Logo Learning Research Articles

WITHDRAWN: Content piracy: A large scale logo dataset for classification through deep learning

Abstract Content piracy is increasing and spreading rapidly across different regions considering the kind of online infrastructure that we have these days. The primary aim of these online infrastructure is to provide the platform where-in authorized and legal content is been pushed from the service provider till the end-user. Over a period of time, the digital online infrastructure system has been misused by pirates to copy the original content and retransmit this pirated content using the same digital online infrastructure system. One of the methods to check if it is a pirated content is through visual analytics of broadcast logo. In this paper we will be discussing on the openly available datasets of TV broadcast channel logos (Indian channels), development of new scalable TV broadcast channel logo corpus across different regions and genres. A total of 450 TV broadcast channel logos have been collected of different regional language for genres like (Sports, Movies, Kids and Cartoon, Entertainment etc.) Each Logo is subjected for various data augmentation techniques to expand the logo corpus and hence strengthening the deep learning logo classification. Further this paper discusses about using this logo corpus on YOLO v2 state of art object detection algorithm and recognizes different logo classes. Experimental results are recorded for different inference logos of varying pixel context.

Development of Computer Education Program Using LOGO Programming and Fractals Learning for enhancing Creativity: Focus on Creative Problem-Solving

The paper was aimed to investigate the effect of the LOGO programing language on the creativity development of elementary school students. And, this paper analyzed the statuses of STEAM education. And, suggested factors to realize successful STEAM education materials. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. Such computational sciences and IT education can also be found in the concept of STEAM education. Yakman defined the boundaries of Science(S), Technology(T), Engineering(E), Arts(A), and Mathematics(M) in STEAM education. He suggested that the contents of computational sciences belong to the Computer in Engineering (E) field and the contents of IT belong to informational technology under Technology(T). The STEAM education using IT is an attractive educational method for the digital generation to easily and pleasantly learn the contents of mathematics, sciences, and technology. The educational methods that integrate IT and other fields of academia have been attempted before STEAM education. In addition, the reason for a brighter footlight for IT as the transition from STEM education to STEAM education occurs is that it occupies a large section in the field of Art in the digital environment. The paper was aimed to investigate the effect of the LOGO programming language on the creativity development of elementary school students. LOGO was created at the MIT Artificial Intelligence Laboratory, the United States, by Seymour Papert and his colleagues in the late 1960s. Heavily influenced by a cognitive psychologist, Piaget, Papert pointed out that the school education not just failed to satisfy students curiosity, but also discouraged childrens innate intellectual curiosity. He developed LOGO from the perspective of constructivism to satisfy the childrens inborn desire. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. However, few are found in the domestic elementary schools. One reason is that BASIC was mainly taught as part of programming learning in the early years of computer education rather than learning for LOGO from the curriculum. 2. Creative Problem-Solving and STEAM Education

Creating a Logo to Market Distance Learning Services

ABSTRACT With distance education rapidly expanding at many institutions, the successful promotion of services designed for distance learning faculty, staff, and students is essential since most of the students will never visit the library building. While many libraries have created a logo for their main web page that is also used on publications and handouts, an evaluation of distance learning sites and portals reveals that few libraries use a logo specific for distance learning. Creating a brand identity is a marketing element underutilized in promoting distance learning library services. In the fall of 2004, it was determined that a distance learning specific logo would help to better promote services. The logo is used on all the library's distance learning sites as well as publications including brochures, bookmarks, and presentations. The goal is to create a unique “brand” to unify all of the library's distance learning materials. This poster session focuses on the history of the design and selection of the logo. During the creation process, several images were considered as logos. The poster describes the reasons for selecting one design over others, and includes tips for the institutional approval process. This poster demonstrates the uses of the distance learning logo to brand presentations, publications, and Web pages to successfully increase use of distance learning services, and create a name for the services.

Logo

ContentsIntroduction * Research on Logo: A Decade of Progress * The Evolution and Future of Logo * Turtle Politics? * Designing Software for Learning Logo * Educational Environments for Research on Cognitive Development Through Programming * Logo and Geometric Thinking: Concrete-Abstract Thinking and Abstract-Concrete Thinking * Curriculum Integration of MicroWorlds and Portable Computers * Student Autonomy and Teacher Intervention in Logo Environments * Turtle Geometry at a Secondary School Level: Exploring Basic Properties of Triangular and Quadrilateral Shapes * Learning Through Computational Modeling * Logo and Learning Mathematics--No Room for Squares * How Far Is Far Enough? What Is Logo Really for? * I Thought I Saw a Roaming Turtle! * Having Success with Logo: Observations from the College Classroom * Logo Writer and the Apple II: Providing a Foundation for Life-Long Problem-Solving Skills * Index

Designing Software for Learning Logo

Designing Software for Learning Logo

Eight‐year‐old‐pupils’ Problem‐solving Processes within a LOGO Learning Environment

Abstract A LOGO teaching period was arranged for 38 eight‐year‐old Finnish pupils. After the teaching period the pupils’ problem‐solving processes were videotaped in an open LOGO problem‐solving situation. The data analysis focused on the occurrence of the pupils’ social problem solving, effectance motivation and information processing. Cluster analysis was used to identify three clusters which are based on the variables present in the problem‐solving processes. The different clusters’ associations with school readiness and school achievement were analysed. The results indicated that during the problem solving the passive pupils (n = 16) needed a lot of teacher support, the independent pupils (n= 10) displayed considerable self‐directivity and rule making, and impulsive pupils (n = 12) had an off‐task behaviour. The school‐readiness and school‐achievement scores were highest among the independent group, moderate among the impulsive group and lowest among the passive group. The results suggest that LOGO pr...

Feedback, Adult Intervention, and Peer Collaboration in Initial Logo Learning

We assigned 144 children (mean age = 6 years, 11 months) at random to one of four conditions: (a) child alone, (b) child-plus-peer, (c) child-plus-adult (the child's teacher), or (d) child-plus-peer-plus-adult. The task was to control a Turtle using simple Logo commands, and a feedback model of task performance was used to generate pretest and posttest measures. Children working with an adult (Conditions C and D) performed significantly better than children working without an adult (Conditions A and B); however, there were no significant effects due to condition either on subsequent individual performance or on pretest to posttest gains. Analysis of interaction in the child-plus-adult condition showed that the adults' interventions did not consistently result in either the prevention of error or its productive use in debugging. It is concluded that feedback and collaboration may not be additive in their effects on learning.

Benefits of Teaching Design Skills before Teaching Logo Computer Programming: Evidence for Syntax-Independent Learning

We compared two groups of twenty computer-naive college students as they received instruction and practice in writing Logo programs. The design group received pretraining in general design principles such as modularity (breaking a procedure into parts) and reusability (using the same subprocedure more than once) presented in English whereas the no-design group did not. On programming assignments during Logo learning, the design group generated more revision cycles, more test runs, more syntax errors, and more input lines than the no-design group; and the design group wrote final programs that were shorter, more modular, more efficient, and more flexible than the no-design group. However, the groups generally did not differ on cognitive tests such spatial cognition, instruction comprehension, and planning. These results are consistent with Dyck and Mayer's syntax-independent access theory—planning skills for programming can be learned independently of the syntax of the programming language [1].

Book Reviews

Book reviewed in this article: Exploring Mathematics with Spreadsheets, Lulu Healy and Rosamund Sutherland. Learning Mathematics and LOGO, Celia Hoyles and Richards Noss. C Clearly, P. K. McBride.

Relationships among cognitive components in Logo learning and transfer.

Relationships among cognitive components in Logo learning and transfer.

Relationships among cognitive components in Logo learning and transfer.

A model of relationships among 4 cognitive components (working memory, representation, metacognition, and performance) implicated in the acquisition and transfer of Logo was developed and tested. Two implementations of mediated instruction, one of which involved a macrocontext (Cognition and Technology Group at Vanderbilt, 1990), also were compared with respect to these 4 components and to measures of transfer. Few reliable differences were found between instructional conditions, indicating that our systematic mediation of Logo learning was equally effective whether presented with or without the larger framework of a macrocontext. Path analysis of correlations among the 4 cognitive components and a series of transfer tasks indicated that transfer was regulated by a system of relationships among the cognitive components

Knowledge‐Based Instruction: Teaching Problem Solving In a Logo Learning Environment

Abstract Three studies are reported which collectively show that five particular problem‐solving strategies can be developed in students explicitly taught those strategies and given practice applying them to solve Logo programming problems. The studies demonstrate the superiority of such intervention over Logo programming practice alone, explicit strategy training with non‐computer‐based practice, and instruction in content areas traditionally prescribed for the teaching and learning of problem solving. The results indicate that problem‐solving strategies will not be developed through Logo programming alone, rather they must be explicitly taught and practiced. Knowledge‐based instruction linking declarative and procedural knowledge is recommended as a means to this end.

Logo Mastery and Spatial Problem-Solving by Young Children: Effects of Logo Language Training, Route-Strategy Training, and Learning Styles on Immediate Learning and Transfer

This study examines children's abilities 1) to learn to program with a single keystroke, ten command Logo system enabling them to produce multiple command sequences to solve on-screen problems, 2) to learn two new strategies (direct and indirect route strategies) requiring the use of two levels of programming difficulty measured via average times, keystrokes, and errors, 3) to transfer screen-based Logo training to the solution of spatial problems in another learning setting, and 4) to demonstrate whether there are any individual differences in the effectiveness of Logo learning for children who have different learning orientations (field independent versus field dependent and/or reflective versus impulsive). Twenty-four four- and five-year-old children served as subjects in the study. Data from the study showed: 1) that mastery of the Logo language is not a necessary condition for young children to think and problem-solve within a Logo environment, 2) that successful problem-solving within a Logo environment is predicated on a child's use of an age-appropriate Logo programming system, 3) that even very young children can be taught spatial-conceptual strategies with which to operate within a Logo environment, 4) that young children can transfer Logo-environment knowledge to other problem-solving settings, and 5) that field independent children seem to have a slight advantage both in their initial learning of Logo and in their transfer of Logo learning to another problem-solving setting. Some of the present results are interpreted according to Watson and Busch's model of the development of Logo programming and problem-solving skills in children [1].

Problem Solving, Instructional Methods and Logo Programming

A study was conducted to investigate the effects of learning Logo programming on the transfer of problem solving skills. Sixty children (of 8 to 12 years) were divided into three groups (Logo Process-Oriented Group, Logo Content-Oriented Group, and Typing Control Group). All children were assessed on a variety of problem solving tasks before and after training. All groups were given twenty-five hours of small-group instruction in either Logo programming or typing lessons with a computer. Significant group × prepost interaction was observed in one of the problem solving tasks used in measuring the transfer of problem solving skills from the Logo context to a noncomputing context, leading to the conclusion that learning Logo with a Process-oriented approach might enhance general problem solving skills. However, much more empirical work will be required before it can be established what conditions will foster the transfer of problem solving skills.

The Effects of Logo Experience on First-Grade Children's Ability to Estimate Distance

This study investigated the effect of learning Logo on first-grade children's understanding of length of measure under the condition of changing unit size. Twenty-three children received Logo instruction for one hour per week between October and early April. An Estimation of Distance task was administered to these children and to twenty-five first graders who had no Logo experience. The children understood that, for a given unit size, as the magnitude of the distance increased, the number of units associated with that distance would also increase. However, the children who had Logo instruction were significantly more accurate in estimating distance. All of the children understood that there was a compensating relationship between unit size and the number of units, but the distance estimations of the children who had Logo instruction were more reflective of the strength of the inverse relationship between unit size and number.

Characteristics of Logo Instruction Promoting Transfer of Learning

Researchers are focusing their attention beyond identifying the outcomes of learning Logo to examining the process of teaching Logo. This review of the research seeks to identify those aspects of a Logo environment that promote transfer of learned skills into other cognitive domains. Several studies suggest a need to structure the Logo environment by such means as explicit instruction, group discussions, study guides, or assessment objectives. Teachers’ questioning techniques are a key to helping students reflect on their Logo work, as is providing the opportunity for peer interaction. Mediated teaching strategies, which emphasize the thinking processes involved in Logo, hold promise for promoting transfer of learning.

Children's problem‐solving behaviour in a logo learning environment

Children's problem‐solving behaviour in a logo learning environment

Some Prerequisites for Teaching Thinking: Methodological issues in the Study of LOGO Programming

Various publications over the past several years have discussed the cognitive benefits of learning the programming language LOGO. This study represents an effort to experimentally evaluate the claims that learning LOGO can enhance children's general thinking skills. Two main points are made. The first is that much of the previous literature investigating the effects of LOGO is flawed due to failure to consider important methodological requirements. The importance of clearly defining training conditions, documenting programming mastery, and defining transfer measures (including underlying theoretical motivations and instrument reliabilities) is discussed, along with the consequences of failure to consider these issues. The second major point deals with the importance of considering the method of teaching LOGO and its effects on the development and transfer of general thinking skills from the LOGO environment to non-LOGO problems. A study attempting to meet the methodological concerns was designed to determine whether a structured teaching method was more effective than an unstructured, discovery-oriented method in achieving language mastery and transfer of general skills. Three groups of fifth graders (structured, unstructured, and control) varying in previous academic success level (successful or less successful) were included. The structured and unstructured groups were taught LOGO for 1 hr per day, 5 days per week, for 5 weeks. Measures of LOGO mastery showed significant differences favoring the structured group on items requiring anything more than basic knowledge of LOGO commands. Pretest and posttest measures of general thinking skills showed no differences between experimental and control students on tests of students' independent performance, although one test measuring performance in a prompted testing situation showed significant differences favoring the experimental group. Implications of these results for teaching general thinking skills are discussed.

Designing Logo-like Environments for Young Children: The Interaction between Theory and Practice

Recent Logo research documents young children's difficulties in learning Logo programming. This article describes a systematic approach to designing a series of increasingly complex Logo-like environments tailored to primary children. The approach involves a combination of theoretical principles related to cognitive development and practical considerations based on Logo research and classroom observations. The article first examines reports on difficulties encountered by young school children in learning the standard Logo language. A brief review of the psychological-cognitive literature on the development of spatial concepts is presented, shedding light on cognitive prerequisites of various Logo concepts and tasks. Based on these analyses, a methodology for the design of a graduated series of Pre-Logo Microworlds for young children is presented. These microworlds include cognitive scaffolding features such as graphic utilities and measurement tools designed to facilitate the acquisition of mathematical-spatial and programming concepts. The article concludes with a description of findings related to a) field-testing of the series in elementary classrooms and subsequent revisions of the series, and b) experimental results pertaining to children's acquisition of programming and mathematical-spatial concepts and transfer effects.

Learning Preproof Geometry With LOGO

Thirty-two fourth graders with previous experience in learning LOGO were assigned randomly by mathematical ability to one of two conditions for geometry instruction. Children in both conditions received inquiry-based instruction and identical declarative specifications of preproof geometric concepts such as line, angle, and quadrilateral. In one condition, procedural specifications of the geometry concepts employed traditional construction tools such as protractors and rulers. In the second condition, however, procedural specification of the concepts entailed the use of a modified form of LOGO. After instruction, children responded to measures of attitude, knowledge acquisition, knowledge application, and knowledge organization. The measure of knowledge organization suggested instructionally related differences in the representation of some concepts, with children participating in the traditional condition more likely to attend to surface features of the subject matter. No differences between instructional conditions were observed for either attitude or knowledge acquisition. However, children using LOGO were better able to apply what they had learned. Similar results were obtained at posttest intervals of 10 and 16 weeks. The results suggest that LOGO is an effective means for elaborating children's procedural interpretations of some preproof geometry concepts.