edupsych theory
for hacker school
(hacker school f2013)
follow along at bit.ly/hackerschool-f2013
MEL CHUA
academic
hacker
academic
WAT
ure
doin
it
rite
ure
doin
it
riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
1Design your learning
the same way
you design your code
Design your learning
the 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 ...
What is your hacker school
learning story?
(I'mlearning X because of Y. My next step is Z.)
Example: test-driven development
def factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) ...
Example: test-driven development
def factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) ...
Example: test-driven development
def learn_tdd(student):
"""Students should be able to analyze the relationship between
a ...
Example: test-driven development
def learn_tdd(student):
"""Students should be able to analyze the relationship between
a ...
CC-BYhttp://www.flickr.com/photos/katrzyna/69324073
assessmentassessment
Formative: cookingFormative: cooking
Summative: s...
3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
2
Our brains are
like snowflakes.
Everyone learns
differently.
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
teaser trailer:
workshop tomorrow!
We teach the way we learn.
more: bit.ly/hackerschool-learningstylestories
(Felder & Silverman)
3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
3
We do not learn
standalone.
Importing is
important.
Community of practice.
domaindomain
communitycommunity
practicepractice
In a cognitive apprenticeship within a
community of practice...
zone of proximal development
legitimate peripheral partici...
Zone of proximal development:
learning to bike
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:
learning to program
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:
learning to program
1. watching
2. pair programming, code review, etc...
3. wheeeeeeeeeeeeee...
MYTHS:
not skilled enoughnot skilled enough
not technical enoughnot technical enough
(perhaps later but surely not now)(pe...
Legitimate Peripheral
Participation Task Criteria
1. mission critical
3. nobody really cares
Legitimate Peripheral
Participation Task Criteria
1. mission critical
2. we have no time
3. nobody really cares
Accidental
learning.
Cognitive apprenticeship.
modelmodel
coachcoach
scaffoldscaffold
fadefade bit.ly/pycon-cogapp
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-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/)
clarityclarity constraintconstraint
freedomfreedom frustrationfrustration
CC-BY-SAbyginnerobot (http://www.flickr.com/phot...
Why?
Because Piaget.
Piaget In One Slide
assimilation: adding another module
accommodation: REFACTOR EVERYTHING
assimilation
------------accommodation------------------------------------------------
assimilation
Learning Over Time (Fullan)
Motivation
Motivation (Deci, Ryan)
1. amotivation
2. external regulation
3. identified regulation
4. intrinsic motivation
autonomy
re...
Self-efficacy (Bandura)
1. doing it
2. seeing people (like me) do it
3. social persuasion
4. your own body
(Bandura also d...
FREEZE
DO NOT MOVE
Attribution theory (Dweck)
Fixed vs Growth mindsets
aka
Nature vs Nurture
FAIL #1: Assumption of
privilege
If it's hard, something's wrong with me
vs
If it's hard, something's wrong with it
(I can...
Why? Because this.
''...thefirst steps on this journey do not feel like progress....thefirst steps onthis journey do not feel like progress. ...
'...confirmation and community are prerequisites rather than'...confirmation and community are prerequisites rather than
c...
ure
doin
it
rite
ure
doin
it
riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
that's all, folks. questions?that's all, folks. questions?
this talkthis talk
myworkmywork
bit.ly/hackerschool-f2013bit.ly...
Edutalk f2013
Edutalk f2013
Edutalk f2013
Edutalk f2013
Edutalk f2013
Edutalk f2013
Edutalk f2013
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Edutalk f2013

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  • Slides for my fall 2013 Hacker School presentation. You'll notice I've given versions of this talk multiple times now, and it evolves subtly each time. Differences between this and PyCon Toronto (the last iteration) include:

    Dropping Bloom's Taxonomy
    Cutting out almost all the 'learning styles' stuff because that's now a separate workshop
    Dropping the emphasis on making fun of academia's complicated verbiage
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
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Transcript of "Edutalk f2013"

  1. 1. edupsych theory for hacker school (hacker school f2013) follow along at bit.ly/hackerschool-f2013
  2. 2. MEL CHUA academic hacker academic
  3. 3. WAT
  4. 4. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  5. 5. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  6. 6. 1Design your learning the same way you design your code Design your learning the same way you design your code
  7. 7. think-pair-share
  8. 8. 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.
  9. 9. What is your hacker school learning story? (I'mlearning X because of Y. My next step is Z.)
  10. 10. Example: test-driven development def 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
  11. 11. Example: test-driven development def 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?
  12. 12. Example: test-driven development def learn_tdd(student): """Students should be able to analyze the relationship between a doctest, thefunction 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
  13. 13. Example: test-driven development def learn_tdd(student): """Students should be able to analyze the relationship between a doctest, thefunction 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
  14. 14. CC-BYhttp://www.flickr.com/photos/katrzyna/69324073 assessmentassessment Formative: cookingFormative: cooking Summative: servingSummative: serving
  15. 15. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  16. 16. 2 Our brains are like snowflakes. Everyone learns differently.
  17. 17. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  18. 18. teaser trailer: workshop tomorrow!
  19. 19. We teach the way we learn. more: bit.ly/hackerschool-learningstylestories (Felder & Silverman)
  20. 20. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  21. 21. 3 We do not learn standalone. Importing is important.
  22. 22. Community of practice. domaindomain communitycommunity practicepractice
  23. 23. In a cognitive apprenticeship within a community of practice... zone of proximal development legitimate peripheral participation
  24. 24. Zone of proximal development: learning to bike 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  25. 25. Zone of proximal development: learning to program 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  26. 26. Zone of proximal development: learning to program 1. watching 2. pair programming, code review, etc... 3. wheeeeeeeeeeeeeeeeeeeeeeee
  27. 27. MYTHS: not skilled enoughnot skilled enough not technical enoughnot technical enough (perhaps later but surely not now)(perhaps later but surely not now)
  28. 28. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
  29. 29. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
  30. 30. Accidental learning.
  31. 31. Cognitive apprenticeship. modelmodel coachcoach scaffoldscaffold fadefade bit.ly/pycon-cogapp
  32. 32. Situative
  33. 33. more information: bit.ly/pycon-eduhistory bit.ly/pycon-eduparadigms
  34. 34. bostonpythonworkshop.com
  35. 35. Cognitive
  36. 36. Dreyfus Model of Skill Acquisition novice advanced beginner competent proficient expert
  37. 37. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
  38. 38. CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/)
  39. 39. clarityclarity constraintconstraint freedomfreedom frustrationfrustration CC-BY-SAbyginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BYbyNatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)
  40. 40. Why? Because Piaget.
  41. 41. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
  42. 42. assimilation ------------accommodation------------------------------------------------ assimilation
  43. 43. Learning Over Time (Fullan)
  44. 44. Motivation
  45. 45. Motivation (Deci, Ryan) 1. amotivation 2. external regulation 3. identified regulation 4. intrinsic motivation autonomy relatedness competence (thanks to Jon Stolk, Rob Martello, Mark Somerville, and the Olin College I2E2 crew)
  46. 46. Self-efficacy (Bandura) 1. doing it 2. seeing people (like me) do it 3. social persuasion 4. your own body (Bandura also did social learning, which is a lot of fun – look it up!)
  47. 47. FREEZE DO NOT MOVE
  48. 48. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
  49. 49. FAIL #1: Assumption of privilege If it's hard, something's wrong with me vs If it's hard, something's wrong with it (I can fix that!)
  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. TheThe voice diminishes in volume; it lacks... even the derived authorityvoice diminishes in volume; it lacks... even the derived authority of thosewho... can assume as theyparrot... they speak theofthosewho... can assume as theyparrot... they speak the truth... The inner voice turns critical; it tells themtheir ideastruth... The inner voice turns critical; it tells themtheir ideas may be stupid.Women at this position think before they speak;may be stupid.Women at this position think before they speak; and, becausetheir ideas must measure up to certain objectiveand, becausetheir ideas must measure up to certain objective standards, they speak in measured tones.standards, they speak in measured tones. Often, theydo not speak at all.Often, theydo not speak at all. But this is not a passive silence; on the other sideof this silence,But this is not a passive silence; on the other sideof this silence, reason is stirringreason is stirring.' --Women's Ways ofKnowing.' --Women's Ways ofKnowing
  52. 52. '...confirmation and community are prerequisites rather than'...confirmation and community are prerequisites rather than consequences ofdevelopment.'consequences ofdevelopment.' --Women's Ways of Knowing--Women's Ways of Knowing
  53. 53. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  54. 54. that's all, folks. questions?that's all, folks. questions? this talkthis talk myworkmywork bit.ly/hackerschool-f2013bit.ly/hackerschool-f2013 melchua.com/contactmelchua.com/contact
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