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A hacker's translation of engineering education graduate school. How can we think about designing learning experiences? How do we understand ourselves as individual learners with distinct styles? How can we describe the way community interactions help us learn? These questions -- and more -- are tackled and illustrated with examples from Python development (and occasional pictures of cats). If you're a hacker, you're already doing awesome learning stuff -- now learn a vocabulary you can use to talk about it!
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edupsych theoryedupsych theoryfor python hackersfor python hackersv.2.0v.2.0
(mel chua, pycon toronto 2013)(mel chua, pycon toronto 2013)follow along at bit.ly/pycon-toronto-edupsychfollow along at bit.ly/pycon-toronto-edupsych
MEL CHUAacademic
hackeracademic
WAT
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uredoin
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CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
3 big ideas
1. learning is designable like code2. our brains are snowflakes3. we do not function standalone
1Design your learningthe same way
you design your code
Design your learningthe same way
you design your code
think-pair-share
Which comes first?
A. (vague) specification
B. (occasionally-functional) prototype
C. (rough) test(s)
Example: test-driven developmentdef factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) for n in range(6)]
[1, 1, 2, 6, 24, 120]"""
result = 1
factor = 2
while factor <= n: (shamelessly stolen from
result *= factor http://docs.python.org/2/library/doctest.html)
factor += 1
return result
Example: test-driven developmentdef factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) for n in range(6)]
[1, 1, 2, 6, 24, 120]"""
result = 1
factor = 2
while factor <= n: (shamelessly stolen from
result *= factor http://docs.python.org/2/library/doctest.html)
factor += 1
return result
what should it do?
how will I know if it works?
ok, now how do I make it work?
Example: test-driven developmentdef learn_tdd(student):
"""Students should be able to analyze the relationship between a doctest, the function under test, and the test output.
>>> [learn_tdd(student) for student in class]
[True, True, True, True, True]"""
fun_activity_thing() student.doctestability = True return student.doctestability
Example: test-driven developmentdef learn_tdd(student):
"""Students should be able to analyze the relationship between a doctest, the function under test, and the test output.
>>> [learn_tdd(student) for student in class]
[True, True, True, True, True]"""
fun_activity_thing() student.doctestability = True return student.doctestability
content (goal)
assessment
pedagogy (activity)Further reading: Understanding By Design
dependency: articulate clear
and assessible goals
Example: test-driven developmentdef curriculum(student):
"""Students should be able to analyze the relationship between a doctest, the function under test, and the test output.
>>> [curriculum(student) for student in class]
[True, True, True, True, True]"""
fun_activity_thing() student.doctestability = True return student.doctestability
Bloom's taxonomy
Bloom's TaxonomyCognitive Affective
create
evaluate
analyze
apply
understand
remember
characterize
organize
value
respond
receive
Example: test-driven developmentdef curriculum(student):
"""Students should be able to analyze the relationship between a doctest, the function under test, and the test output.
>>> [curriculum(student) for student in class]
[True, True, True, True, True]"""
fun_activity_thing() student.doctestability = True return student.doctestability
behaviorism
bostonpythonworkshop.com
CC-BY http://www.flickr.com/photos/katrzyna/69324073
assessmentassessment
Formative: cookingFormative: cookingSummative: servingSummative: serving
bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory
Cognitive
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uredoin
itrite
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
3 big ideas
1. learning is designable like code2. our brains are snowflakes3. we do not function standalone
2Our brains arelike snowflakes.Everyone learns
differently.
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
ACTIVE: Let's try it out!ACTIVE: Let's try it out!
REFLECTIVE: Let's think it through!REFLECTIVE: Let's think it through!
Example: test-driven developmentdef factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) for n in range(6)]
[1, 1, 2, 6, 24, 120]"""
result = 1
factor = 2
while factor <= n: (shamelessly stolen from
result *= factor http://docs.python.org/2/library/doctest.html)
factor += 1
return result
This sucks.This sucks.This sucks.This sucks.
ACTIVE: explainey-groups!ACTIVE: explainey-groups!REFLECTIVE: claim your pauses.REFLECTIVE: claim your pauses.
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
SENSING
INTUITIVE
(details)
(concepts)
(established methods)
(new shiny techniques)
(speed up)
(slow down)
How does this connectwith the world I know?
How can thisabstract more generally?
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory
VISUALVISUAL
bit.ly/pycon-eduparadigmsbit.ly/pycon-eduparadigms
VERBALVERBAL
cc-by http://larjona.files.wordpress.com/2011/09/eclipse-pydev.png
environments matterenvironments matter
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
newcoder.io/dataviz
learnpythonthehardway.org/book
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
We teach the way we learn.
more: bit.ly/hackerschool-learningstylestories(Felder & Silverman)
the world is socially constructed
the world is socially constructed(of course it is)
Watch those assumptions.
If it's hard, something's wrong with me
Watch those assumptions.
If it's hard, something's wrong with the learning strategy I'm using
(I can fix that!)
Motivation
Motivation (Deci, Ryan)1. amotivation2. external regulation3. identified regulation4. intrinsic motivation
autonomyrelatednesscompetence
(thanks to Jon Stolk, Rob Martello, Mark Somerville, and the Olin College I2E2 crew)
Attribution theory (Dweck)
Fixed vs Growth mindsetsaka
Nature vs Nurture
Self-efficacy (Bandura)
1. doing it2. seeing people (like me) do it3. social persuasion4. your own body
(Bandura also did social learning, which is a lot of fun – look it up!)
Learning Over Time (Fullan)
Piaget In One Slide
assimilation: adding another moduleaccommodation: REFACTOR EVERYTHING
assimilation------------accommodation------------------------------------------------
assimilation
Situative
uredoin
itrite
uredoin
itrite
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
3 big ideas
1. learning is designable like code2. our brains are snowflakes3. we do not function standalone
3We do not learnstandalone.Importing isimportant.
WARNING:POLYSYLLABIC
WORDSIMMINENT
accidental learning in cognitive apprenticeships within authentic
communities of practice with metacognition models and
formative feedback to develop self-efficacy and self-
determination
Accidental learning.
Cognitive apprenticeship.
modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
Dreyfus Model of Skill Acquisition
expert
proficient
competent
advanced beginner
novice
CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
context?context?
CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
context!context!
clarityclarity constraintconstraint
freedomfreedom frustrationfrustrationCC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)
Community of practice.Community of practice.
domaindomaincommunitycommunitypracticepractice
In a cognitive apprenticeship within a community of practice... zone of proximal development
legitimate peripheral participation
Zone of proximal development: learning to bike
1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development: learning to program
1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development: learning to program
1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeeeeeeeee
MYTHS:
not skilled enoughnot skilled enoughnot technical enoughnot technical enough
(perhaps later but surely not now)(perhaps later but surely not now)
Legitimate Peripheral Participation Task Criteria
1. mission critical
3. nobody really cares
Legitimate Peripheral Participation Task Criteria
1. mission critical2. we have no time3. nobody really cares
accidental learning in cognitive apprenticeships within authentic
communities of practice with metacognition models and
formative feedback to develop self-efficacy and self-
determination
Why? Because this.
'' ...the first steps on this journey do not feel like progress....the first steps on this journey do not feel like progress. The The voice diminishes in volume; it lacks... even the derived authority voice diminishes in volume; it lacks... even the derived authority of those who... can assume as they parrot... they speak the of those who... can assume as they parrot... they speak the truth... The inner voice turns critical; it tells them their ideas truth... The inner voice turns critical; it tells them their ideas may be stupid. Women at this position think before they speak; may be stupid. Women at this position think before they speak; and, because their ideas must measure up to certain objective and, because their ideas must measure up to certain objective standards, they speak in measured tones. standards, they speak in measured tones. Often, they do not speak at all. Often, they do not speak at all. But this is not a passive silence; on the other side of this silence, But this is not a passive silence; on the other side of this silence, reason is stirringreason is stirring.' --Women's Ways of Knowing.' --Women's Ways of Knowing
'...confirmation and community are prerequisites rather than '...confirmation and community are prerequisites rather than consequences of development.'consequences of development.'
--Women's Ways of Knowing --Women's Ways of Knowing
uredoin
itrite
uredoin
itrite
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
1. learning is designable like code2. our brains are snowflakes3. we do not function standalone
3 big ideas
1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
processempathyvocabulary
3 big ideas
that's all, folks. questions?that's all, folks. questions?
this talkthis talk
my workmy work
bit.ly/pycon-toronto-edupsychbit.ly/pycon-toronto-edupsychmelchua.com/contactmelchua.com/contact
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