WO2017105176A1 - Système d'attribution de charges de travail pour atteindre des habilités mathématiques - Google Patents

Système d'attribution de charges de travail pour atteindre des habilités mathématiques Download PDF

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Publication number
WO2017105176A1
WO2017105176A1 PCT/MX2015/000181 MX2015000181W WO2017105176A1 WO 2017105176 A1 WO2017105176 A1 WO 2017105176A1 MX 2015000181 W MX2015000181 W MX 2015000181W WO 2017105176 A1 WO2017105176 A1 WO 2017105176A1
Authority
WO
WIPO (PCT)
Prior art keywords
skills
eha
academic
uoc
micro
Prior art date
Application number
PCT/MX2015/000181
Other languages
English (en)
Spanish (es)
Inventor
Dino Alejandro Pardo Guzman
Ramon SOTO DE LA CRUZ
Julio WAISSMAN VILANOVA
Fernando SOTO CAMACHO
Mercedes SERNA FELIX
Original Assignee
Dino Alejandro Pardo Guzman
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Dino Alejandro Pardo Guzman filed Critical Dino Alejandro Pardo Guzman
Priority to PCT/MX2015/000181 priority Critical patent/WO2017105176A1/fr
Publication of WO2017105176A1 publication Critical patent/WO2017105176A1/fr

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Classifications

    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q99/00—Subject matter not provided for in other groups of this subclass
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers

Definitions

  • the present invention has its preponderant field of application in the educational field, particularly in those academic activities where it is required to assign academic burdens or tasks (exercises and problems) or depending on the results of a previous assessment of a student's knowledge.
  • homework has been considered as a means to reinforce the knowledge acquired in school and aims to motivate the child's learning, especially in subjects such as mathematics.
  • the appropriate assignment of homework is a process that should be include those factors that determine the academic characteristics of students, such as learning history, that is, the results obtained in exams and assignments during their academic life should determine a personalized assignment of tasks.
  • the atrial sequence of a subject such as mathematics implies the study of different concepts that form a knowledge structure, where one or more concepts are predecessors of others. That is, there is a succession of skills that must be approved to successfully continue the study of subsequent skills. Hence the importance and the need to implement a system for a correct and appropriate assignment of tasks or academic burdens that allow the acquisition of knowledge.
  • the invention No. WO2013040111 A1 presents a micro skills organization design, focused on the self-assessment of a group.
  • the problem with this patent is that each group decides its own standards, which does not allow comparison between groups even when it has standardized tests of the skills to be achieved by the students.
  • the invention No. US20050244802 also works with schools or groups generating a global indicator that describes the performance achieved.
  • the invention No. US20100279265 describes a learning model focused on a longitudinal diagnosis of competences, but without entering into an analysis of required processes or skills.
  • the patent aims to provide information to the teacher to address specific weaknesses and improve the performance of their students in official exams. An important detail is that it does not offer mechanisms for deep diagnosis as a key element of the educational process.
  • the invention No. US20020034719 presents a module for generating and assigning standardized tests according to the expected performance of a student or individual in general.
  • the invention focuses more on the care and transmission of test results.
  • the invention No. US20040024776 presents a system for handling school documents, such as textbooks, teaching support materials, manuals and guides.
  • the invention provides an interface to gather materials related to a specific subject and facilitates the assignment of standardized tests to identify areas that need attention.
  • the main objective of the present invention is to achieve the most appropriate and effective allocation of academic burdens to students than previously have been evaluated by a diagnostic test according to their school level within a collegial system.
  • Figure 1 shows the structure of! knowledge of a school system.
  • Figure 2 shows the decomposition of a skill in micro skills (MH) that is, in indivisible basic skills.
  • Figure 3 shows the schematic diagram of the relationship between MH micro skills.
  • Figure 4 shows the diagram of continuous adjustment of the relationship between MH.
  • Figure 5 shows the time periods established by the school system.
  • Figure 6 shows the result of the diagnostic test.
  • Figure 7 shows the procedure for assigning workload to a user.
  • Figure 8 shows the combination of factors for the allocation of academic load.
  • Figure 9 shows the flow chart of the method.
  • Figure 10 shows the method of assigning academic load.
  • Figure 1 shows the relationship of skills according to thematic axes and sub-axes with the corresponding skill list.
  • the notation used to designate a skill is defined by the thematic axis, the thematic sub axis and its order of study.
  • ability 2 of thematic sub-axis 1 of thematic axis 4 has the following component vector: (Thematic axis, thematic sub-axis, order of study) - (4, 1, 2).
  • the k-th ability of the m-th thematic sub axis of the nth thematic axis is defined by the vector: (N, n, k).
  • the skills established by the school system are broken down into micro skills or basic unit skills.
  • a skill can be composed of two or more skills as shown in Figure 2.
  • a micro skill can be part of one or more skills,
  • micro skills and abilities there is a sequential relationship that determines a knowledge structure as shown in figure 3 of each school system. It is possible that a micro skill or one skill is part of two or more subsequent skills. If a micro skill is not a component of a skill, then there is no connection line and it will be isolated as the MH5 in Figure 3.
  • the structure of knowledge is in permanent evolution.
  • the method begins with a proposal that will change or be adjusted according to the use and importance given by the users, which will determine if a connection between a micro skill and a skill or between skills is not valid.
  • Figure 4 shows that in the first adjustment the MH 2 should not be prior to the skill (3, 3, 1) but to the skill (2, 5, 1). In the second adjustment, the MH 1 ceases to be before the skill (2, 5, 1) to be a requirement of the skill (1, 4, 3).
  • the school system defines periods of time, which can be blocks, months, weeks or bimesters.
  • Figure 5 shows that skills are grouped according to these periods of time, in this case micro skills form the basis of knowledge.
  • Figure 6 shows the results obtained for the micro skills and exemplifies the results obtained: for MH 1 the test shows satisfactory results or However, for MH 3, the results show insufficient results.
  • the diagnostic test is associated with the user's level, so the micro skills and abilities to be evaluated depend on that level.
  • Figure 6 shows the results of an exam. basic diagnosis
  • the assigned load depends, first instance, of the level of performance (ND) obtained: sufficient ND-S, regulate ND-R and insufficient ND-I and of the user's historical learning efficiency (EHA): high EHA-A, average EHA-M and low EHA -B, this is represented by the area of the connection (arrow).
  • Another aspect for load allocation is to take into account the periods of time or the form of the connection, which can be translated as the urgency for obtaining knowledge (UOC) or skill: short term UOC-CP, medium term UOC- M and long term UOC-LP.
  • the MH 2 (which is in a regular state) will have more study time than is required in MH 3 to achieve the ability (1, 2, 3) found in the second evaluation period.
  • the allocation of academic load (CA) will depend on the combination of these three factors, being high load CA-A, average CA-B and low CA-C.
  • the possible combinations of the three factors for the allocation of academic load are shown in Figure 8.
  • the nine forms are combinations of the levels of two factors: the response time of a set of exercises (2 to 3 hours, 1 hour or less than one hour) and the qualification to be obtained (acceptable less than 70, good 70 to 90 or excellent greater than 90).
  • the user chooses the most appropriate combination according to their needs: the ideal is to perform the exercises in less than an hour and obtain the highest score; If what you need is to prepare for an exam, then the combinations for a time equal to one hour is the most appropriate.

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  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • General Business, Economics & Management (AREA)
  • General Physics & Mathematics (AREA)
  • Engineering & Computer Science (AREA)
  • Theoretical Computer Science (AREA)
  • Management, Administration, Business Operations System, And Electronic Commerce (AREA)

Abstract

La présente invention concerne un système novateur pour une attribution correcte et appropriée de la charge académique à un étudiant, prenant en compte le niveau de bons résultats, l'efficacité historique d'apprentissage et l'urgence du système scolaire visant l'obtention d'une connaissance.
PCT/MX2015/000181 2015-12-14 2015-12-14 Système d'attribution de charges de travail pour atteindre des habilités mathématiques WO2017105176A1 (fr)

Priority Applications (1)

Application Number Priority Date Filing Date Title
PCT/MX2015/000181 WO2017105176A1 (fr) 2015-12-14 2015-12-14 Système d'attribution de charges de travail pour atteindre des habilités mathématiques

Applications Claiming Priority (1)

Application Number Priority Date Filing Date Title
PCT/MX2015/000181 WO2017105176A1 (fr) 2015-12-14 2015-12-14 Système d'attribution de charges de travail pour atteindre des habilités mathématiques

Publications (1)

Publication Number Publication Date
WO2017105176A1 true WO2017105176A1 (fr) 2017-06-22

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Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/MX2015/000181 WO2017105176A1 (fr) 2015-12-14 2015-12-14 Système d'attribution de charges de travail pour atteindre des habilités mathématiques

Country Status (1)

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WO (1) WO2017105176A1 (fr)

Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20110307396A1 (en) * 2010-06-15 2011-12-15 Masteryconnect Llc Education Tool for Assessing Students
US20120308980A1 (en) * 2011-06-03 2012-12-06 Leonard Krauss Individualized learning system

Patent Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20110307396A1 (en) * 2010-06-15 2011-12-15 Masteryconnect Llc Education Tool for Assessing Students
US20120308980A1 (en) * 2011-06-03 2012-12-06 Leonard Krauss Individualized learning system

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