Learning stories: Difference between revisions

From OLPC
Jump to navigation Jump to search
No edit summary
m (Reverted edits by 62.215.3.45 (Talk); changed back to last version by MitchellNCharity)
 
(20 intermediate revisions by 11 users not shown)
Line 1: Line 1:
Please add your favorite stories about learning here.

Started by

[[Lin Shon Wan]]

[[Category:Learning]]
[[Category:Learning]]
[[Category:General Public]]
[[Category:General Public]]


Picked up by Hunter


Please add your favorite stories about learning here.
'''Quantim Math Lesson One'''

'''Quantim mathematics is a scientific way to develop a chain signal of reactions with in a transferred movement of negative mass.'''

{HR} would be a slight example

'''In order to theorize Quantim mathematics you first must make a continuum axis''' (We will not be doing that today)

'''In order to set up a Quantim structure base all other assets must be de-valued and made zero.''' ( you may try this but this is in lesson 4)

'''Lesson 1'''

down value(666,777,888,999,000) =nrn numbers

Negative reactive numbers

Negative reactive numbers=nrn

'''Lesson 1 Finshed'''
Thank you
Hunter


Leson 1+

Thanks


Quantim mathematics is a scientific way to develop a chain signal of reactions with in a transferred movement of negative masses.

In order to theorize Quantim Mathematics you first must make a continuum axis.

A continuum axis is an axis that is in continuum that is to be used as a base of the Quantim action.

In order to set up a Quantim structure base, all other assets must be de-valued and made zero.

To follow Quantim mass movement you must first make a reactive territory in which to theoretically move the mass to, once the projected frame of movement is defined.

With in this theory there is a negative X proton that must rely upon a de-structured cell, proton or atom in order to give base for the movement of particles

Once an exact triangular definition is confirmed you now have the basis for the tri-accqulere advancement of the negative X proton.

Lesson ONE.

Variations of infinite numbers:

(111,222,333,444,555,) down value (666,777,888,999,000)

Continuum numbers Negative reactive numbers

(556,557,558,559) + 5cr (continuum rotative)

Relative numbers

There are also other possibilities of combinations of numbers to form with in the groups of:

CN, NRN,RN with cr= 00

Lesson ONE question?

Find the Continuum axis.

Answer

All answers are correct as defined by the negative X proton.

Lesson Two

Using Quantim Mathematics define the likes and differences between

CN and NRN ?

Answer

There are no likes only differences.

Lesson Three

Using Quantim Mathematics express other possibilities for RN..

Answer

The possibilities are endless but not infinite with in the scope of a Continuum axis.

Lesson Four

Now that we have defined a Continuum axis we have found a base to place a negative theory, but not necessarily a negative X proton, but not excluding it either.

Because of the repatious factor in CN figures the actual CN factor has a variance in its actual appearance that is duly marked with in a Continuum’s predictive repetition factor.

As we all know repetition can cause the greatest problem in most sciences as an exact repeat of a cell, atom or proton can cause a malfunction in the system it repeats in.

Because in the actual model we are using as the Continuum axis for this demonstration, there is with in it a natural variance factor determined by out side influences with in its repetition.

Trilateral number unity

Trilateral number unity is not based on a three or tri system theory, but is based on the probable action that a three or a tri movement will occur.

Example

555=tnu

tnu=190

555 divided by 3 equals 185

5divided by 3 equals 3 with a remainder of 2

5divided by 3 equals 3 with a remainder of 2

5 divided by 3 equals 3 with a remainder of 2

2x3=6 divided by 3 =2 so 2+3=5

Hence 190

On some calculators 5 divided by 3 could be 1.6666666

This is a reminder of tnu as space with in it exists in systems for this type of computation.

Why would a simple equation like 5divided by 3 come out to such a long number in stead of just 1.2?

As in the first four lessons that define a type of value system as true or absolutely true the truth has in both for instances been defined as true and absolutely true.

Also in order for a real number to exist in the defined here; Quantim axis, it has to contain 3 digits even though the actual axis base can include more.

If you have figured out what the actual base is, it includes all the mentioned numbers but there is a limit in how the numbers can appear together to make them true, so with in the structure of setting the numbers in place there is an absolute impossibility.

Negative reactive numbers with in Trilateral number unity

666=222

777=259

888=296

999=333

With in the same theory for a Quantim number the Negative reactive numbers seem to be more in tune with Quantim math.

This is because the majority of changes and action takes place with in the Quantim field which in this case is the Quantim numbers.

Since only one set of numbers was used to define Trilateral number unity with in Quantim numbers there is more possibility for movement and not exact matches with in the Quantim field of Quantim numbers.

TNU

111= 37

222= 74

333= 111

444= 148

But based on 555=190

The above figures are true numbers but not absolute

111=3

222=6

333=9

444=12

With in an actual working Quantim field of mass movement the figures are true and sure with in truth or absolute.

Each TNU has with in its own structure to change the truth to true or absolute.

It is also to be noted as to why the numbers that were picked as each number having an actual value against it self with in a tri structure that is a total whole number and life in the continuum axis and impossibilities in the continuum axis..

Each number is the same number against it self and the now defined definition sharing with each other and exact same value as counted by place as:

true value= place place can = tens or hundreds

Also 1 is accepted as always true which has a total Quantim value with in all numbers


Out of the TNU the same working figures can devalue it self out as not having an exact continuum or a remainder if taken out of the Trilateral number unity theory.


== towards real research by learners ==
With in a Quantim field there is no other unity structure.
I was teaching computer science in UK in the early eighties when coursework projects were first introduced. It seemed natural that each learner should do a unique project. First ventures with an early WIMP system worked excitingly well with projects from truly outstanding to laboured, with much inter-student interaction, but national rollout of coursework across the sciences and maths brought one project per school (all in a school do the same project, often over two years. Ugh.) as the norm. In my last years of teaching, by now Physics, I tried to get every pupil to handle six to twelve unique projects each. The highest flier did over twelve in the two years, taking only two normal school days to complete each. Inspirational at a time when science coursework nationally had become a weak, disliked, and problem area. I note that London Gifted and Talented www.londongt.org has this year launched a scheme for unique projects, which seems to address the issues positively and with outreach. Hence the unsolicited plug.
: started by [[Bruce, age 63]]
== reading and writing ==
Just a simple but amazing application of the laptop as a reading and writing tool. My 2 year old Peter loves his abc books and has extended this love to the computer. Using Google images he types in a word presses "return" and gets to see a picture of what he wrote. At 2.5 years old he goes through the entire alphabet, "apple" to "zebra" and uses the computer with a proficiency that he has learned from trial and error.
: Started by [[Lin Shon Wan]]


== programming, age 5 ==
With in a definite Quantim field structure with in the true and absolute of TNU as the example done with the calculator the reality of 5 divided by 3 is 1.2 but the given number of a simple calculation was different. This is the definition between 185 and 190 as both answers to variations of the same property prove true.
I learnt to program a computer at a very young age (around 5 or 6). Like many programmers my age, I first learnt to program in BASIC on a c64. Unlike many programmers who learnt to program at a young age, my family was poor. We received the c64 as a christmas present on Dec 28, as we had to wait until the post-christmas sales for it to drop to a price my parents could afford. Every birthday or christmas, my two brothers and I would receive presents in the form of software (mostly games) to capitalize on the investment in a computer that my parents had made. I remember spending long days during school holidays entering lines and lines of BASIC and machine code from magazines, just to make it play a tune or display some poorly drawn graphics. Through reading other people's programs I learnt to write my own, and shortly after learnt assembler, Pascal, C and many other computer languages.


I always thought that small computers, which even poor families could afford, would be available to help children learn, but around the end of the 80's, this phenomona died and it wasn't until the late 90's, with the arrival of the internet, that the concept of a family computer caught on again. Perhaps the OLPC project can do for someone in the third world what the c64 did for me.. but maybe, just maybe, it can do so much more.
Lesson five


: by [[Trent Waddington]]
What is the reality of the calculator?


== Learning by making games ==
Answer
Read [http://wiki.laptop.org/go/Learning_Learning Seymour’s parables] on learning, better still read the [http://www.papert.org/works.html Works of Papert], then come back here and what I am saying will make more sense.


The OLPC is not a hardware project or a software project, it is not even a teaching project, it is a learning project. The computer is an “object to think with”, a sandpit which is only limited by human imagination.


''“The computer is a medium of human expression and if it has not yet had its Shakespeares, its Michelangelos or its Einsteins, it will. …. We have scarcely begun to grasp its human and social implications.”''
This is a speculative question that cannot be based on any number of calculations.
[http://www.papert.org/articles/ComputerCriticismVsTechnocentric.html Computer Criticism vs. Technocentric Thinking By Seymour Papert]


For kids to learn, they need an activity which is authentic and relevant to them, they need something which is easy to get into but can take them a long way, they need a “low floor and high ceiling”. The making of computer games can meet these needs, it can give opportunities for self-directed learning. Learning that may start in schools but continues at home.
As the Continuum axis has a more probable reactive structure but over time changes can independently change.


''"Games are thus the most ancient and time-honored vehicle for education. They are the original educational technology, the natural one, having received the seal of approval of natural selection. We don't see mother lions lecturing cubs at the chalkboard; we don't see senior lions writing their memoirs for posterity. In light of this, the question, "Can games have educational value?" becomes absurd. It is not games but schools that are the newfangled notion, the untested fad, the violator of tradition. Game-playing is a vital educational function for any creature capable of learning."''
Because of the importance of a zero or a devalued system the calculator becomes a negative reactive property and this has been displayed so early with in this devalued system most would have to devalue again because the calculator tricked you
[http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html Crawford, The Art of Computer Game Design]


[http://www.box.net/public/gaptkprrjs A number of teachers] have found that the latest generation of drag&drop game programming tools provide just that “low floor high ceiling” environment for self-directed learning. [http://www.groups.edna.edu.au/course/view.php?id=81Read more] about kids learning by creating games here.
One answer can be 2.


Games programming can be justified on three grounds:
transferable cognitive skills,
metacogitive skills and
affective benefits


The idea behind transferable cognitive skills is that students are learning skills in areas such as mathematics and literacy while programming games and that these skills will transfer to the more traditional areas with measurable outcomes:
By 1.7sixs or 1.666666, Two sets of three sixes. one six with two threes.
Cartesian coordinates;
Negative number;
Position, speed, acceleration;
Algebraic variables;
Relative & absolute value;
Estimation;
Chance;
New unidentified skills for a digital age


Metacognitive skills are the self management skills we employ when we are learning.
As the actual answer to 5 divided by 3 =1.2


Affective benefits refers to our attitudes to school, teachers and classrooms. If students enjoy going to school, they will learn better.
The calculator has expressed a 2 in a more developed manner


Etoys is the game programming activity that will ship with the OLPC, to provide such an environment,
Closing note for this group of lessons
the essential features are:


. easy entry level programming with drag and drop programming
If masses were to be moved then we can never really be sure of what we move as an exact value. This type of science is really very easy and quite sure once you figure it out so as you do calculations don’t assume that any space is the space for this(the rest of 1.6666666 to= 1.2) ready and waiting its more to it then that. Also make a small note of the variances as you practice if you have a good memory just make a mental note if you don’t jot it down on the side because it is really not important.
. a true versatile programming environment, not just selecting from limited scenarios
. top end extensibility through fully featured text based programming
. licencing which allows kids to continue to work at home for free


Etoys is looking good to meet those goals providing it has the "low floor".
Because the system has a devalued property there are many reasons for the answer about the calculator but you would have to value past information which is more important that you don’t do that and just follow along on a zero system.


Quantim numbers have many tricks and things to teach as you go along if you have a good teacher and in this case is some one who is learning with you.


by [http://tonyforster.blogspot.com Tony Forster]"The mind is not a vessel to be filled but a fire to be kindled." Plutarch (46 - 127)
I am sure there will be many surprises if you just follow along with this program and maybe you could be the lucky scientist that makes the first Quantim leap!


== An idea for school stories ==
''such as [[Esperanza School]]''


# Think about integrating computers into a curriculum at all stages. What does this mean for each teacher and class?
'''I'll be back to this in about three weeks . Work on it. It will help wiht you computer work> It will. Thats what I use>.'''
# Have students and teachers spend a week thinking about all the projects and experiments they have done over the past year; and describe them for others students of a similar age elsewhere around the world
Hunter

Latest revision as of 18:37, 28 August 2007


Please add your favorite stories about learning here.


towards real research by learners

I was teaching computer science in UK in the early eighties when coursework projects were first introduced. It seemed natural that each learner should do a unique project. First ventures with an early WIMP system worked excitingly well with projects from truly outstanding to laboured, with much inter-student interaction, but national rollout of coursework across the sciences and maths brought one project per school (all in a school do the same project, often over two years. Ugh.) as the norm. In my last years of teaching, by now Physics, I tried to get every pupil to handle six to twelve unique projects each. The highest flier did over twelve in the two years, taking only two normal school days to complete each. Inspirational at a time when science coursework nationally had become a weak, disliked, and problem area. I note that London Gifted and Talented www.londongt.org has this year launched a scheme for unique projects, which seems to address the issues positively and with outreach. Hence the unsolicited plug.

started by Bruce, age 63

reading and writing

Just a simple but amazing application of the laptop as a reading and writing tool. My 2 year old Peter loves his abc books and has extended this love to the computer. Using Google images he types in a word presses "return" and gets to see a picture of what he wrote. At 2.5 years old he goes through the entire alphabet, "apple" to "zebra" and uses the computer with a proficiency that he has learned from trial and error.

Started by Lin Shon Wan

programming, age 5

I learnt to program a computer at a very young age (around 5 or 6). Like many programmers my age, I first learnt to program in BASIC on a c64. Unlike many programmers who learnt to program at a young age, my family was poor. We received the c64 as a christmas present on Dec 28, as we had to wait until the post-christmas sales for it to drop to a price my parents could afford. Every birthday or christmas, my two brothers and I would receive presents in the form of software (mostly games) to capitalize on the investment in a computer that my parents had made. I remember spending long days during school holidays entering lines and lines of BASIC and machine code from magazines, just to make it play a tune or display some poorly drawn graphics. Through reading other people's programs I learnt to write my own, and shortly after learnt assembler, Pascal, C and many other computer languages.

I always thought that small computers, which even poor families could afford, would be available to help children learn, but around the end of the 80's, this phenomona died and it wasn't until the late 90's, with the arrival of the internet, that the concept of a family computer caught on again. Perhaps the OLPC project can do for someone in the third world what the c64 did for me.. but maybe, just maybe, it can do so much more.

by Trent Waddington

Learning by making games

Read Seymour’s parables on learning, better still read the Works of Papert, then come back here and what I am saying will make more sense.

The OLPC is not a hardware project or a software project, it is not even a teaching project, it is a learning project. The computer is an “object to think with”, a sandpit which is only limited by human imagination.

“The computer is a medium of human expression and if it has not yet had its Shakespeares, its Michelangelos or its Einsteins, it will. …. We have scarcely begun to grasp its human and social implications.” Computer Criticism vs. Technocentric Thinking By Seymour Papert

For kids to learn, they need an activity which is authentic and relevant to them, they need something which is easy to get into but can take them a long way, they need a “low floor and high ceiling”. The making of computer games can meet these needs, it can give opportunities for self-directed learning. Learning that may start in schools but continues at home.

"Games are thus the most ancient and time-honored vehicle for education. They are the original educational technology, the natural one, having received the seal of approval of natural selection. We don't see mother lions lecturing cubs at the chalkboard; we don't see senior lions writing their memoirs for posterity. In light of this, the question, "Can games have educational value?" becomes absurd. It is not games but schools that are the newfangled notion, the untested fad, the violator of tradition. Game-playing is a vital educational function for any creature capable of learning." Crawford, The Art of Computer Game Design

A number of teachers have found that the latest generation of drag&drop game programming tools provide just that “low floor high ceiling” environment for self-directed learning. more about kids learning by creating games here.

Games programming can be justified on three grounds: transferable cognitive skills, metacogitive skills and affective benefits

The idea behind transferable cognitive skills is that students are learning skills in areas such as mathematics and literacy while programming games and that these skills will transfer to the more traditional areas with measurable outcomes: Cartesian coordinates; Negative number; Position, speed, acceleration; Algebraic variables; Relative & absolute value; Estimation; Chance; New unidentified skills for a digital age

Metacognitive skills are the self management skills we employ when we are learning.

Affective benefits refers to our attitudes to school, teachers and classrooms. If students enjoy going to school, they will learn better.

Etoys is the game programming activity that will ship with the OLPC, to provide such an environment, the essential features are:

. easy entry level programming with drag and drop programming

. a true versatile programming environment, not just selecting from limited scenarios

. top end extensibility through fully featured text based programming

. licencing which allows kids to continue to work at home for free

Etoys is looking good to meet those goals providing it has the "low floor".


by Tony Forster"The mind is not a vessel to be filled but a fire to be kindled." Plutarch (46 - 127)

An idea for school stories

such as Esperanza School

  1. Think about integrating computers into a curriculum at all stages. What does this mean for each teacher and class?
  2. Have students and teachers spend a week thinking about all the projects and experiments they have done over the past year; and describe them for others students of a similar age elsewhere around the world
Retrieved from "http://wiki.laptop.org/mediawiki/index.php?title=Learning_stories&oldid=62441"