1. Erol Inelmen BU – December 2006 Learn to Learn

2. OUTLINE Introduction Exploration Application Conclusion

3. INTRODUCTION Need for change "Teach them to fish and they can feed themselves".

4. Helping students improve their achievement in science and math, and in the use of computer and network technology.

5. EXPLORATION C oncept (define and classify) O bject (agent and recipient) P rocess (action) E vent (script) L ayout (physical position)

6. Anatomy of a park : the essentials of recreation area planning and design / [by] Albert J. Rutledge. Illus. by Donald J. Molnar. New York : McGraw-Hill, 1971] sun rain cloud pond catering wind signpost steps fauna trees restroom flora safety bench play service road grass monument access 13.07.04 greenhouse exhibition Concept

7. Object CAR license motor has driver owns a has people cargo can be used for vehicle is a transportation used for 5 - 8 /16

8. Process manufacturing FACTORY BREAD FURNACE 9-12 OPERATOR FLOUR on in by for during NIGHT with RECIPIE from = tool, object, agent, rule, outcome, time, space /16

9. checking car placing frame testing motor assemblying transmission balancing wheel Event xxxx aa zzzz cc yyyy bb 7 / 7

10. 30 29 28 27 26 25 24 Layout

11. APPLICATION P arsing K eyword S tatement R elation M odel D efense

12. from Michalski, R.S., (1983) Learning process include the acquisition of new declarative knowledge, the development of motor and cognitive skills through instruction or practice, the organization of new knowledge into general, effective representations and the discovery of new facts and theories through observation and experimentation 1 Given : Parsing

13. Learning process include the acquisition of new declarative knowledge, the development of motor and cognitive skills through instruction or practice, the organization of new knowledge into general, effective representations and the discovery of new facts and theories through observation and experimentation Underline nouns 2

14. Learning process include the acquisition of new declarative knowledge, the development of motor and cognitive skills through instruction or practice, the organization of new knowledge into general, effective representations and the discovery of new facts and theories through observation and experimentation Circle verbs 3

15. Verbs propertyis a is kind of has comparativeis like is unlike is less is more timinghas happened casualityis caused causes locationtook place

16. Learning process include the acquisition of new declarative knowledge, the development of motor and cognitive skills through instruction or practice, the organization of new knowledge into general, effective representations and the discovery of new facts and theories through observation and experimentation Mark adjectives 4

17. Learning process include the acquisition of new declarative knowledge, the development of motor and cognitive skills through instruction or practice, the organization of new knowledge into general, effective representations and the discovery of new facts and theories through observation and experimentation Double Underline Keyword 5

18. acquisition of knowledge Break nouns instruction or practice, representations observation and experimentation Learning process development of skills organization of knowledge discovery offacts and theories through into through 6

19. acquisition of knowledge Insert adjectives & verbs instruction or practice, representations observation and experimentation Learning process development of skills organization of knowledge discovery offacts and theories through into through include new declarative motor and cognitive new general, effective 7

20. Keyword corporate car destination transportation people goods vehicle and desired used for the of ! to a A 13 - 16 /20

21. BU AS car factory wheels motor, body, the main In the of the are assembled. wiring, and the Statement 5-8 /20

22. CAR is_a has_a is is_a code VEHICLE MOTOR RESOURCE powerful Relation

23. CITY BUILDINGS WATERFRONTS WALLS GARDENS STREETS RAILWAYS AIRPORTS monuments ports bridges schools hospitals houses temples towers parkings markets stations roadcrossings 8.02.04

24. resources schedulesregulationsjobs adequateconflictlessacceptable atractive LEARNING PROCESSES CIRCUMSTANCES INPUTSOUTPUTS assigmentsevaluationscontactsassesments skills expectations personalities* motivation skills expectations personalities* motivation effective** relevantfairsufficient ~reliable higher high *= values, believes, behaviour, habits, feelings, mood, inspiration, attitude, attention, powers (of all parties involved ) **=acquisiton, creation, delivery Fuzzy Model Building for Human Learning Dynamics (variables, ranges, spaces, memberships, rules, model, validation) FOR THEN

25. PHILOSOPHY ECONOMY PHYSICS POLITICS GEOGRAPHY EDUCATION SOCIOLOGY 27.12.04 CULTURE MEDICINE Land River Coast Climate Krist BIOLOGY Mountain Water ECOLOGY

26. GRADE Student Teacher Administration effort criteria + evaluation + expectation policies load - average - - information + encouragement - evaluation objection skills ambition + - influence conflict - understandingobjectives constraints

27. Fuzzy Logic logic iak fuzzy set uses rules uses has smooth set iak boundaries element has antecendent consequent has range has universe has name number can be membership type crip set has membership function membership degree possibility iak value defines has defines define linguistic variable has term uses inference operator uses hedge can have solves by implication aggregation defuzzification turns to reduces by has two can be multi 19.06.03 fuzzification turns to fires relation form

28. Education System what why where who laboratory library leisure learner instructor transformation project organizer 30.08.2002/ 17.07.2006 when schedule prepares assigns audits submits evaluates how reflect reviewimplement Model

29. COURSE instructor learner organizer assignment implements completes announces registers assesses evaluates releases Defense premise, claim, argument

30. CONCLUSION Need for community "In that case," said the Hodja, "let those who know tell those who don't."

31. 1.Form a group of max 25 learners 2.Divide the learning material among group 3.Each learner works on her material … BY 4.Marking nouns and verbs in the material 5.Drawing mental maps from nouns and verbs 6.Reading the material in length 7.Learners share the instructional material Dedicated to the BU FED learners: