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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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### Edupsych Theory for Hacker School: Summer 2013 edition

1. 1. edupsych theoryfor hacker school(hacker school s2013)follow along at bit.ly/hackerschool-edupsych
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
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.
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)
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