, essential questions, and skills - rather than starting with the content materials.
3) UbD requires shifting the focus from teaching content mastery to helping students learn how to use content. The curriculum emphasizes "big ideas" that connect facts and skills rather than presenting them discret
Analysing data i dan ii in Conversation Analysis
The document discusses methods for analyzing conversational data in conversation analysis (CA). It describes three key stages: [1] locating interesting phenomena in the data without preconceptions, [2] analyzing collections of instances to identify patterns, and [3] closely examining single cases or extended sequences. Specific techniques are outlined, including studying summons-answer phone call sequences, components of storytelling, and recipients' responses during stories. Maintaining cultural understanding and prioritizing participants' orientations are emphasized.
Explanation andy tharby
The document discusses effective strategies for explanation. It notes that explanations serve to make things understandable, clarify ideas, and provide context. Evidence supports teacher-led instruction, as students with less prior knowledge need more guidance. Effective explanations use strong subject knowledge, credibility, concise design, concepts supported by examples, metaphor, storytelling, and chances to elaborate. Concepts should be taught through concrete examples to connect to prior knowledge. Stories are memorable ways to inspire action.
Yess 4 Laurinda Brown
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
Behaviorism tocognitivism 13
This document provides instructions for an upcoming topic presentation assignment. It informs students that the topic schedule and assigned readings have been posted. Students must communicate with their fellow presenters to ensure different aspects of the topic are covered without duplicating each other's work. For their presentation, students must find at least two additional readings on their topic and construct a discussion question. They are responsible for moderating the online discussion and summarizing it for the class. The document outlines the goals and requirements for a successful presentation.
Chapter 5 EpistemologyIt is the mark of an educated mind .docx
Chapter 5: Epistemology
It is the mark of an educated mind to be able to entertain a thought without accepting it. ~ Aristotle
All external links that are not explicitly marked as "Required" are to be considered as "Optional" readings.
Overview
SECTIONS
1 Overview 6 Types of Knowledge
2 Rationalism 7 Truth
3 Empiricism 8 Truth and Science
4 Transcendentalism 9. Conclusion
5 Skepticism
How do we know what we claim to know? How do we find out what we know? How do we judge claims to know? Are our beliefs
reasaonable? Are reasonable beliefs the same as rational beliefs? Are our beliefs justified? How much evidence do I need to have before I
have a right to believe something?
These are questions covered in this chapter. They are in the field of philosophy known as epistemology (from Greek: episteme - to know, and
logos - logic/study).
The issues for epistemology are all, in one way or another, related to knowledge:
how much we know
what kinds of claims we know
where knowledge comes from
how we obtain knowledge
what knowledge really is
The sections of this chapter will cover the following:
Theories of Knowledge
1. RATIONALISM
2. EMPIRICISM
3. SKEPTICISM
4. TRANSCENDENTAL IDEALISM
5. SCIENTIFIC REALISM
Theories of Truth
CORRESPONDENCE THEORY
COHERENCE THEORY
PRAGMATIC THEORY
THE SCIENTIFIC METHOD
Introduction to Philosophy by Philip A. Pecorino is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported
License.
Page 1
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/OVERVIEW.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Types_of_knowledge.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Rationalism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Truth.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Empiricism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Truth_Science.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Transcendental_Idealism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Conclusion.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Skepticism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/default.htm
http://creativecommons.org/licenses/by-nc-nd/3.0/
Chapter 5: Epistemology
It is the mark of an educated mind to be able to entertain a thought without accepting it. ~ Aristotle
Overview
VIEW (Optional): Types of Claims http://youtu.be/D0tLd_jsiV8
Before we look into the various theories about how we know what we do know and how to determine if claims are true or not, it would be helpful
to make a number of important points or distinctions about language and how we use it. Not all uses of language involve a claim that can be
d ...
03. intro to argument, informal fallacies
Thank You for Arguing (TYFA) Selected pages:
Team 1: Ch. 1 (3-15)
Team 2: Ch. 2 (15-26)
Team 3: Ch. 3 (27-37)
Team 4: Ch. 14 (137-154)
Team 5: Ch. 15 (155-170)
Team 6: Ch. 16 (171-180)
Pedagogical patterns for learning programming by mistakes (presentation) (1)
This document discusses teaching programming and computer science. It notes that programming is difficult to teach because it requires communicating complex tasks to basic hardware. It reviews Seymour Papert's view that learning is underserved academically compared to pedagogy. The document then outlines constructivist learning theory and how it guides creating real-world problem solving environments where teachers take the role of facilitator. It discusses the goal of transforming how and what children learn. Finally, it reflects on challenges in teaching IT and CS, such as where to introduce these subjects and what baseline knowledge is needed for university.
Module 1 lecture
The document discusses several theories of how people learn, including:
- Students learn best when their prior knowledge is engaged and misconceptions are addressed. Hands-on, concrete experiences are important for learning.
- For learning to transfer to new contexts, students need deep conceptual understanding, not just memorization of facts. They must organize knowledge in a way that facilitates application.
- Metacognition, or reflecting on one's own thinking, allows students to take control of their own learning. Teachers should use strategies to help students process information and reflect on their learning.
Chi 2001 workshop proposal on narrative techniques
This document discusses John C Thomas's background and experience in human-computer interaction research and managing knowledge socialization efforts at IBM. It raises several critical issues regarding using interactive narrative to provide educational experiences that expand perspectives on different topics. These include balancing quantitative and qualitative reasoning, incorporating scenario-based thinking, and creating interactive experiences as compelling as linear narratives. The document proposes demonstrating techniques for gathering and analyzing stories and interactive scenario training at the workshop.
Why use video by david mann
Part of the Technology in the K-12 Classroom course at Willamette University through the Oregon Writing Project
Unit1 revision
The document provides information about an upcoming psychology exam, including its length, structure, and marking scheme. It also defines key terms like studies and theories, and provides guidelines for describing and evaluating studies. Specific studies discussed include Craik and Tulving's 1975 experiment demonstrating better recall of words processed semantically versus structurally or phonetically. Memory and forgetting are defined in relation to encoding, storage and retrieval. Several memory theories are also outlined, such as the multi-store model, levels of processing theory, trace decay theory, and cue-dependent theory.
We Learn through Analogies
Explains how people make analogies and compare them to known categories when they learn. This concept from cognitive scientists has important implications for teaching and learning.
Concept Mapping and the Development of Argumentation in the ZPD
This presentation succeeded to solicit the interest for a simple form of written and collaborative argumentation that can be used in association to concept mapping to help adolescent students in developing their potential for thinking in concepts.
In particular the presentation wanted to popularize Vygotsky's theoretical foundations as really capable to describe the transition from thinking in complexes to thinking in concepts. Using simple examples the congress attendees were able to undestand visually the kind of re-wiring happening in their minds as could happen to the students.
Story in teaching
This document discusses the use of stories in teaching psychology. It argues that stories are a powerful and memorable way to convey information to students. Stories engage students' emotions and imagination in a way that theories and facts alone cannot. The document provides guidance on finding and selecting appropriate stories from various sources to illustrate psychological concepts. It also offers tips for structuring lectures around narratives and using storytelling techniques to enhance engagement and recall of course material.
The Multi Store Model Of Memory And Research Into...
The multi-store model of memory proposes that memory can be divided into three distinct parts: the sensory store, short-term store, and long-term store. According to this model, data is first encountered by the sensory store and then processed into the short-term store if given attention, and finally into the long-term store if rehearsed. Research such as Murdock's serial position effect study provides support for this model. The working memory model examines how information is temporarily stored and manipulated to perform tasks. Working memory allows for the immediate recall of information through rehearsal. Luck and Vogel's change detection experiment found that the capacity of short-term memory is around 3-4 items.
Why symbol-grounding is both impossible and unnecessary, and why theory-tethe...
Introduction to key ideas of semantic models,
implicit definitions and symbol tethering, using ideas from philosophy of science and model theoretic semantics to explain why symbol ground theory is misguided: there is no need for all symbols used by an intelligent agent to be 'grounded' in terms of experience, or sensory-motor patterns. Rather, most of the meaning of a symbol may come from its role in a powerful explanatory theory, though the theory should have some connection with experiments and observations in order to be applicable to the world. That is not the same as requiring every symbol to be linked to experiences, experiments or measurements.
Symbol grounding theory is a modern version of the philosophical theory of 'concept empiricism', which was refuted by the philosopher Immanuel Kant in the 18th century.
MOOCs and open practices PGDip presentation
A slideshow presentation of how Activity Theory can be used to study changing pedagogical practices and attitudes/beliefs
Learning
This document provides an outline and information for the CS451/CS551/EE565 Artificial Intelligence course on learning and connectionism taught by Prof. Janice T. Searleman. It includes topics on learning agents, neural networks, reading assignments from relevant AI textbooks, details on the final exam and homework assignment. Concepts covered include different types of learning such as rote learning, reinforcement learning, supervised and unsupervised induction. Neural networks and connectionism are also discussed.
Changing assessments using tri archic intelligence theory.
The origins of differentiated instruction stem from the theory of triarchic intelligence. This presentation discusses this theory and has practical models of triarchic instruction.
Mental models - Final Presentation
These are the final slides used for the presentation of “Mental Models” at University of Central Lancashire.
philosophy of education
This document discusses various philosophies of education including perennialism, essentialism, progressivism, and social reconstructionism. It also covers the key branches of philosophy - epistemology, metaphysics, axiology, and logic. Epistemology examines how we know what we know. Metaphysics considers the nature of reality. Axiology deals with values and ethics. Logic examines deriving valid conclusions. When forming a personal philosophy of education, it is important to examine one's beliefs and be open to change if evidence shows errors. Educational philosophies provide a framework for making classroom decisions.
Education as a design practice and a design science
The document discusses education as a design practice and science. It talks about how education should help students examine the world critically and make their own decisions. Effective education erodes boundaries between online/offline and formal/informal learning. The speaker advocates a hybrid approach to education that incorporates critical thinking, inquiry-based learning, and playfulness. Education involves designing learning experiences and conditions for students to learn. Learning design questions include defining objectives, assessing outcomes, and planning learning experiences and paths.
Simon Nelson: FutureLearn
The document describes an online learning platform that focuses on quality in its design, pedagogy, and content. It provides an innovative social learning approach using high quality content built from the best resources on the web. Courses on the platform have a simple, delightful, and flexible user experience and are structured into intuitive weeks of activities and steps to clearly meet learning objectives.
More Related Content
Similar to Narrative Epistemology for Mathematics
Explanation andy tharby
The document discusses effective strategies for explanation. It notes that explanations serve to make things understandable, clarify ideas, and provide context. Evidence supports teacher-led instruction, as students with less prior knowledge need more guidance. Effective explanations use strong subject knowledge, credibility, concise design, concepts supported by examples, metaphor, storytelling, and chances to elaborate. Concepts should be taught through concrete examples to connect to prior knowledge. Stories are memorable ways to inspire action.
Yess 4 Laurinda Brown
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
Behaviorism tocognitivism 13
This document provides instructions for an upcoming topic presentation assignment. It informs students that the topic schedule and assigned readings have been posted. Students must communicate with their fellow presenters to ensure different aspects of the topic are covered without duplicating each other's work. For their presentation, students must find at least two additional readings on their topic and construct a discussion question. They are responsible for moderating the online discussion and summarizing it for the class. The document outlines the goals and requirements for a successful presentation.
Chapter 5 EpistemologyIt is the mark of an educated mind .docx
Chapter 5: Epistemology
It is the mark of an educated mind to be able to entertain a thought without accepting it. ~ Aristotle
All external links that are not explicitly marked as "Required" are to be considered as "Optional" readings.
Overview
SECTIONS
1 Overview 6 Types of Knowledge
2 Rationalism 7 Truth
3 Empiricism 8 Truth and Science
4 Transcendentalism 9. Conclusion
5 Skepticism
How do we know what we claim to know? How do we find out what we know? How do we judge claims to know? Are our beliefs
reasaonable? Are reasonable beliefs the same as rational beliefs? Are our beliefs justified? How much evidence do I need to have before I
have a right to believe something?
These are questions covered in this chapter. They are in the field of philosophy known as epistemology (from Greek: episteme - to know, and
logos - logic/study).
The issues for epistemology are all, in one way or another, related to knowledge:
how much we know
what kinds of claims we know
where knowledge comes from
how we obtain knowledge
what knowledge really is
The sections of this chapter will cover the following:
Theories of Knowledge
1. RATIONALISM
2. EMPIRICISM
3. SKEPTICISM
4. TRANSCENDENTAL IDEALISM
5. SCIENTIFIC REALISM
Theories of Truth
CORRESPONDENCE THEORY
COHERENCE THEORY
PRAGMATIC THEORY
THE SCIENTIFIC METHOD
Introduction to Philosophy by Philip A. Pecorino is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported
License.
Page 1
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/OVERVIEW.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Types_of_knowledge.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Rationalism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Truth.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Empiricism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Truth_Science.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Transcendental_Idealism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Conclusion.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter 5 Epistemology/Skepticism.htm
http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/default.htm
http://creativecommons.org/licenses/by-nc-nd/3.0/
Chapter 5: Epistemology
It is the mark of an educated mind to be able to entertain a thought without accepting it. ~ Aristotle
Overview
VIEW (Optional): Types of Claims http://youtu.be/D0tLd_jsiV8
Before we look into the various theories about how we know what we do know and how to determine if claims are true or not, it would be helpful
to make a number of important points or distinctions about language and how we use it. Not all uses of language involve a claim that can be
d ...
03. intro to argument, informal fallacies
Thank You for Arguing (TYFA) Selected pages:
Team 1: Ch. 1 (3-15)
Team 2: Ch. 2 (15-26)
Team 3: Ch. 3 (27-37)
Team 4: Ch. 14 (137-154)
Team 5: Ch. 15 (155-170)
Team 6: Ch. 16 (171-180)
Pedagogical patterns for learning programming by mistakes (presentation) (1)
This document discusses teaching programming and computer science. It notes that programming is difficult to teach because it requires communicating complex tasks to basic hardware. It reviews Seymour Papert's view that learning is underserved academically compared to pedagogy. The document then outlines constructivist learning theory and how it guides creating real-world problem solving environments where teachers take the role of facilitator. It discusses the goal of transforming how and what children learn. Finally, it reflects on challenges in teaching IT and CS, such as where to introduce these subjects and what baseline knowledge is needed for university.
Module 1 lecture
The document discusses several theories of how people learn, including:
- Students learn best when their prior knowledge is engaged and misconceptions are addressed. Hands-on, concrete experiences are important for learning.
- For learning to transfer to new contexts, students need deep conceptual understanding, not just memorization of facts. They must organize knowledge in a way that facilitates application.
- Metacognition, or reflecting on one's own thinking, allows students to take control of their own learning. Teachers should use strategies to help students process information and reflect on their learning.
Chi 2001 workshop proposal on narrative techniques
This document discusses John C Thomas's background and experience in human-computer interaction research and managing knowledge socialization efforts at IBM. It raises several critical issues regarding using interactive narrative to provide educational experiences that expand perspectives on different topics. These include balancing quantitative and qualitative reasoning, incorporating scenario-based thinking, and creating interactive experiences as compelling as linear narratives. The document proposes demonstrating techniques for gathering and analyzing stories and interactive scenario training at the workshop.
Why use video by david mann
Part of the Technology in the K-12 Classroom course at Willamette University through the Oregon Writing Project
Unit1 revision
The document provides information about an upcoming psychology exam, including its length, structure, and marking scheme. It also defines key terms like studies and theories, and provides guidelines for describing and evaluating studies. Specific studies discussed include Craik and Tulving's 1975 experiment demonstrating better recall of words processed semantically versus structurally or phonetically. Memory and forgetting are defined in relation to encoding, storage and retrieval. Several memory theories are also outlined, such as the multi-store model, levels of processing theory, trace decay theory, and cue-dependent theory.
We Learn through Analogies
Explains how people make analogies and compare them to known categories when they learn. This concept from cognitive scientists has important implications for teaching and learning.
Concept Mapping and the Development of Argumentation in the ZPD
This presentation succeeded to solicit the interest for a simple form of written and collaborative argumentation that can be used in association to concept mapping to help adolescent students in developing their potential for thinking in concepts.
In particular the presentation wanted to popularize Vygotsky's theoretical foundations as really capable to describe the transition from thinking in complexes to thinking in concepts. Using simple examples the congress attendees were able to undestand visually the kind of re-wiring happening in their minds as could happen to the students.
Story in teaching
This document discusses the use of stories in teaching psychology. It argues that stories are a powerful and memorable way to convey information to students. Stories engage students' emotions and imagination in a way that theories and facts alone cannot. The document provides guidance on finding and selecting appropriate stories from various sources to illustrate psychological concepts. It also offers tips for structuring lectures around narratives and using storytelling techniques to enhance engagement and recall of course material.
The Multi Store Model Of Memory And Research Into...
The multi-store model of memory proposes that memory can be divided into three distinct parts: the sensory store, short-term store, and long-term store. According to this model, data is first encountered by the sensory store and then processed into the short-term store if given attention, and finally into the long-term store if rehearsed. Research such as Murdock's serial position effect study provides support for this model. The working memory model examines how information is temporarily stored and manipulated to perform tasks. Working memory allows for the immediate recall of information through rehearsal. Luck and Vogel's change detection experiment found that the capacity of short-term memory is around 3-4 items.
Why symbol-grounding is both impossible and unnecessary, and why theory-tethe...
Introduction to key ideas of semantic models,
implicit definitions and symbol tethering, using ideas from philosophy of science and model theoretic semantics to explain why symbol ground theory is misguided: there is no need for all symbols used by an intelligent agent to be 'grounded' in terms of experience, or sensory-motor patterns. Rather, most of the meaning of a symbol may come from its role in a powerful explanatory theory, though the theory should have some connection with experiments and observations in order to be applicable to the world. That is not the same as requiring every symbol to be linked to experiences, experiments or measurements.
Symbol grounding theory is a modern version of the philosophical theory of 'concept empiricism', which was refuted by the philosopher Immanuel Kant in the 18th century.
MOOCs and open practices PGDip presentation
A slideshow presentation of how Activity Theory can be used to study changing pedagogical practices and attitudes/beliefs
Learning
This document provides an outline and information for the CS451/CS551/EE565 Artificial Intelligence course on learning and connectionism taught by Prof. Janice T. Searleman. It includes topics on learning agents, neural networks, reading assignments from relevant AI textbooks, details on the final exam and homework assignment. Concepts covered include different types of learning such as rote learning, reinforcement learning, supervised and unsupervised induction. Neural networks and connectionism are also discussed.
Changing assessments using tri archic intelligence theory.
The origins of differentiated instruction stem from the theory of triarchic intelligence. This presentation discusses this theory and has practical models of triarchic instruction.
Mental models - Final Presentation
These are the final slides used for the presentation of “Mental Models” at University of Central Lancashire.
philosophy of education
This document discusses various philosophies of education including perennialism, essentialism, progressivism, and social reconstructionism. It also covers the key branches of philosophy - epistemology, metaphysics, axiology, and logic. Epistemology examines how we know what we know. Metaphysics considers the nature of reality. Axiology deals with values and ethics. Logic examines deriving valid conclusions. When forming a personal philosophy of education, it is important to examine one's beliefs and be open to change if evidence shows errors. Educational philosophies provide a framework for making classroom decisions.
Similar to Narrative Epistemology for Mathematics (20)
Chapter 5 EpistemologyIt is the mark of an educated mind .docx
Chapter 5 EpistemologyIt is the mark of an educated mind .docx
Pedagogical patterns for learning programming by mistakes (presentation) (1)
Pedagogical patterns for learning programming by mistakes (presentation) (1)
Chi 2001 workshop proposal on narrative techniques
Chi 2001 workshop proposal on narrative techniques
Concept Mapping and the Development of Argumentation in the ZPD
Concept Mapping and the Development of Argumentation in the ZPD
The Multi Store Model Of Memory And Research Into...
The Multi Store Model Of Memory And Research Into...
Why symbol-grounding is both impossible and unnecessary, and why theory-tethe...
Why symbol-grounding is both impossible and unnecessary, and why theory-tethe...
Changing assessments using tri archic intelligence theory.
Changing assessments using tri archic intelligence theory.
More from Yishay Mor
Education as a design practice and a design science
The document discusses education as a design practice and science. It talks about how education should help students examine the world critically and make their own decisions. Effective education erodes boundaries between online/offline and formal/informal learning. The speaker advocates a hybrid approach to education that incorporates critical thinking, inquiry-based learning, and playfulness. Education involves designing learning experiences and conditions for students to learn. Learning design questions include defining objectives, assessing outcomes, and planning learning experiences and paths.
Simon Nelson: FutureLearn
The document describes an online learning platform that focuses on quality in its design, pedagogy, and content. It provides an innovative social learning approach using high quality content built from the best resources on the web. Courses on the platform have a simple, delightful, and flexible user experience and are structured into intuitive weeks of activities and steps to clearly meet learning objectives.
Paul Hunter: why MOOCs and Executives Don't Mix
presentation for "MOOCs: Here to Stay" panel at OEB'15
http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
Sanna Ruhalahti: Wanted - MOOC Pedagogy
presentation for "MOOCs: Here to Stay" panel at OEB'15
http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
OEC Paris Residential: scenarios workshop
This document outlines the agenda and process for a workshop aimed at exploring challenges in education and identifying potential innovations. The workshop will:
1) Have participants get to know the key actors in the education domain, understand the forces influencing them, and describe their current practices.
2) Identify tensions or gaps between the forces and intentions of different actors.
3) Explore alternative practices and innovations that could better address stakeholders' concerns, with groups proposing new ideas and getting feedback.
MOOCs for Web Talent
This document summarizes a workshop that aimed to explore how MOOCs can help unemployed youth in Europe. A study was conducted that included a literature review of MOOCs, a survey of over 2,800 individuals, and expert reviews. The survey found high demand for MOOCs in web design and a need for hands-on, practical courses that develop job skills. Recommendations included improving the mapping of supply and demand of MOOCs, establishing quality standards, and ensuring courses acknowledge learner demands for practical, skills-based content with opportunities for feedback and networking.
OpenEducation Challenge Incubator Programme
The document summarizes the OpenEducation Challenge Incubator Programme, which aims to support teams in developing high-quality educational projects. The programme helps participants work in teams to design learning experiences, develop business plans, prototype systems, and present their innovations. It uses workshop and residential formats for collaboration, feedback, and planning next steps. Teams have private workspaces but share learning through common areas and presentations, with guidance from mentors and tutors throughout the process.
OpenEducation Challenge Finalists' Workshop: Design Thinking Session
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
EEE Project Meeting, June 2014
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
How to ruin a mooc
This document outlines lessons learned from running the OLDS MOOC on designing open learning. It discusses the course's design principles of being radically open, having a daily structure with autonomous activities, and emphasizing peer support and collaborative learning. It then describes the technological tools used, including Google sites, groups, and Cloudworks. Feedback indicates the course's techniques helped participants in their own work. Evaluations and publications about the course were also produced. The document concludes by humorously suggesting ways to "ruin a MOOC", such as using home-brew technology, over-involving facilitators, or adding unnecessary complexity.
Iterative research and development of teacher training in learning design
The METIS project aims to provide educators with an Integrated Learning Design Environment (ILDE) and workshops to train them in using the ILDE to support effective learning design. Research was conducted to identify the requirements of different contexts and user groups for the workshops. Examples of similar workshops were also evaluated to inform the design. An initial version of the METIS workshop structure was developed, which provides a "meta-design" that can be customized for different user groups. The structure will be used to develop and evaluate workshop packages for three user groups to test and improve the design.
Metis project worskhop design
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshop
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
OLDS MOOC Week 7: Formative evaluation paper
This document discusses the importance of formative evaluation in the learning design process. It defines formative evaluation as the systematic collection of information to inform decisions about improving an educational product during its development. The summary is:
Formative evaluation involves gathering feedback from experts, learners, and others to inform decisions about improving a learning design. This feedback is collected throughout the design process using methods like peer review, expert review involving content and design specialists, learner usability testing, and prototype testing. Formative evaluation helps ensure a learning design is effective, usable, and aligned with learner needs before completion.
Design narratives
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
Week7 intro evaluate
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
The Pedagogical Patterns Collector User Guide
The Pedagogical Patterns Collector (PPC) is a web tool that allows teachers to browse, adopt, adapt, and share pedagogical patterns and learning designs. The PPC contains sample patterns that can be viewed generically or with examples for specific subjects. Teachers can use the PPC to design new patterns or adapt existing ones. Patterns can be saved, exported, printed, and shared with other PPC users. The tool is meant to facilitate collaboration and reuse of good teaching ideas across different subject areas.
TILD workshop at ARV 2013
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
Learning Design: mapping the landscape
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
More from Yishay Mor (20)
Education as a design practice and a design science
Education as a design practice and a design science
OpenEducation Challenge Finalists' Workshop: Design Thinking Session
OpenEducation Challenge Finalists' Workshop: Design Thinking Session
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
Iterative research and development of teacher training in learning design
Iterative research and development of teacher training in learning design
Metis project deliverable D3.2: Draft of pilot workshop
Metis project deliverable D3.2: Draft of pilot workshop
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Recently uploaded (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Narrative Epistemology for Mathematics
- 1. Yishay Mor, Maths Lunch, IOE, Dec. 2008 A Narrative Epistemology for Mathematics; Genetic, Normative and Imperative
- 3. A possible path from experience to knowledge
- 4. Narrative :: something happened to someone in some circumstances
- 6. From body to story Perception Attention Selection Sequencing
- 10. Fusing Narratives My Swan Your Swan Swancept
- 11. Genre transposition Paradigmatic Imaginative I saw a white swan I saw a white swan Swans are white
- 12. Ok, but what has this got to do with learning mathematics?
- 16. Example: genetic I predict that when I add up the totals they will start at 0.5 and increase by smaller and smaller amounts without getting to 1. I think this because the first number in my sequence is 0.5. This takes me half way to 1. To get to 1 I would need to add this again but I only add half of this, 0.25. This means that each time I only add half of what is necessary to get to 1 so I will never get there. I think the line of the graph will look like the graph above upside down or the one underneath but not so wobbly!
- 19. Design patterns [describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice (Alexander et al., 1977) C o n t e x t Problem Solution
- 22. What do you see? After a case story is presented, ask the audience to identify the primary points from their perspective. What is the key message you take from this story?
- 23. Make it a pattern When, Where, Who Collision of forces Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
- 26. Example design pattern: objects to talk with Learning activities involve the use or construction of artefacts. When providing tools for learners to discuss their experience ... allow them to include these artefacts in the scope of their discussion. [...] Whatever the nature of the objects, the medium should support a visual (graphical, symbolic, animated or simulated) 1:1 representation of these objects.