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ACCU 2010




            stood at the
                       bottom of a mountain
                Mountain
              ...
stood at the bottom of a mountain looking up                             pete goodliffe




                              ...
stood at the bottom of a mountain looking up                             pete goodliffe




                              ...
stood at the bottom of a mountain looking up                                                                    pete goodl...
stood at the bottom of a mountain looking up   pete goodliffe




                                    why?
stood at the bottom of a mountain looking up                 pete goodliffe




                                          ...
stood at the bottom of a mountain looking up   pete goodliffe
stood at the bottom of a mountain looking up   pete goodliffe




                   (there it is)
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
» The Facts of Life «

The prologue
LEARNING:. We all do it
  ‣ Software developers should be perennial students.

     all humans are
  ‣ Some people do it b...
LEARNING:. is frightening
 ‣   It’s hard work
 ‣   It’s extra effort

 ‣ Change is good
 ‣ Learning is good




          ...
10,000
10,000      expe
                     rt




8,000  s ho w
                s p ot
                         entia
         ...
10,000  expe
               rt



= 10 years
* 3 hours
= hard work
» The Facts of Life «

Categorising knowledge
everything there
   is to know
everything       everything you
you’ve forgotten     don’t know
                       know
“
Reports that say that something hasn't happened are
always interesting to me, because as we know, there
are known knowns...
everything
                    you know you
                      don’t know
everything you      everything you
    know  ...
everything
                 everything you
                                       you know you
                   know wel...
everything
everything you
                       you know you
  know wellBeware of the «
           »
                    ...
» The Facts of Life «

The ethics of learning
study is not something that
   a teacher does to you

  it is something you do
study is not something that
responsibility
   a teacher does to you

  it is something you do
professionalism
“
Learning is like rowing
   upstream: not to



                       ”
advance is to drop back.
                   Chin...
Learning:
You’ve either got to, or
you ought to.
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
your knowledge portfolio
      the pragmatic programmer
problem domain

     technology
?
    new codebase
problem domain
  ‣ Users
  ‣ Domain knowledge
  ‣ Who are the experts?

                              technology
         ...
new technology


technical skills

how to work
      with others


how to learn


the “leftfield”
‣ What is the next big
new technology        thing?
                    ‣ Different language
technical skills      paradig...
‣ How to read code
new technology      ‣ How to write
                      technical
technical skills      documentation
...
‣ How to understand
new technology        others
                    ‣ How to communicate
technical skills    ‣ How to lis...
‣ That’s why you’re
new technology        here!
                    ‣ New learning
technical skills      techniques

how t...
‣ Foreign language
new technology      ‣ Musical instrument
                    ‣ Martial art
technical skills    ‣ New br...
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
→ apprentice →   journeyman   →   master   →

→    shu    →        ha       →     ri     →
dreyfus model       cone of learning



     expert

    proficient

   competent

advanced beginner

     novice
dreyfus model



     expert

    proficient

   competent

advanced beginner

     novice
novice

have no knowledge
      (yet)

   want results
     (fast)

have no experience

    need rules

 can’t judge rules
advanced beginner

  some experience
   some learning
     explicit knowledge


can break free from
   rules a little

wil...
competent

  mental model made

 associations formed

  understand relative
 importance of aspects

can approach unknown
 ...
proficient

   beyond competency

  understand big picture

   frustrated by novice
      simplifications

can correct pre...
expert

   the pinnacle

there are very few

 have authority

 interlink skills

can teach others

 have intuition
  natur...
where are you?
  how far up the mountain?
how high do you
  want to go?
“
Effort is one of the things
that gives meaning to life.
Effort means you care about
something, that something is
importa...
attitude
attitude
  Responsibility
Continuous learning
      Hunger
     Curiosity
     Humility
     Self-belief
» How to learn «


  Learning tools
Learning processes
      Plans
The

?   Ultimate
    Learning
    Machine
» the user’s manual «
» Maintenance «   Use the correct fuel
                  * Amino acids from protein-
                    rich food (meat, ...
Left brain                Right brain




             PCI Control Interconnect
                    Bus
             Person
Left brain                Right brain




             PCI Control Interconnect
                    Bus
             Person
Left brain                        Right brain

 * Verbal                        * Non-verbal
 * Rational                  ...
Left brain                        Right brain




             the trick:
  harness both sides

                     PCI C...
listen: m
          usic
    describe            The
                   Ultimate
   twiddle         Learning
  doodle/d
  ...
» multimode learning «
practice
practice is not a noun
practice
practice is not a noun
     deliberate practice
            katas
            dojo
“
Tell me, and I will forget.
  Show me, and I may
remember. Involve me,


                      ”
 and I will understand....
TDD
      L
test driven learning

      ‣ Planned study
         ‣ How will you know you’ve successfully learnt?
      ‣ R...
your notes
             cpu cache


your reference materials
  books, notebooks, web, etc
            swap space


 where ...
networking
networking
        pair programming
           study groups
     e
            mentoring
  giv dge
   wle
kno back     tea...
be less afraid of
 your ignorance

                 so find
                   m
                lea eon
                 ...
build a mental map
build a mental map
a hierarchy of
knowledge retrieval
plan your learning

                        what you need to know




test & use knowledge
                             3r...
mind maps
always question
     ‣ Question what you’re learning
       ‣ Question this talk!
     ‣ Ask why?
     ‣ Beware of the obv...
learn from your
   mistakes
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
stood at the bottom of a mountain looking up   pete goodliffe




plan of attack
     ‣ preliminaries: the facts of life
 ...
you are here
   (enjoy the view)
attitude

    ‣ It’s your responsibility
    ‣ Learn deliberately
goals
 ‣ Live to love to learn
 ‣ Take responsibility for your learning
 ‣ Learn one language per year
     ‣ The Pragmati...
stood at the bottom of a mountain looking up           pete goodliffe




                                               P...
stood at the bottom of a mountain looking up                                     pete goodliffe




    over to you
      ...
stood at the bottom of a mountain looking up   pete goodliffe




      references




                              ?
stood at the bottom of a mountain looking up                                                          pete goodliffe




 ...
stood at the bottom of a mountain looking up                                                            pete goodliffe



...
stood at the bottom of a mountain looking up           pete goodliffe




      references




                           ...
stood at the bottom of a mountain looking up           pete goodliffe




                                               P...
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
Stood at the bottom of a mountain looking up
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Stood at the bottom of a mountain looking up

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My ACCU 2010 conference presentation on software developers learning.

The talk synopsis was:

How to get up to speed with new technology, fast.

The fun thing about software development is that there's always something new to learn, something new to do, and a new way to stretch your capabilities. A software developer should never stand still. If you stand still, you stagnate. The more senior you get, the more pressure there is to be able to pick up new technologies and hit the ground running. However, its hard work to move onto new pastures and be immediately effective.

Starting with any new technology is like standing at the bottom or a huge mountain, and looking up at the summit. You're not sure how far away it is, let alone how to get up there.

In this talk, we'll explore how to start climbing, and how to make sure your ascent is as fast and effective as possible. And we'll see how to ensure you don't fall off on the way up. We'll consider how to quickly get up to speed with new technologies, new languages, new environments. And we'll investigate the winning approaches and attitudes that'll help you reach the summit.

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Transcript of "Stood at the bottom of a mountain looking up"

  1. 1. ACCU 2010 stood at the bottom of a mountain Mountain looking up Pete Goodliffe pete@goodliffe.net
  2. 2. stood at the bottom of a mountain looking up pete goodliffe Pete Goodliffe A programmer, a columnist, an author, a teacher. Someone who cares about code. www.goodliffe.net goodliffe.blogspot.com @petegoodliffe
  3. 3. stood at the bottom of a mountain looking up pete goodliffe Pete Goodliffe A programmer, a columnist, an author, a teacher. Someone who cares about code. www.goodliffe.net goodliffe.blogspot.com @petegoodliffe
  4. 4. stood at the bottom of a mountain looking up pete goodliffe talk synopsis How to get up to speed with new technology, fast. The fun thing about software development is that there's always something new to learn, something new to do, and a new way to stretch your capabilities. A software developer should never stand still. If you stand still, you stagnate. The more senior you get, the more pressure there is to be able to pick up new technologies and hit the ground running. However, its hard work to move onto new pastures and be immediately effective. Starting with any new technology is like standing at the bottom or a huge mountain, and looking up at the summit. You're not sure how far away it is, let alone how to get up there. In this talk, we'll explore how to start climbing, and how to make sure your ascent is as fast and effective as possible. And we'll see how to ensure you don't fall off on the way up. We'll consider how to quickly get up to speed with new technologies, new languages, new environments. And we'll investigate the winning approaches and attitudes that'll help you reach the summit
  5. 5. stood at the bottom of a mountain looking up pete goodliffe why?
  6. 6. stood at the bottom of a mountain looking up pete goodliffe we can software constant always get fun development learning better
  7. 7. stood at the bottom of a mountain looking up pete goodliffe
  8. 8. stood at the bottom of a mountain looking up pete goodliffe (there it is)
  9. 9. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  10. 10. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  11. 11. » The Facts of Life « The prologue
  12. 12. LEARNING:. We all do it ‣ Software developers should be perennial students. all humans are ‣ Some people do it better than others ‣ Some people do it more than others Here are some keys ‣ Our profession requires that we constantly learn to help us improve
  13. 13. LEARNING:. is frightening ‣ It’s hard work ‣ It’s extra effort ‣ Change is good ‣ Learning is good LEARNING:. is difficult ‣ The problem is getting worse ‣ There is always a new new thing ‣ Increase in code size ‣ More legacy code ‣ Increased inter-connectedness ‣ Career progression → increased expectations
  14. 14. 10,000
  15. 15. 10,000 expe rt 8,000 s ho w s p ot entia l 4,000 also- ran
  16. 16. 10,000 expe rt = 10 years * 3 hours
  17. 17. = hard work
  18. 18. » The Facts of Life « Categorising knowledge
  19. 19. everything there is to know
  20. 20. everything everything you you’ve forgotten don’t know know
  21. 21. “ Reports that say that something hasn't happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns - the ones we don't know we don't know. And if one ” looks throughout the history of our country and other free countries, it is the latter category that tend to be the difficult ones. Donald H. Rumsfeld February 12, 2002 Department of Defense News Briefing
  22. 22. everything you know you don’t know everything you everything you know don’t know everything you don’t know you don’t know everything you’ve forgotten
  23. 23. everything everything you you know you know well don’t know everything you know everything everything you you don’t know a bit know you don’t know everything In the actual presentation, this jumble makes perfect sense. you’ve forgotten Here are Animations, more keys dontchaknow... to help us improve
  24. 24. everything everything you you know you know wellBeware of the « » don’t know Four levels of incompetence everything everything you you don’t know a bit know you don’t 1.Conscious incompetence know 2.Conscious competence 3.Unconscious competence 4.Unconscious incompetence everything you’ve forgotten Here are more keys to help us improve
  25. 25. » The Facts of Life « The ethics of learning
  26. 26. study is not something that a teacher does to you it is something you do
  27. 27. study is not something that responsibility a teacher does to you it is something you do
  28. 28. professionalism
  29. 29. “ Learning is like rowing upstream: not to ” advance is to drop back. Chinese proverb
  30. 30. Learning: You’ve either got to, or you ought to.
  31. 31. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  32. 32. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  33. 33. your knowledge portfolio the pragmatic programmer
  34. 34. problem domain technology ? new codebase
  35. 35. problem domain ‣ Users ‣ Domain knowledge ‣ Who are the experts? technology ‣ Programming language ‣ Library ‣ Framework/API ‣ Software tools ‣ Build system ‣ Issue tracker new codebase ‣ Architecture ‣ Design ‣ Structure ‣ Idioms ‣ How to build ‣ How to run tests ‣ Development practices
  36. 36. new technology technical skills how to work with others how to learn the “leftfield”
  37. 37. ‣ What is the next big new technology thing? ‣ Different language technical skills paradigms ‣ New tools how to work ‣ Libraries with others ‣ Frameworks how to learn the “leftfield”
  38. 38. ‣ How to read code new technology ‣ How to write technical technical skills documentation ‣ How to manage how to work software projects with others ‣ New techniques and methodologies (TDD, how to learn BDD, code generation, lean) the “leftfield”
  39. 39. ‣ How to understand new technology others ‣ How to communicate technical skills ‣ How to listen (and understand) how to work ‣ Understand the with others customer how to learn the “leftfield”
  40. 40. ‣ That’s why you’re new technology here! ‣ New learning technical skills techniques how to work with others how to learn the “leftfield”
  41. 41. ‣ Foreign language new technology ‣ Musical instrument ‣ Martial art technical skills ‣ New branch of science how to work ‣ Art with others ‣ Philosophy ‣ Spirituality how to learn the “leftfield”
  42. 42. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  43. 43. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  44. 44. → apprentice → journeyman → master → → shu → ha → ri →
  45. 45. dreyfus model cone of learning expert proficient competent advanced beginner novice
  46. 46. dreyfus model expert proficient competent advanced beginner novice
  47. 47. novice have no knowledge (yet) want results (fast) have no experience need rules can’t judge rules
  48. 48. advanced beginner some experience some learning explicit knowledge can break free from rules a little will get quickly stuck know where to get answers can't focus out irrelevant details
  49. 49. competent mental model made associations formed understand relative importance of aspects can approach unknown problems thi go s is plans methodical routes od pla a to into problems be ce
  50. 50. proficient beyond competency understand big picture frustrated by novice simplifications can correct previous errors & reflect on experiences maxims focus on important issues tacit knowledge
  51. 51. expert the pinnacle there are very few have authority interlink skills can teach others have intuition naturally see an answer
  52. 52. where are you? how far up the mountain?
  53. 53. how high do you want to go?
  54. 54. “ Effort is one of the things that gives meaning to life. Effort means you care about something, that something is important to you and you are willing to work for it. ” Carol Dweck Social Pyschologist Self-theories: Their role in motivation, personality and development (1999)
  55. 55. attitude
  56. 56. attitude Responsibility Continuous learning Hunger Curiosity Humility Self-belief
  57. 57. » How to learn « Learning tools Learning processes Plans
  58. 58. The ? Ultimate Learning Machine
  59. 59. » the user’s manual «
  60. 60. » Maintenance « Use the correct fuel * Amino acids from protein- rich food (meat, fish, cheese) * Vitamins/minerals (B, sodium, potassium, calcium, omega-3) * Keep hydrated Keep running smoothly * Avoid stress * Adequate rest
  61. 61. Left brain Right brain PCI Control Interconnect Bus Person
  62. 62. Left brain Right brain PCI Control Interconnect Bus Person
  63. 63. Left brain Right brain * Verbal * Non-verbal * Rational * Non-rational * Analytic * Intuitive * Linear * Spatial * Logical * Relational * Temporal * Perceptive * Symbolic * Holistic * Single-threaded * Multithreaded * Synchronous * Asynchronous PCI Control Interconnect Bus Person
  64. 64. Left brain Right brain the trick: harness both sides PCI Control Interconnect Bus Person
  65. 65. listen: m usic describe The Ultimate twiddle Learning doodle/d raw Machine meditate
  66. 66. » multimode learning «
  67. 67. practice practice is not a noun
  68. 68. practice practice is not a noun deliberate practice katas dojo
  69. 69. “ Tell me, and I will forget. Show me, and I may remember. Involve me, ” and I will understand. Confucius
  70. 70. TDD L test driven learning ‣ Planned study ‣ How will you know you’ve successfully learnt? ‣ Repeated test and recall ‣ Not repeated study ‣ Real experience aids recall ‣ If you can’t demonstrate it, you don’t know it
  71. 71. your notes cpu cache your reference materials books, notebooks, web, etc swap space where to get more info new downloads; not processed yet future input
  72. 72. networking
  73. 73. networking pair programming study groups e mentoring giv dge wle kno back teaching write articles so find m discuss lea eon rn e t fro o m
  74. 74. be less afraid of your ignorance so find m lea eon rn e t fro o m
  75. 75. build a mental map
  76. 76. build a mental map
  77. 77. a hierarchy of knowledge retrieval
  78. 78. plan your learning what you need to know test & use knowledge 3rd stage knowledge 2nd stage knowledge 1st stage knowledge what you know
  79. 79. mind maps
  80. 80. always question ‣ Question what you’re learning ‣ Question this talk! ‣ Ask why? ‣ Beware of the obvious ‣ Unlearning ‣ Question your preconceptions
  81. 81. learn from your mistakes
  82. 82. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  83. 83. stood at the bottom of a mountain looking up pete goodliffe plan of attack ‣ preliminaries: the facts of life ‣ what to learn ‣ how to learn ‣ conclusions
  84. 84. you are here (enjoy the view)
  85. 85. attitude ‣ It’s your responsibility ‣ Learn deliberately
  86. 86. goals ‣ Live to love to learn ‣ Take responsibility for your learning ‣ Learn one language per year ‣ The Pragmatic Programmer ‣ Scratch an itch ‣ Learn an interest, do some open source ‣ Read at least one book every two months ‣ Build a mental map and brain cache ‣ Try to use both sides of your brain ‣ Deliberate Practice & Exercise ‣ Learn from others ‣ Teach others ‣ Apply knowledge cautiously
  87. 87. stood at the bottom of a mountain looking up pete goodliffe Pete Goodliffe pete@goodliffe.net
  88. 88. stood at the bottom of a mountain looking up pete goodliffe over to you ‣ When were you last in a situation that required learning? ‣ How did you approach it? ‣ How successful were you? ‣ How quickly did you learn? ‣ How could you have performed better? ‣ Did you learn, then work, or learn as you worked? ‣ Which do you think is most effective?
  89. 89. stood at the bottom of a mountain looking up pete goodliffe references ?
  90. 90. stood at the bottom of a mountain looking up pete goodliffe references 10,000 hours Outliers. The Story of Success. Malcom Gladwell. Little, Brown and Company. ISBN 978-0-316-01792-3. Chapter 2. The Role of Deliberate Practice in the Acquisition of Expert Performance. K. Andrew Ericsson, Raly Th. Krame and Clemens Tescho-Romer. The last man who knew it all Influence: Science and Practice. Robert B. Cialdini. Pearson Education. ISBN-13: 978-0321011473 Four levels of incompetence Maslow’s Four Stages Of Learning. See: http://en.wikipedia.org/wiki/Four_stages_of_competence Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments Justin KRUGER, David DUNNING. Psychology, 2009, 1, 30-46 Knowledge portfolio The Pragmatic Programmer. Hunt, Thomas Shu Ha Ri See: http://en.wikipedia.org/wiki/Shuhari Dreyfus Model of Skills Acquisition See: http://en.wikipedia.org/wiki/Dreyfus_model_of_skill_acquisition Stuart E. Dreyfus; Hubert L. Dreyfus (Feb 1980), A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition, Storming Media Effort/Importance of self-belief Dweck, Carol S. Mindset: The New Psychology of Success. Ballantine Books, 2007. Carol Dweck Self-theories: Their role in motivation, personality and development (1999)
  91. 91. stood at the bottom of a mountain looking up pete goodliffe references Left/Right brain Lateral specialization in the surgically separated hemispheres. R.W. Sperry. In Neurosciences Third Study Program. F. Schmitt and F. Worden (Eds.), Cambridge: MIT Press 3:5-19 (1974). Exocortex See: http://en.wikipedia.org/wiki/Exocortex Mind maps The Mind Map Book: How to Use Radiant Thinking to Maximise Your Brain’s Untapped Potential. Tony Buzan and Barry Buzan. Pliume, New York, 1996. This amused me: http://lifehacker.com/288763/a-beginners-guide-to-mind-mapping- meetings
  92. 92. stood at the bottom of a mountain looking up pete goodliffe references this really is marvellous
  93. 93. stood at the bottom of a mountain looking up pete goodliffe Pete Goodliffe pete@goodliffe.net
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