Edutalk w2014

edupsych theoryfor hacker school

(hacker school w2014)follow along at bit.ly/hackerschool-w2014

MEL CHUAacademic

hackeracademic

ProductivelyLost

Productively Lost: How to tell

1. Productively: test-driven learning2. Productively: fits your brain3. Productively: works with others4. Productively: pushes you, nicely5. Lost: (you can tell)

uredoin

itrite

uredoin

itrite

CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870

Productively Lost: How to tell

1. Productively: test-driven learning2. Productively: fits your brain3. Productively: works with others4. Productively: pushes you, nicely5. Lost: (you can tell)

This talk's big ideas

1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!

1Design your learningthe same way

you design your code

Design your learningthe same way

you design your code

think-pair-share

Example 1: This project is a text editor, mail and news reader, debugger, project planner, calendar, and natural language processing

demo for simulating a human.

Example 2: This project is a distributed version control system designed to handle

everything from small to very large projects with speed and efficiency.

What is your hacker school learning story?

(I'm learning X because of Y. My next step is Z.)

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 learningdef 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, bit.ly/test-driven-learning

bit.ly/test-driven-learning

CC-BY http://www.flickr.com/photos/katrzyna/69324073

assessmentassessment

Formative: cookingFormative: cookingSummative: servingSummative: serving

2Our brains arelike snowflakes.Everyone learns

differently.

ACTIVE

SENSING

VISUAL

SEQUENTIAL

REFLECTIVE

INTUITIVE

VERBAL

GLOBAL

We teach the way we learn.

teaser trailer:workshop tomorrow!bit.ly/hackerschool-learningstylestories

(Felder & Silverman)

3We do not learnstandalone.Importing isimportant.

Community of practice.

domaindomaincommunitycommunitypracticepractice

Cognitive apprenticeship.

modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp

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

CC-BY http://www.flickr.com/photos/pasukaru76/5060447506

Legitimate Peripheral Participation

these are the jobs you're looking for

Situative

more information:bit.ly/pycon-eduhistory

bit.ly/pycon-eduparadigms

bostonpythonworkshop.com

Cognitive

Dreyfus Model of Skill Acquisition

novice

advanced beginner

competent

proficient

expert

CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)

CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)

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/)

http://www.flickr.com/photos/ginnerobot/4487647471/

Why?

Because Piaget.

Piaget In One Slide

assimilation: adding another module

accommodation: REFACTOR EVERYTHING

assimilation------------accommodation------------------------------------------------

assimilation

+ =

novice

advanced beginner

competent

proficient

expert

assimilationaccommodation

assimilationaccommodation

SPIRALLEARNING

Learning Over Time (Fullan)unwind the spiral...

Motivation

4mindset andmotivation

matter morefor mastery

Attribution theory (Dweck)

Fixed vs Growth mindsetsaka

Nature vs Nurture

FAIL #1: Assumption of privilege

If it's hard, something's wrong with mevs

If it's hard, something's wrong with it (I can fix that!)






content (goal)

assessment

pedagogy (activity)Further reading: Understanding By Design

Do I have clear, small goals?Do I have clear, small goals?

ACTIVE

SENSING

VISUAL

SEQUENTIAL

REFLECTIVE

INTUITIVE

VERBAL

GLOBAL

Does this work for my style?Does this work for my style?

Am I learning inAm I learning incontext and community?context and community?

'...confirmation and community are prerequisites rather than '...confirmation and community are prerequisites rather than consequences of development.' --Women's Ways of Knowingconsequences of development.' --Women's Ways of Knowing

Do I (really) care?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)

5I want tosee yoube brave

(thank you, Sara Bareilles)

I (think I) canSelf-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!)

uredoin

itrite

uredoin

itrite

CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870

ProductivelyLost

that's all, folks. questions?that's all, folks. questions?

this talkthis talk

my workmy work

bit.ly/hackerschool-w2014bit.ly/hackerschool-w2014melchua.com/contactmelchua.com/contact

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