EduPsych Theory for Python Hackers: A Whirlwind Overview

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The slides for a talk on educational psychology given at PyCon 2013.

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EduPsych Theory for Python Hackers: A Whirlwind Overview

  1. 1. edupsych theoryfor python hackers(pycon us 2013)follow along at bit.ly/pycon-edupsych
  2. 2. MEL CHUAacademic hackeracademic
  3. 3. WAT
  4. 4. ure doin itCC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870 rite
  5. 5. 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
  6. 6. 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
  7. 7. Example: test-driven developmentdef curriculum(student): content """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] assessment [True, True, True, True, True]""" fun_activity_thing() pedagogy student.doctestability = True return student.doctestability Further reading: Understanding By Design
  8. 8. Example: test-driven developmentdef curriculum(student): Blooms taxonomy """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
  9. 9. Blooms Taxonomy create evaluate analyze apply understand remember
  10. 10. Blooms Taxonomy, Cognitive create evaluate analyze apply understand remember
  11. 11. Blooms Taxonomy, Affective characterize organize value respond receive
  12. 12. 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]""" behaviorism (well come back to this in a moment) fun_activity_thing() student.doctestability = True return student.doctestability
  13. 13. the world is socially constructed
  14. 14. the world is socially constructed (of course it is)
  15. 15. translation?
  16. 16. accidental learning in cognitiveapprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
  17. 17. Accidental learning.
  18. 18. Community of practice.domaincommunitypractice
  19. 19. Cognitive apprenticeship.modelcoachscaffoldfade bit.ly/pycon-cogapp
  20. 20. Dreyfus Model of Skill Acquisition novice advanced beginner competent proficient expert
  21. 21. GET HELP FASTER
  22. 22. FIND TASKS FASTER
  23. 23. SEE PRIOR WORK FASTER
  24. 24. ANSWER YOUROWN QUESTIONS FASTER
  25. 25. WE WILL NOT TALK WITH YOU UNTIL YOU USE THIS STRANGE NEW TOOL
  26. 26. STOP ASKING MEWHAT TO DO AND GO AW AY
  27. 27. AWAY TO A CORNERNOBODY ELSE HAS TOUCHED FOR MONTHS
  28. 28. RTFM
  29. 29. Why?Because Piaget.
  30. 30. Piaget In One Slide assimilation: adding another moduleaccommodation: REFACTOR EVERYTHING
  31. 31. assimilation------------accommodation------------------------------------------------ assimilation
  32. 32. YOURE BORINGSTOP TALKING WITH US
  33. 33. WELL HELP YOUGET THROUGH THE BORINGSO YOU CAN START TALKING WITH US
  34. 34. CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
  35. 35. CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
  36. 36. clarity constraint freedom frustrationCC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)
  37. 37. An Assessment AsideFormative: in-progress (code reviews, informal chats) tasting the food on the stove Summative: at the end (GRADE GRADE GRADE) tasting the food on the plate
  38. 38. clarity constraint freedom frustrationCC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)
  39. 39. MYTHS: not skilled enough not technical enough(perhaps later but surely not now)
  40. 40. In a cognitive apprenticeship within acommunity of practice... zone of proximal developmentlegitimate peripheral participation
  41. 41. Zone of proximal development: learning to bike1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
  42. 42. Zone of proximal development: learning python1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
  43. 43. Zone of proximal development: learning python1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeeeeeeeee
  44. 44. Legitimate Peripheral Participation Task Criteria1. mission critical3. nobody really cares
  45. 45. Legitimate Peripheral Participation Task Criteria1. mission critical2. we have no time3. nobody really cares
  46. 46. 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]""" behaviorism (the moment has come) fun_activity_thing() student.doctestability = True return student.doctestability
  47. 47. a history of cognitive paradigms in teaching and learning (abridged)
  48. 48. more information: bit.ly/pycon-eduhistorybit.ly/pycon-eduparadigms
  49. 49. bostonpythonworkshop.com
  50. 50. Cognitive
  51. 51. You.
  52. 52. Situative
  53. 53. Cognitive apprenticeship.modelcoachscaffoldfade bit.ly/pycon-cogapp
  54. 54. http://wiki.sugarlabs.org/go/Activities/Abacus
  55. 55. Motivation
  56. 56. 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!)
  57. 57. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
  58. 58. You.
  59. 59. Motivation (Deci, Ryan)1. amotivation autonomy2. external regulation relatedness3. identified regulation competence4. intrinsic motivation(thanks to Jon Stolk, Rob Martello, Mark Somerville, and the Olin College I2E2 crew)
  60. 60. accidental learning in cognitiveapprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
  61. 61. Why? Because this.
  62. 62. FAIL #1: Assumption of privilegeIf its hard, somethings wrong with me vs If its hard, somethings wrong with it (I can fix that!)
  63. 63. We teach the way we learn.
  64. 64. ...the first steps on this journey do not feel like progress. Thevoice diminishes in volume; it lacks... even the derived authorityof those who... can assume as they parrot... they speak thetruth... The inner voice turns critical; it tells them their ideasmay be stupid. Women at this position think before they speak;and, because their ideas must measure up to certain objectivestandards, they speak in measured tones.Often, they do not speak at all.But this is not a passive silence; on the other side of this silence,reason is stirring. --Womens Ways of Knowing
  65. 65. ...confirmation and community are prerequisites rather thanconsequences of development. --Womens Ways of Knowing
  66. 66. thats all, folks. questions? this talk my PhD bit.ly/pycon-edupsych melchua.com/contact

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