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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!

Published in: Education, Technology
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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
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
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
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.
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