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
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  • 1. edupsych theory for hacker school (hacker school f2013) follow along at bit.ly/hackerschool-f2013
  • 2. MEL CHUA academic hacker academic
  • 3. WAT
  • 4. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  • 5. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  • 6. 1Design your learning the same way you design your code Design your learning the same way you design your code
  • 7. think-pair-share
  • 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. What is your hacker school learning story? (I'mlearning X because of Y. My next step is Z.)
  • 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. 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. 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. 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. CC-BYhttp://www.flickr.com/photos/katrzyna/69324073 assessmentassessment Formative: cookingFormative: cooking Summative: servingSummative: serving
  • 15. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  • 16. 2 Our brains are like snowflakes. Everyone learns differently.
  • 17. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  • 18. teaser trailer: workshop tomorrow!
  • 19. We teach the way we learn. more: bit.ly/hackerschool-learningstylestories (Felder & Silverman)
  • 20. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  • 21. 3 We do not learn standalone. Importing is important.
  • 22. Community of practice. domaindomain communitycommunity practicepractice
  • 23. In a cognitive apprenticeship within a community of practice... zone of proximal development legitimate peripheral participation
  • 24. Zone of proximal development: learning to bike 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  • 25. Zone of proximal development: learning to program 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  • 26. Zone of proximal development: learning to program 1. watching 2. pair programming, code review, etc... 3. wheeeeeeeeeeeeeeeeeeeeeeee
  • 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. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
  • 29. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
  • 30. Accidental learning.
  • 31. Cognitive apprenticeship. modelmodel coachcoach scaffoldscaffold fadefade bit.ly/pycon-cogapp
  • 32. Situative
  • 33. more information: bit.ly/pycon-eduhistory bit.ly/pycon-eduparadigms
  • 34. bostonpythonworkshop.com
  • 35. Cognitive
  • 36. Dreyfus Model of Skill Acquisition novice advanced beginner competent proficient expert
  • 37. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
  • 38. CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/)
  • 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. Why? Because Piaget.
  • 41. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
  • 42. assimilation ------------accommodation------------------------------------------------ assimilation
  • 43. Learning Over Time (Fullan)
  • 44. Motivation
  • 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. 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. FREEZE DO NOT MOVE
  • 48. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
  • 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. Why? Because this.
  • 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. '...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. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  • 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