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