Patterns and Metapatterns in the Elementary Didactic Units

Patterns and Metapatterns in the Elementary Didactic Units

DOI: 10.4018/978-1-4666-8300-6.ch009
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The effectiveness of digital textbooks' content depends on how the brain processes, stores and recovers data (metadata), information and knowledge. This is the way to find an understanding of actions in hidden electrochemical signals, as well as the body energy and quantum relationships. It was expected that data are “synthesized” by each student on the base on hermeneutic dialogue assure the best brain structures, and, as a result, adaptation and accommodation in diversity of environments. This chapter reviews issues, contradictions and problems surrounding metasystems learning design of the elementary didactic units. The author argues that it is possible to maintain the potential of the learner (intellect, emotion and energy) with a self-regulated mechanism and, hence, facilitate cognition and metacognition. Future research directions and conclusion are provided at the end of the chapter.
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Education today is not about technologized teaching, but about the creation of opportunities for competence construction. More important than teaching is to monitor and guide the students’ behavior and actions. It takes time before a new behavior became automatic. It is a stringent needs to educate students “driven them a deep background that go further than the mere knowledge of ideas and schemas. It is more related with a more radical actions able to improve sensibility, to mound the behavior, deeply affecting all the intellectual abilities of the human being, including the emotional one. A knowledge, or rather a state of being, able to overcome prejudices and misleading beliefs, acting also on the way a problem is faced and experienced” (Gaddi, 2014, p. 186). Thus, education is about a new technology of learning. Can digital textbooks contribute to solve these issues? Let us analyse this approach deeper.

Conceptually, beside the printed textbooks, digital textbook provides not only the content for lessons. The modern lesson, as was emphasized by Rudic (2013), is a manifestation of intellect, emotion, and energy. Furthermore, the lesson is about a modern learning technology with the effect on sustainable lives in next years. The reading text is the main focus of the modern lesson. If the teacher chooses the right methodology for reading according to students’ potential, time and context, the learning outcomes are guaranteed. Indeed, the mechanisms of knowledge are encoded in our brain and includes synapsis, which exchange information and ensure that the flow of data is regulated. All these processes are on the base on conscious, unconscious and subconscious programs. A program is a plan of actions aimed at accomplishing a clear business objective, with details on what work is to be done, by whom, when, and what means or resources will be used. Each program include algorithms. An algorithm is a set of rules to be following in problem-solving operations. Each algorithm has a number pf patterns and metapatterns. A pattern is a rule, which expresses a relationship between a context, a problem and a solution. A metapattern represents a pattern of patterns, which could include context and time.

The concept of pattern in learning object is not in itself a very novel idea. The research was shown (Goertzel, Pennachin & Geisweiller, 2014, p. 78) that the concept of pattern is presented in the works of Charles Peirce, Daniel Dennett, Douglas Hofstadter, Benjamin Whorf and Gregory Bateson. The meta- pattern is defined as pattern which connects. In such perspective a pattern is defined as representation as something simpler. Thus, for example, if one measure simplicity in terms of bitcount, then a program compressing an image would be a pattern in that image. But, if one uses a simplicity measure incorporated run-time as well as bot-count, then the compressed version may or not may be a pattern in the image, depending on how one’s simplicity measure weights the two factors.

On the other hand, as was argued in (Toussaint & Toussaint, 2014, p. 293), without patterns life would not merely be meaningless, but would probably not exist at all. Not surprisingly the word pattern features prominently in virtually all domains of knowledge, but even so, most books and articles which contain the word assume that the reader must be familiar with its meaning, and hence do not bother to define it.

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