Learning GO
description
Transcript of Learning GO
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Learning GO
Hal Larsson
Sam Ogami
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What is GO
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Learning Problem
• Programs of GO instruction lose the interest of novice players. – The lack of a mental model in the Learn to
Play GO (LTPG) book makes it difficult to learn GO
– There are six chapters in the book before the central idea of territory is discussed in the game
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Learning Goals
• Discover how students create cognitive models of GO and how this process can be facilitated
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Design Principles
• C2 Sequences of Conceptual Development– The idea of territory is central to GO and is easily
relatable to learners’ existing experience – How are student linking GO to other existing
experiences
• C3 Explicit Attention to Generality– Territory is as an organizing principle to playing GO– What other organizing principles are learners forming
in the learning of GO
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Study
• Two groups of ten middle school children
• Groups A and B will follow a six-week course of GO instruction based on the first seven chapters of Learn To Play GO
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Study
• Group A will follow a curriculum that follows the book linearly
• Group B will follow the same basic structure with the following exception: the first week of instruction will cover the issues of territory introduced in chapter seven first
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Study
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Study
• To collect the data based off of open end interview with the students and final project.
• Data will be collected in these three ways:
1. Entrance interviews2. Weekly interviews3. Final project
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Weekly Interviews
• What does this weeks lesson remind you of ?
• Did something else you were doing this week remind you of GO?
• How do you think the concepts of this week’s lesson relate to last week’s?
• To previous weeks?
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What we are looking for in Interviews
• Conceptual maps that use or describe GO.
• The number of complexity of how they use GO in there answer
• How are they relating current lesson to other concepts
• How are they relating current lesson to previous lessons
• How much are they engaged in GO
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Prospective Findings
• We expect to find that group B will find GO more accessible than group A
• With both groups we hope to find what other types of links learners are creating in there understanding of GO
• With both groups we hope to find additional concept maps and schema that the learner are using to understand GO
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Design Solution
• We hope to gather content that will help develop better cognitive models to teach GO
• Develop a concept first curriculum for GO
• Apply other age appropriate links that learners create when playing GO
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Questions
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Thank You