Monday, July 16, 2012

Related Field on Knowledge Visualization

Today i m study about related field on KV (basically from Robert Meyer journal)










Monday, July 9, 2012

Citation Management Tools - End Note course - FTSM Dr Zurina Muda

A good things about EndNote.
1.       Editable author-date to UKM format
2.       Clickable on MS Word and PDF to the original links.
3.       Ask PPS (either they have Gaya Penulisan UKM digital – template)
4.       Start using EndNote from now
5.       Nowadays EndNote have version 6 but if you are download it from FTSM, only can get version 4.
6.       Another alternative and the comparative study between those is available here;
Comparison of citation management tools (2011)

Refworks
Endnote
Endnote Web
Zotero
Papers
Mendeley
Basics
Where do I get it?
Purchase or use in most campus computing labs
Via any ISI database or www.myendnoteweb.com
Where can I use it?
Anywhere with web access
On a computer with Endnote installed
Anywhere with web access
On the Firefox browser with Zotero extension installed. Saved citations & files may be accessed from anywhere.
Software client on your personal computer, iPhone, or iTouch
Software client on your personal computer, and access Web account anywhere
Does it cost anything?
No (campus site license)
Yes
No (campus site license)
No (free)
Yes
No (free)

This is how End Note looks like.


Please change the setting at Google Scholar


Ini  ialah KV (Ware 2001)

Ini ialah citation yang kedua (Eppler and Burkhard 2005)

Endnote membuatkan hidup saya sangat bahagia (Burkhard and Meier 2005)

Esok Airis berusia 11 bulan.. horay!!









Study memory and brain on 9 July 2012







Sunday, July 8, 2012

25 Principles of Learning - please look back with the point highlighted in green. Especially something with organizing and segmentizing (tribute to http://www.psyc.memphis.edu/learning/whatweknow/index.shtml)
1. Contiguity Effects. Ideas that need to be associated should be presented contiguously in space and time.
2. Perceptual-motor Grounding. Concepts benefit from being grounded in perceptual motor experiences, particularly at early stages of learning.
3. Dual Code and Multimedia Effects. Materials presented in verbal, visual, and multimedia form richer representations than a single medium.
4. Testing Effect. Testing enhances learning, particularly when the tests are aligned with important content.
5. Spacing Effect. Spaced schedules of studying and testing produce better long-term retention than a single study session or test.
6. Exam Expectations. Students benefit more from repeated testing when they expect a final exam.
7. Generation Effect. Learning is enhanced when learners produce answers compared to having them recognize answers.
8. Organization Effects. Outlining, integrating, and synthesizing information produces better learning than rereading materials or other more passive strategies.
9. Coherence Effect. Materials and multimedia should explicitly link related ideas and minimize distracting irrelevant material.
10. Stories and Example Cases. Stories and example cases tend to be remembered better than didactic facts and abstract principles.
11. Multiple Examples. An understanding of an abstract concept improves with multiple and varied examples.
12. Feedback Effects. Students benefit from feedback on their performance in a learning task, but the timing of the feedback depends on the task.
13. Negative Suggestion Effects. Learning wrong information can be reduced when feedback is immediate.
14. Desirable difficulties. Challenges make learning and retrieval effortful and thereby have positive effects on long-term retention.
15. Manageable Cognitive Load. The information presented to the learner should not overload working memory.
16. Segmentation Principle. A complex lesson should be broken down into manageable subparts.
17. Explanation Effects. Students benefit more from constructing deep coherent explanations (mental models) of the material than memorizing shallow isolated facts.
18. Deep questions. Students benefit more from asking and answering deep questions that elicit explanations (e.g., why, why not, how, what-if) than shallow questions (e.g., who, what, when, where).
19. Cognitive Disequilibrium. Deep reasoning and learning is stimulated by problems that create cognitive disequilibrium, such as obstacles to goals, contradictions, conflict, and anomalies.
20. Cognitive Flexibility. Cognitive flexibility improves with multiple viewpoints that link facts, skills, procedures, and deep conceptual principles.
21. Goldilocks Principle. Assignments should not be too hard or too easy, but at the right level of difficulty for the student’s level of skill or prior knowledge.
22. Imperfect Metacognition. Students rarely have an accurate knowledge of their cognition so their ability to calibrate their comprehension, learning, and memory should not be trusted.
23. Discovery Learning. Most students have trouble discovering important principles on their own, without careful guidance, scaffolding, or materials with well-crafted affordances.
24. Self-regulated Learning. Most students need training on how to self-regulate their learning and other cognitive processes.
25. Anchored Learning. Learning is deeper and students are more motivated when the materials and skills are anchored in real world problems that matter to the learner.

Timeline Zahra & Airis Julai 2012

Conversation with Zara;



(April 2012)
Ibu Fairuz: wah ada lotion barbie. kenapa tak pakai?
Zara: nanti la zara pakai, tunggu kawin.

Zara: Sarah, meh meh. meh la dekat kakak.. kakakkan best!
mama dengan papa Sarah pun tak tahan nak gelak.

Mama: Zara.. oo zara kambing
Zara: eh, zara bukan kambing la. zara dah mandi.
Mama: ye ke bila zara mandi.
Zara: semalam tu zara mandi.

Mama: Zara.. oo zara kambing
Zara : eh, zara bukang kambing la, zara kucing
Mama: zara.. oo zara kucing
Zara : miau, miau

We are searching her baju inside the box, and stumbled on her barbie panties.
Zara: oo.. inilah dia spender zara.
taking the panties and talking to it..
Zara: oh spender, kemanakah engkau pergi? dah lama aku mencari awak!

Four of us having lunch with Atuk & Nenet (7 Julai 2012)
Atuk T: Tolong hulurkan tissue
Abah menghulur tissue.
Zara   : Kenapa atuk nak tisu, comotke?
Everybody laughing, she continues..
Zara   : orang dewasa makan pun comot, kanak-kanak takpe la.

 (7 Julai 2012)
Zara : mama boleh tak zara baring sini?, zara bosanla
Mama: bosan tu apa zara?
Zara : bosan tu bosan la..
Mama: ye la, tapi bosan tu macamana?
Zara : bosan tu kan kalau kita rasa macam penat ke, pening ke, ngantuk ke, nak termuntah ke.. ha tu bosanla.

Airis Timeline (9 Julai 2012)
1. She's smiling - sengih sangat panjang kalau diagah.
2. babai - she waves her hand
3. tepuk tangan, clap your hand - she claps. (mama cuma ajar sekali aje, a day before. lepastu terus pandai).
4. berak sangat susah - macam orang nak beranak untuk nangis pooh pooh
5. Airis loves to be hugged, cuddled, gomol semua dia tak marah - sengih aje.
Motivasi Pagi di radio ikim - umur yang berkat.

Umur yang berkat bukanlah umur yang panjang semata tetapi diberi keluasan dalam setiap waktu yang ada.

Bagaimana imam shafiee boleh menghabiskan hafalan al-quran 7 kali dalam 7 kali tawafnya? berkat umur walaupun mati berusia 52 tahun.

5 Julai 2012
1. data telah banyak disiapkan sehingga 29Jun. but the data vanish from prezi. Allah replace with downloading Prezi for desktop version. Until now, i m working in that lagi.
2. Study mind map (coding and looking at mind map) lead me to a few things:
2.1. Working Memory
2.2. Information Processing System
2.3. Knowledge
2.4. Type of knowledge
2.5. Perception
2.6. NLP dan perception
2.7. Automative Human Information Perception Process (C. Ware) dan Computational Efficiency - Larkin&Simon(1987)
2.8. Bottom Up and Top Down
3. Continue with paper tanja keller to prezi

27 Jun 2012

1. Hasilkan peta minda dalam Prezi. masukkan semua bahan yang telah dipelajari - siapkan sebelum 29 Jun 2012 (Jumaat)

2. study peta minda semula (3 julai) dan cari apa yang perlu study seterusnya.

3. Buat board dan tampal semua fizikal ke dinding.

Thursday, July 5, 2012

Perbualan lurus bendul penuh berliku dengan Zara (3 tahun)




Zara       : Shampoo kepala yang kita beli haritu dah habis.
Mama   : kan baru beli 2 hari lepas, zara buat apa?
Zara       : Ye la.. zara buat shampoo pintu.
Abah     :  Tak boleh buat shampoo pintu, dinding semua tak boleh.
Zara       : Eh, zara tak shampoo dinding la. Zara cuma shampoo pintu, kerusi dengan lantai bilik air    
                
nenek aje.
Abah     : kerusi dengan lantai pun tak boleh. Kenapa zara buat macam tu?
Zara       :  Ye la.. abestu kotor, zara shampoo la.
Mama   : Mama sedih la. Kan tak elok membazir. Kalau zara tak behave, tak dapat Barbie.
Zara       : Ye lah. Nanti zara tak buat lagi.
Abah     : Ha.. lain kali jangan buat lagi tau. Jadi shampoo rambut untuk apa?
Zara       : Shampoo rambut untuk rambut aje la. Pintu, lantai dengan kerusi zara pakai    shampoo badan.
                

Tuesday, July 3, 2012

Either my Dahlia az Zahra Tauhid binti Mohammad Bakhtiar is gifted or being given a good environmental for learning development?

From prescholar bulletin - Signs of giftedness in a preschooler

Your 2- to 4-year-old may be gifted if she has some of these characteristics:
  • Has a specific talent, such as artistic ability or an unusual ease with numbers. For example, children who draw unusually realistic pictures or who can manipulate numbers in their head may be gifted - melukis gambar family dengan realistic

  • Reaches developmental milestones well ahead of peers - 1 tahun 7 bulan, buat ayat 5 perkataan.
  • Has advanced language development, such as an extensive vocabulary or the ability to speak in sentences much earlier than other children of the same age  - kerana itulah mama selalu bergaduh dengannya, kerana zara bercakap standard acha dan hawa. Ingatkan diorang sebaya tetapi zara baru 3 tahun.
  • Is relentlessly curious and never seems to stop asking questions - atuk dengan nenet sampai tak larat nak melayan. Diantara dialog;
    • atuk "zara makan la jemput-jemput ni, mana ada sayur"
    • zara "tapi ada bawang, kanak-kanak tak makan bawang"
  • Is unusually active (though not hyperactive). While hyperactive children often have a short attention span, gifted children can concentrate on one task for long periods of time, are passionate about their interests, and like to be challenged by difficult activities - haha! ingatkan yang ini sangat mengikut mama.. PBSM di hari sukan.
  • Has a vivid imagination. Gifted children often create a vast and intricate network of imaginary friends with whom they become very involved - oh my zara! shakila si mata biru, khalila yang duduk di hulu klang dan shakir yang nak share makan donut.
  • Is able to memorize facts easily and can recall arcane information learned from television shows, movies, or books - tehehe.. one day mamanem demam dan dok berehat dirumah mamade, videocall with her.. suddenly she shouted.. nak ikut pergi rumah bibik!, only because terpandang langsir octapus di belakang.