edupsych theoryedupsych theory
for python hackersfor python hackers
v.2.0v.2.0
(mel chua, pycon toronto 2013)(mel chua, py...
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
Which comes first?
A. (vague) specification
B. (occasionally-functional) prototype
C. (rough) test(s)
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 ...
dependency:
articulate clear
and assessible goals
Example: test-driven development
def curriculum(student):
"""Students should be able to analyze the relationship between
a...
Bloom's Taxonomy
Cognitive Affective
create
evaluate
analyze
apply
understand
remember
characterize
organize
value
respond...
Example: test-driven development
def curriculum(student):
"""Students should be able to analyze the relationship between
a...
bostonpythonworkshop.com
CC-BYhttp://www.flickr.com/photos/katrzyna/69324073
assessmentassessment
Formative: cookingFormative: cooking
Summative: s...
bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory
Cognitive
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
2
Our brains are
like snowflakes.
Everyone learns
differently.
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
ACTIVE: Let's try it out!ACTIVE: Let's try it out!
REFLECTIVE: Let's think it through!REFLECTIVE: Let's think it through!
Example: test-driven development
def factorial(n):
"""Return the factorial of n, an exact integer >= 0.
>>> [factorial(n) ...
This sucks.This sucks.
This sucks.This sucks.
ACTIVE: explainey-groups!ACTIVE: explainey-groups!
REFLECTIVE: claim your pauses.REFLECTIVE: claim your pauses.
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
SENSING
INTUITIVE
(details)
(concepts)
(established methods)
(new shiny techniques)
(speed up)
(slow down)
How does this connect
with the world I know?
How can this
abstract more generally?
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory
VISUALVISUAL
bit.ly/pycon-eduparadigmsbit.ly/pycon-eduparadigms
VERBALVERBAL
cc-by http://larjona.files.wordpress.com/2011/09/eclipse-pydev.png
environments matterenvironments matter
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
newcoder.io/dataviz
learnpythonthehardway.org/book
think-pair-share
ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
We teach the way we learn.
more: bit.ly/hackerschool-learningstylestories
(Felder & Silverman)
the world is socially constructed
the world is socially constructed
(of course it is)
Watch those assumptions.
If it's hard, something's wrong with me
Watch those assumptions.
If it's hard, something's wrong with the
learning strategy I'm using
(I can fix that!)
Motivation
Motivation (Deci, Ryan)
1. amotivation
2. external regulation
3. identified regulation
4. intrinsic motivation
autonomy
re...
Attribution theory (Dweck)
Fixed vs Growth mindsets
aka
Nature vs Nurture
Self-efficacy (Bandura)
1. doing it
2. seeing people (like me) do it
3. social persuasion
4. your own body
(Bandura also d...
Learning Over Time (Fullan)
Piaget In One Slide
assimilation: adding another module
accommodation: REFACTOR EVERYTHING
assimilation
------------accommodation------------------------------------------------
assimilation
Situative
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
3
We do not learn
standalone.
Importing is
important.
WARNING:
POLYSYLLABIC
WORDS
IMMINENT
accidental learning in cognitive
apprenticeships within authentic
communities of practice with
metacognition models and
fo...
Accidental
learning.
Cognitive apprenticeship.
modelmodel
coachcoach
scaffoldscaffold
fadefade bit.ly/pycon-cogapp
Dreyfus Model of Skill
Acquisition
expert
proficient
competent
advanced beginner
novice
CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
context?context?
CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/)
context!context!
clarityclarity constraintconstraint
freedomfreedom frustrationfrustration
CC-BY-SAbyginnerobot (http://www.flickr.com/phot...
Community of practice.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 in cognitive
apprenticeships within authentic
communities of practice with
metacognition models and
fo...
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
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
process
empathy
vocabula...
that's all, folks. questions?that's all, folks. questions?
this talkthis talk
myworkmywork
bit.ly/pycon-toronto-edupsychbi...
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
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PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0

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A hacker's translation of engineering education graduate school.

How can we think about designing learning experiences? How do we understand ourselves as individual learners with distinct styles? How can we describe the way community interactions help us learn?

These questions -- and more -- are tackled and illustrated with examples from Python development (and occasional pictures of cats). If you're a hacker, you're already doing awesome learning stuff -- now learn a vocabulary you can use to talk about it!

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PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0

  1. 1. edupsych theoryedupsych theory for python hackersfor python hackers v.2.0v.2.0 (mel chua, pycon toronto 2013)(mel chua, pycon toronto 2013) follow along at bit.ly/pycon-toronto-edupsychfollow along at bit.ly/pycon-toronto-edupsych
  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. Which comes first? A. (vague) specification B. (occasionally-functional) prototype C. (rough) test(s)
  9. 9. 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
  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 what should it do? how will I know if it works? ok, now how do I make it work?
  11. 11. 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
  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 content (goal) assessment pedagogy (activity) Further reading: Understanding By Design
  13. 13. dependency: articulate clear and assessible goals
  14. 14. Example: test-driven development def curriculum(student): """Students should be able to analyze the relationship between a doctest, thefunction 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 Bloom's taxonomy
  15. 15. Bloom's Taxonomy Cognitive Affective create evaluate analyze apply understand remember characterize organize value respond receive
  16. 16. Example: test-driven development def curriculum(student): """Students should be able to analyze the relationship between a doctest, thefunction 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 behaviorism
  17. 17. bostonpythonworkshop.com
  18. 18. CC-BYhttp://www.flickr.com/photos/katrzyna/69324073 assessmentassessment Formative: cookingFormative: cooking Summative: servingSummative: serving
  19. 19. bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory
  20. 20. Cognitive
  21. 21. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  22. 22. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  23. 23. 2 Our brains are like snowflakes. Everyone learns differently.
  24. 24. think-pair-share
  25. 25. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  26. 26. ACTIVE: Let's try it out!ACTIVE: Let's try it out! REFLECTIVE: Let's think it through!REFLECTIVE: Let's think it through!
  27. 27. 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
  28. 28. This sucks.This sucks. This sucks.This sucks.
  29. 29. ACTIVE: explainey-groups!ACTIVE: explainey-groups! REFLECTIVE: claim your pauses.REFLECTIVE: claim your pauses.
  30. 30. think-pair-share
  31. 31. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  32. 32. SENSING INTUITIVE
  33. 33. (details) (concepts)
  34. 34. (established methods) (new shiny techniques)
  35. 35. (speed up) (slow down)
  36. 36. How does this connect with the world I know? How can this abstract more generally?
  37. 37. think-pair-share
  38. 38. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  39. 39. bit.ly/pycon-eduhistorybit.ly/pycon-eduhistory VISUALVISUAL
  40. 40. bit.ly/pycon-eduparadigmsbit.ly/pycon-eduparadigms VERBALVERBAL
  41. 41. cc-by http://larjona.files.wordpress.com/2011/09/eclipse-pydev.png environments matterenvironments matter
  42. 42. think-pair-share
  43. 43. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  44. 44. newcoder.io/dataviz
  45. 45. learnpythonthehardway.org/book
  46. 46. think-pair-share
  47. 47. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
  48. 48. We teach the way we learn. more: bit.ly/hackerschool-learningstylestories (Felder & Silverman)
  49. 49. the world is socially constructed
  50. 50. the world is socially constructed (of course it is)
  51. 51. Watch those assumptions. If it's hard, something's wrong with me
  52. 52. Watch those assumptions. If it's hard, something's wrong with the learning strategy I'm using (I can fix that!)
  53. 53. Motivation
  54. 54. 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)
  55. 55. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
  56. 56. 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!)
  57. 57. Learning Over Time (Fullan)
  58. 58. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
  59. 59. assimilation ------------accommodation------------------------------------------------ assimilation
  60. 60. Situative
  61. 61. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  62. 62. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
  63. 63. 3 We do not learn standalone. Importing is important.
  64. 64. WARNING: POLYSYLLABIC WORDS IMMINENT
  65. 65. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
  66. 66. Accidental learning.
  67. 67. Cognitive apprenticeship. modelmodel coachcoach scaffoldscaffold fadefade bit.ly/pycon-cogapp
  68. 68. Dreyfus Model of Skill Acquisition expert proficient competent advanced beginner novice
  69. 69. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/) context?context?
  70. 70. CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/) context!context!
  71. 71. clarityclarity constraintconstraint freedomfreedom frustrationfrustration CC-BY-SAbyginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BYbyNatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)
  72. 72. Community of practice.Community of practice. domaindomain communitycommunity practicepractice
  73. 73. In a cognitive apprenticeship within a community of practice... zone of proximal development legitimate peripheral participation
  74. 74. Zone of proximal development: learning to bike 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  75. 75. Zone of proximal development: learning to program 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
  76. 76. Zone of proximal development: learning to program 1. watching 2. pair programming, code review, etc... 3. wheeeeeeeeeeeeeeeeeeeeeeee
  77. 77. MYTHS: not skilled enoughnot skilled enough not technical enoughnot technical enough (perhaps later but surely not now)(perhaps later but surely not now)
  78. 78. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
  79. 79. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
  80. 80. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
  81. 81. Why? Because this.
  82. 82. ''...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
  83. 83. '...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
  84. 84. ure doin it rite ure doin it riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
  85. 85. 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone 3 big ideas
  86. 86. 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone process empathy vocabulary 3 big ideas
  87. 87. that's all, folks. questions?that's all, folks. questions? this talkthis talk myworkmywork bit.ly/pycon-toronto-edupsychbit.ly/pycon-toronto-edupsych melchua.com/contactmelchua.com/contact
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