PRE2020 4 Group3

Group members

Name	Student number
Eline Boom	1465872
Luuk van Dorst	1469789
Robin van de Hoef	1479679
Kyra Moviat	1349171
Jeroen Pullen	1477730
Veerle Uhl	1462229

Interactive software learning children how to draw, count and recognize colors. Children will get small tasks like "draw 3 red apples", the software will recognize the extent to which this task is done correctly and provide compliments and or suggested improvements.

Project Plan

Subjects: Child psychology, learning, image processing, software development.

Objectives: Create software to help children learn

Users: Children (of parents that want to provide a playful learning app)

State-of-the art: Alternative apps that help children either count, draw or learn colors individually. Not in a combined way, we feel the combination might improve the way to learn these things. Additionally, we hypothesize that explaining problems via a childs own drawn elements could improve their understanding.

Approach: Make up a model for how the software should work, make software in which one can draw, program software that can recognize multiple drawn objects/shapes, implement everything in a working framework according to the model.

Milestones: Drawing software, working framework, Working object recognition, implementation in task framework

Deliverables: Peer review, Wiki, Final Presentation, The software (?)

Planning

Task	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7	Week 8
Brainstorm Project ideas	X
Investigate Literature		X	X
Create Software Model		X	X
Create Software Framework			X	X
Create Drawing Software			X	X
Create Object Recognition Software					X	X
Implement Recognition Software in Framework							X	X
Work on Wiki	X	X	X	X	X	X	X	X
Work on Presentation						X	X	X

Research

How children learn

From birth to around age 5, children develop "everyday mathematics". These are informal ideas of more and less, taking away, shapes and sizes. These everyday mathematics can be surprisingly broad, complex and sophisticated. The everyday mathematics can develop in interesting ways, without adult assistance.

From the age of 2 or so, children learn the language and grammar of counting. They memorize the first ten or so counting words, and then learn a set of rules to generate the higher numbers. When children are around 4 or 5 yeras old, they begin to develop metacognitive skills: They become increasingly aware of their own thinking and begin to express it in words. The hardest form of language for children to learn is the special written symbolism of mathematics, like 5, +, - or =.

Understanding numbers involves more than saying a few counting words. It involves reasoning about numbers, making inferences and developing a mental number line. Children also need to mathematize; to concieve of problems in explicitely mathematical terms. They need to understand that the action of combining one bear with two others can be meaningfully interpreted in the terms of the mathematical principles of addition and the symbolism 1 + 2.

There are different curricula possible with different ways to learn children of all ages to count. Examples are in the drive.

Software Model

Important Features by Stakeholders

3-4 years old: Easy levels, can count to 10, can manage color comparison, learning pen grip important, learn to count via touch, “which object is blue”? appropriate question, combination of tasks as described in goal level still to hard.

4-5 yeas old: Goal level, know all colors, can count, learn shapes important, number recognition important.

*What makes the software good?

- Rising level of difficulty (3-4 to 4-5 level ?)

- Possible on digital school board

- Possible with pen (learn pen grip)

- Returns performance data to authorized figure

- Test mode

- Feels like a game (reward system)

*What can kids learn from the software?

- Colors, Shapes, Counting & Drawing

- Pen grip

- Vocabulary (if drawing objects)

- Listening skills (if tasks given in audio)

- Number recognition (number on screen)

*Useful purposes

- Being able to use the software collaboratively (class setting, performing tasks together)

- Being able to use the software to test how far children are.

- Being able to have the kid perform tasks on their own, behind computer or tablet.

Learning Goals - End Second Grade

Colors: “Knows all colors”

Stakeholders

Shapes: “Be able to construct shapes”

https://www.slo.nl/thema/meer/jonge-kind/doelen-jonge-kind/

Counting goals: “Learn to count to 20, can recognize amounts up to 12”

https://www.slo.nl/thema/meer/jonge-kind/doelen-jonge-kind/

Drawing/Motor skills: “Learn pen grip”

Stakeholders

Vocabulary: “Understand instructions, learn new words”

https://www.slo.nl/sectoren/po/inhoudslijnen-po/inhoudslijnen-nederlands/

Number Recognition: “Know, read and write numbers”

https://www.slo.nl/sectoren/po/inhoudslijnen-po/inhoudslijnen-rekenen-wiskunde/

Listening skills: “Learn how to follow a task description”

https://lesintaal.nl/platform_taaldidactiek/1_mondelinge_taalvaardigheid/kennisbasis.htm

Digital skills: “Playfully get acquainted with technology and how to operate them, partially via educative games”

https://www.slo.nl/thema/meer/jonge-kind/doelen-jonge-kind/

Platform

Link to website: https://group3use.glitch.me/

Link to code: https://glitch.com/edit/#!/group3use

Tasks

Eline Boom

Week	Tasks	Number of hours
1	Research project ideas and brainstorm	2
2	Setting up a website as platform for the project	5
3	Creating a basis for drawing on the website and converting drawings to png's	14
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Luuk van Dorst

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Robin van de Hoef

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Kyra Moviat

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Jeroen Pullen

Week	Tasks	Number of hours
1	Research ideas and brainstorm for project	2
2	Prepare project planning, contact and meet with stakeholders	7
3	Meet with stakeholders, plan out product model and update wiki	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Veerle Uhl

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Time Log

Name, Total, Breakdown

Eline Boom

Date	Description	Hours
22/04/21	Brainstorm meeting	1
29/04/21	Meeting	0.5
29/04/21	Setting up the website	3
30/04/21	Design of website	2
03/05/21	Meeting	1
03/05/21	Creating canvas function on website	1
03/05/21	Converting canvas to image	2
03/05/21	Colour pens and eraser	3
06/05/21	Colour pens and eraser	2
06/05/21	Switching between pen colours through button	2
06/05/21	switching between draw and erase through button	4
	Total Hours:	21.5

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

3h, 29/04/21, setting up the website

2h, 30/04/21, Design of website

1h, 03/05/21, Meeting

1h, 03/05/21, creating canvas function on website

2h, 03/05/21, converting canvas to image

5h, 03/05/21 & 06/05/21, colour pens and eraser

2h, 06/05/21, switching between pen colours through button

4h, 06/05/21, switching between draw and erase through button

________________

Total:

Luuk van Dorst

Date	Description	Hours
1	.
2	.
3	.
4	.
5	.
6	.
7	.
8	.

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

2h, 29/04/21, Searching for viable datasets

3h, 30/04/21, researching neural networks

4h, 02/05/21, making a prototype neural network

1h, 03/05/21, Meeting

________________

Total: 10,5

Kyra Moviat

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1h,03/05/21, Meeting ________________

Total:

Robin van de Hoef

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1h, 03/05/21, Meeting

________________

Total:

Jeroen Pullen

1h, 21/04/21, Research project ideas

1h, 22/04/21, Brainstorm meeting

1h, 26/04/21, Prepare poject planning

1h, 27/04/21, Research state of the art

1h, 28/04/21, Updating Wiki

1h, 29/04/21, Contacting stakeholders

0.5h, 29/04/21, Meeting

1h, 29/04/21, Preparing stakeholder questions

1.5h, 30/04/21, Interview first stakeholder

1h, 03/05/21, Meeting

1h, 03/05/21, Prepare second stakeholder meeting

1.5h, 03/05/21, Interview second stakeholder

1h, 04/05/21, Work out model using interview data

2h, 05/05/21, Work out model by researching learning paths

1h, 05/05/21, Work on Wiki

1h, 08/05/21, Work on Wiki

________________

Total: 17.5 hours

Veerle Uhl

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1.5 h 29/04/21, literary research

1 h 30/04/21, literary research

1 h, 03/05/21, Meeting

1.5 h, 03/05/21, Literary research on how children learn

________________

Total: 6,5 hours