Edutalk w2014

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Edutalk w2014

  1. 1. edupsych theory for hacker school (hacker school w2014) follow along at bit.ly/hackerschool-w2014
  2. 2. MEL CHUA academic hacker academic
  3. 3. WAT
  4. 4. Productively Lost
  5. 5. Productively Lost: How to tell 1. Productively: test-driven learning 2. Productively: fits your brain 3. Productively: works with others 4. Productively: pushes you, nicely 5. Lost: (you can tell)
  6. 6. CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870 ure doin it rite
  7. 7. Productively Lost: How to tell 1. Productively: test-driven learning 2. Productively: fits your brain 3. Productively: works with others 4. Productively: pushes you, nicely 5. Lost: (you can tell)
  8. 8. This talk's big ideas 1. Learning is designable like code 2. Know your learning style 3. We do not function standalone 4. Mindset and motivation are key 5. Be courageous!
  9. 9. 1 Design your learning the same way you design your code
  10. 10. think-pair-share
  11. 11. 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.
  12. 12. What is your hacker school learning story? (I'm learning X because of Y. My next step is Z.)
  13. 13. 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: result *= factor factor += 1 return result (shamelessly stolen from http://docs.python.org/2/library/doctest.html)
  14. 14. Example: test-driven development def factorial(n): """Return the factorial of n, an exact integer >= 0. what should it do? >>> [factorial(n) for n in range(6)] [1, 1, 2, 6, 24, 120]""" result = 1 how will I know if it works? factor = 2 while factor <= n: result *= factor factor += 1 return result (shamelessly stolen from http://docs.python.org/2/library/doctest.html) ok, now how do I make it work?
  15. 15. Example: test-driven learning def learn_tdd(student): """Students should be able to analyze the relationship between a doctest, the function 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
  16. 16. Example: test-driven learning def learn_tdd(student): content (goal) """Students should be able to analyze the relationship between a doctest, the function under test, and the test output. >>> [learn_tdd(student) for student in class] [True, True, True, True, True]""" assessment fun_activity_thing() student.doctestability = True return student.doctestability pedagogy (activity) Further reading: Understanding By Design, bit.ly/test-driven-learning
  17. 17. bit.ly/test-driven-learning
  18. 18. assessment Formative: cooking Summative: serving CC-BY http://www.flickr.com/photos/katrzyna/69324073
  19. 19. This talk's big ideas 1. Learning is designable like code 2. Know your learning style 3. We do not function standalone 4. Mindset and motivation are key 5. Be courageous!
  20. 20. 2 Our brains are like snowflakes. Everyone learns differently.
  21. 21. ACTIVE REFLECTIVE SENSING INTUITIVE VISUAL VERBAL SEQUENTIAL GLOBAL
  22. 22. We teach the way we learn. teaser trailer: workshop tomorrow! bit.ly/hackerschool-learningstylestories (Felder & Silverman)
  23. 23. This talk's big ideas 1. Learning is designable like code 2. Know your learning style 3. We do not function standalone 4. Mindset and motivation are key 5. Be courageous!
  24. 24. 3 We do not learn standalone. Importing is important.
  25. 25. Community of practice. domain community practice
  26. 26. Cognitive apprenticeship. model coach scaffold fade bit.ly/pycon-cogapp
  27. 27. In a cognitive apprenticeship within a community of practice... zone of proximal development legitimate peripheral participation
  28. 28. Zone of proximal development: learning to bike 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  29. 29. Zone of proximal development: learning to program 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  30. 30. Zone of proximal development: learning to program 1. watching 2. pair programming, code review, etc... 3. wheeeeeeeeeeeeeeeeeeeeeeee
  31. 31. MYTHS: not skilled enough not technical enough (perhaps later but surely not now)
  32. 32. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
  33. 33. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
  34. 34. Legitimate Peripheral Participation CC-BY http://www.flickr.com/photos/pasukaru76/5060447506 these are the jobs you're looking for
  35. 35. Situative
  36. 36. more information: bit.ly/pycon-eduhistory bit.ly/pycon-eduparadigms
  37. 37. bostonpythonworkshop.com
  38. 38. Cognitive
  39. 39. Dreyfus Model of Skill Acquisition novice advanced beginner competent proficient expert
  40. 40. CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
  41. 41. CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
  42. 42. clarity freedom CC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/) constraint frustration
  43. 43. Why? Because Piaget.
  44. 44. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
  45. 45. assimilation ------------accommodation-----------------------------------------------assimilation
  46. 46. novice assimilation accommodation + advanced beginner competent proficient expert = SPIRAL LEARNING
  47. 47. unwind the spiral... Learning Over Time (Fullan)
  48. 48. Motivation
  49. 49. This talk's big ideas 1. Learning is designable like code 2. Know your learning style 3. We do not function standalone 4. Mindset and motivation are key 5. Be courageous!
  50. 50. 4 mindset and motivation matter more for mastery
  51. 51. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
  52. 52. 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!)
  53. 53. Example: test-driven learning def learn_tdd(student): content (goal) """Students should be able to analyze the relationship between a doctest, the function under test, and the test output. Do I have clear, small goals? >>> [learn_tdd(student) for student in class] [True, True, True, True, True]""" assessment fun_activity_thing() student.doctestability = True return student.doctestability pedagogy (activity) Further reading: Understanding By Design
  54. 54. ACTIVE REFLECTIVE SENSING INTUITIVE VISUAL VERBAL SEQUENTIAL GLOBAL Does this work for my style?
  55. 55. '...confirmation and community are prerequisites rather than consequences of development.' --Women's Ways of Knowing Am I learning in context and community?
  56. 56. Do I (really) care? 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)
  57. 57. This talk's big ideas 1. Learning is designable like code 2. Know your learning style 3. We do not function standalone 4. Mindset and motivation are key 5. Be courageous!
  58. 58. 5 I want to see you be brave (thank you, Sara Bareilles)
  59. 59. I (think I) can 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!)
  60. 60. CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870 ure doin it rite
  61. 61. Productively Lost
  62. 62. that's all, folks. questions? this talk my work bit.ly/hackerschool-w2014 melchua.com/contact

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