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edupsych theoryfor hacker school(hacker school s2013)follow along at bit.ly/hackerschool-edupsych
MEL CHUAacademichackeracademic
WAT
uredoinitriteuredoinitriteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
the big idea:design your learningthe same way youdesign your code
Example: test-driven developmentdef factorial(n):"""Return the factorial of n, an exact integer >= 0.>>> [factorial(n) for...
Example: test-driven developmentdef factorial(n):"""Return the factorial of n, an exact integer >= 0.>>> [factorial(n) for...
Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doc...
Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doc...
dependency: articulate clear andassessible goals(hint: check-in groups)
Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze therelationship betweena doc...
Blooms TaxonomyCognitive Affectivecreateevaluateanalyzeapplyunderstandremembercharacterizeorganizevaluerespondreceive
Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze the relationship betweena do...
the world is socially constructed
the world is socially constructed(of course it is)
accidental learning in cognitiveapprenticeships within authenticcommunities of practice withmetacognition models andformat...
Accidentallearning.
Cognitive apprenticeship.modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
Dreyfus Model of SkillAcquisitionnoviceadvanced beginnercompetentproficientexpert
CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)
clarityclarity constraintconstraintfreedomfreedom frustrationfrustrationCC-BY-SA byginnerobot (http://www.flickr.com/photo...
Why?Because Piaget.
Piaget In One Slideassimilation: adding another moduleaccommodation: REFACTOR EVERYTHING
assimilation------------accommodation------------------------------------------------assimilation
CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)tasting the food
tasting == assessmentFormative: in-progress (code reviews, informalchats)tasting the food on the stoveSummative: at the en...
Community of practice.domaindomaincommunitycommunitypracticepractice
In a cognitive apprenticeship within acommunity of practice...zone of proximal developmentlegitimate peripheral participat...
Zone of proximal development:learning to bike1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:learning to program1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:learning to program1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeee...
MYTHS:not skilled enoughnot skilled enoughnot technical enoughnot technical enough(perhaps later but surely not now)(perha...
Legitimate PeripheralParticipation Task Criteria1. mission critical3. nobody really cares
Legitimate PeripheralParticipation Task Criteria1. mission critical2. we have no time3. nobody really cares
a history of cognitive paradigmsin teaching and learning(abridged)
more information:bit.ly/pycon-eduhistorybit.ly/pycon-eduparadigms
bostonpythonworkshop.com
Cognitive
Felder: learning styles(tomorrow morning @11after check-ins)
FAIL #1: Assumption ofprivilegeIf its hard, somethings wrong with mevsIf its hard, somethings wrong with it(I can fix that!)
We teach the way we learn.
Situative
Cognitive apprenticeship.modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
Motivation
Self-efficacy (Bandura)1. doing it2. seeing people (like me) do it3. social persuasion4. your own body(Bandura also did so...
Attribution theory (Dweck)Fixed vs Growth mindsetsakaNature vs Nurture
Motivation (Deci, Ryan)1. amotivation2. external regulation3. identified regulation4. intrinsic motivationautonomyrelatedn...
accidental learning in cognitiveapprenticeships within authenticcommunities of practice withmetacognition models andformat...
Why? Because this.
...thefirst steps on this journey do not feel like progress....thefirst steps onthis journey do not feel like progress. Th...
...confirmation and community are prerequisites rather than...confirmation and community are prerequisites rather thancons...
uredoinitriteuredoinitriteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
thats all, folks. questions?thats all, folks. questions?this talkthis talkmy workmy workbit.ly/hackerschool-edupsychbit.ly...
Edupsych Theory for Hacker School: Summer 2013 edition
Edupsych Theory for Hacker School: Summer 2013 edition
Edupsych Theory for Hacker School: Summer 2013 edition
Edupsych Theory for Hacker School: Summer 2013 edition
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Edupsych Theory for Hacker School: Summer 2013 edition

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Based on my PyCon talk "EduPsych Theory for Python Hackers," here are the slides for my Summer 2013 Hacker School talk. The intent is to give this summer's batch of Hacker Schoolers ways to metacogitate about the self-directed learning they're embarking on.

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Transcript of "Edupsych Theory for Hacker School: Summer 2013 edition"

  1. 1. edupsych theoryfor hacker school(hacker school s2013)follow along at bit.ly/hackerschool-edupsych
  2. 2. MEL CHUAacademichackeracademic
  3. 3. WAT
  4. 4. uredoinitriteuredoinitriteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  5. 5. the big idea:design your learningthe same way youdesign your code
  6. 6. 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 = 1factor = 2while factor <= n: (shamelessly stolen fromresult *= factor http://docs.python.org/2/library/doctest.html)factor += 1return result
  7. 7. 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 = 1factor = 2while factor <= n: (shamelessly stolen fromresult *= factor http://docs.python.org/2/library/doctest.html)factor += 1return resultwhat should it do?how will I know if it works?ok, now how do I make it work?
  8. 8. Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [learn_tdd(student) for student inclass][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestability
  9. 9. Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [learn_tdd(student) for student inclass][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilitycontent (goal)assessmentpedagogy (activity)Further reading: Understanding By Design
  10. 10. dependency: articulate clear andassessible goals(hint: check-in groups)
  11. 11. Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze therelationship betweena doctest, thefunction under test, and the test output.>>> [curriculum(student) for student in class][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilityBlooms taxonomy
  12. 12. Blooms TaxonomyCognitive Affectivecreateevaluateanalyzeapplyunderstandremembercharacterizeorganizevaluerespondreceive
  13. 13. Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [curriculum(student) for student in class][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilitybehaviorism(well come back to this at the end)
  14. 14. the world is socially constructed
  15. 15. the world is socially constructed(of course it is)
  16. 16. accidental learning in cognitiveapprenticeships within authenticcommunities of practice withmetacognition models andformative feedback to developself-efficacy and self-determination
  17. 17. Accidentallearning.
  18. 18. Cognitive apprenticeship.modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
  19. 19. Dreyfus Model of SkillAcquisitionnoviceadvanced beginnercompetentproficientexpert
  20. 20. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
  21. 21. CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)
  22. 22. clarityclarity constraintconstraintfreedomfreedom frustrationfrustrationCC-BY-SA byginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)CC-BYby NatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)
  23. 23. Why?Because Piaget.
  24. 24. Piaget In One Slideassimilation: adding another moduleaccommodation: REFACTOR EVERYTHING
  25. 25. assimilation------------accommodation------------------------------------------------assimilation
  26. 26. CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)tasting the food
  27. 27. tasting == assessmentFormative: in-progress (code reviews, informalchats)tasting the food on the stoveSummative: at the end (GRADE GRADE GRADE)tasting the food on the plate
  28. 28. Community of practice.domaindomaincommunitycommunitypracticepractice
  29. 29. In a cognitive apprenticeship within acommunity of practice...zone of proximal developmentlegitimate peripheral participation
  30. 30. Zone of proximal development:learning to bike1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
  31. 31. Zone of proximal development:learning to program1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
  32. 32. Zone of proximal development:learning to program1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeeeeeeeee
  33. 33. MYTHS:not skilled enoughnot skilled enoughnot technical enoughnot technical enough(perhaps later but surely not now)(perhaps later but surely not now)
  34. 34. Legitimate PeripheralParticipation Task Criteria1. mission critical3. nobody really cares
  35. 35. Legitimate PeripheralParticipation Task Criteria1. mission critical2. we have no time3. nobody really cares
  36. 36. a history of cognitive paradigmsin teaching and learning(abridged)
  37. 37. more information:bit.ly/pycon-eduhistorybit.ly/pycon-eduparadigms
  38. 38. bostonpythonworkshop.com
  39. 39. Cognitive
  40. 40. Felder: learning styles(tomorrow morning @11after check-ins)
  41. 41. FAIL #1: Assumption ofprivilegeIf its hard, somethings wrong with mevsIf its hard, somethings wrong with it(I can fix that!)
  42. 42. We teach the way we learn.
  43. 43. Situative
  44. 44. Cognitive apprenticeship.modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
  45. 45. Motivation
  46. 46. 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!)
  47. 47. Attribution theory (Dweck)Fixed vs Growth mindsetsakaNature vs Nurture
  48. 48. Motivation (Deci, Ryan)1. amotivation2. external regulation3. identified regulation4. intrinsic motivationautonomyrelatednesscompetence(thanks to Jon Stolk, Rob Martello, Mark Somerville, and the Olin College I2E2 crew)
  49. 49. accidental learning in cognitiveapprenticeships within authenticcommunities of practice withmetacognition models andformative feedback to developself-efficacy and self-determination
  50. 50. Why? Because this.
  51. 51. ...thefirst steps on this journey do not feel like progress....thefirst steps onthis journey do not feel like progress. TheThevoice diminishes involume; it lacks... even thederived authorityvoice diminishes involume; it lacks... even thederived authorityof thosewho... can assume as they parrot... they speak theofthosewho... can assume as they parrot... they speak thetruth... The inner voice turns critical; it tells themtheir ideastruth... The inner voice turns critical; it tells themtheir ideasmaybestupid. Women at this position think before they speak;maybestupid. Women at this position think before they speak;and, because their ideas must measure up to certain objectiveand, because their ideas must measure up to certain objectivestandards, theyspeak in measured tones.standards, theyspeak in measured tones.Often, they do not speakat all.Often, they do not speakat all.But this is not a passive silence; on the other side ofthis silence,But this is not a passive silence; on the other side ofthis silence,reason is stirringreason is stirring. --Womens Ways ofKnowing. --Womens Ways ofKnowing
  52. 52. ...confirmation and community are prerequisites rather than...confirmation and community are prerequisites rather thanconsequences ofdevelopment.consequences ofdevelopment.--Womens Ways ofKnowing--Womens Ways ofKnowing
  53. 53. uredoinitriteuredoinitriteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  54. 54. thats all, folks. questions?thats all, folks. questions?this talkthis talkmy workmy workbit.ly/hackerschool-edupsychbit.ly/hackerschool-edupsychmelchua.com/contactmelchua.com/contact
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