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find [a resource] at [a date],
for [length of time] for
[monetary value] and I’m
[confirmation exclamation]!”](https://image.slidesharecdn.com/cureforcommoncode-120914063634-phpapp02/85/Cure-for-the-Common-Code-14-320.jpg)
Uploaded byJenn Lukas
Cure for the Common Code
The document discusses the challenges and barriers people face when trying to learn coding, including lack of resources, time constraints, and a need for structured guidance. It highlights various motivations for learning coding, such as career advancement and personal projects, as well as the importance of effective teaching methods like problem-based learning. Additionally, it mentions several platforms and resources available for learners while cautioning against unproductive approaches to education.
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Cure for the Common Code
- 2. CURE FOR CODINGFROM ANYWHERE
- 3. CURE FOR CODINGFROM ANYWHERE (It’s actually a fractured tibia)
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- 6. IF YOU COULDLEARN ANYTHING, WHAT WOULD IT BE?
- 7. HERE’S SOME THINGSI’VE HEARD: •Start a fire •Make mayonnaise •Escape a straight jacket •Create animated gifs •Learn Spanish •Basic electronics •Play guitar •Make beer or spirits •Perform the Heimlich •Make jewelry •Throw a football •Garden
- 8. TELL THE PERSONSITTING NEXT TO YOU YOUR ANSWER
- 9. WHY HAVEN’T YOU LEARNEDIT YET?
- 10. WHY HAVEN’T YOU LEARNED IT YET? •Laziness •Afraid to dislocate shoulder •Can’t retain new information •Too busy •Requires someone to show me how •Can’t find resources •Don’t have the tools (Photoshop) •Money •Don’t know where to start •Afraid to fail •Time
- 11. “There's an unlimited numberof things to learn, so knowing where to start is daunting.”
- 12. “I need tobe taught. I don't learn well from books unless I'm furthering knowledge that's already in my brain. So if I didn't have someone literally teaching me step-by-step, I never would learn.”
- 13. “I need someoneto find a class and say it happens at this time, for this long and it costs this much and I would be in.”
- 14. “I need [help/support]to find [a resource] at [a date], for [length of time] for [monetary value] and I’m [confirmation exclamation]!”
- 15. “Jenn told meabout a Girl Develop It Class on October 6th, for 4 hours for 80 bucks and I’m totes in!”
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- 21. “It will showyou how to use simple, inexpensive tools to make web pages that shine: pages that look great, load fast, connect to each other in intuitive ways, and above all CONVEY SOMETHING WORTHWHILE to your chosen audience. Because it's not about dancing baloney and flashing lights, it's about COMMUNICATION AND SHARING. This is our medium – perhaps the most open and democratic medium the world has yet known. IT BEHOOVES US TO USE IT WELL.”
- 22. MORE CODERS, MORECONTENT CONTENTSMAGAZINE.COM LILBUB.COM
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- 29. THIS IS MYMOM
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- 31. “I took aDreamweaver class. I loved every minute of it. I FELT SMART while I was learning it ... and IT FELT MAGICAL TO WRITE CODE and it produced a website! I used to like to practice writing different things and then viewing what those different things produce.”
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- 35. “All of mystudents use phones now, so I thought a mobile site would be good. Just trying to keep up to date.”
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- 37. THERE’S NO SHORTAGEOF REASONS THAT PEOPLE WANT TO LEARN CODE •Edit blogging themes •Customize your MySpace page •Bulletin Board posts •Portfolio sites •Try out web fonts •Further careers •Help inform web design decisions •Communicate with clients about their website •Learn something new
- 38. THIS IS THEMAYOR OF NEW YORK CITY TWITTER.COM/MIKEBLOOMBERG/STATUS/154999795159805952
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- 50. SOME PEOPLE DIDNOT THINK THIS WAS A GOOD IDEA
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- 54. SOME PEOPLE DIDNOT THINK THIS WAS A GOOD IDEA •Underestimates time it takes to learn code •There's no help with definitions or concepts •There's no help at all •Badges aren’t enough incentive •Boring content •No use case for lessons learned •A tool seeking a problem •Reciting code, not understanding code •Unnecessary skill •Implies that there's a thin, easily permeable membrane between learning to program and getting paid to program professionally
- 55. LEARN X INY MINUTES!! RINKWORKS.COM/BOOKAMINUTE
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- 62. “This talks toyou like you’re an idiot.”
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- 65. BAD EDUCATION HURTS. 1.BEINGBADLY EDUCATED HAMPERS YOUR ABILITY TO SCORE A GOOD JOB. 2.INACCURATE REFERENCES SLOW DEVELOPMENT AND CAUSE COSTLY QA LOOPS. 3.LEARNING KEY WEB DEVELOPMENT IDIOMS SLOWLY OR INCORRECTLY PUTS YOU YEARS BEHIND YOUR OWN COLLEAGUES. W3FOOLS.COM
- 66. I've worked myway through all the "Getting Started with Programming" lessons and I've even tackled the Intermediate Javascript course. I've got badges. I've earned achievements. And I don't know shit. - Audrey Watters http://www.hackeducation.com/2011/10/28/codecademy-and-the-future-of-not-learning-to-code/
- 67. FOCUS ON REALUSE CASES
- 68. INFORMATION-BASED LEARNING Focuses onthe delivery of information by the teacher through lectures, notes, etc. and its recall by the student
- 69. PROBLEM-BASED LEARNING In aproblem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn.
- 70. “My biggest barrierwas that I didn't know where to start. I read articles, did tutorials, and watched videos, but I wasn't sure of what I should focus on, so I felt like I wasn't progressing It was incredibly valuable having a curriculum to follow.” - Yesenia Perez-Cruz
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- 76. CREATE A SUPPORTIVEENVIRONMENT
- 77. GET PEOPLE INVOLVED Adultsoften learn or remember the following after one month: • 10% of what they read. • 20% of what they hear. • 30% of what they see. • 50% of what they see and hear. • 70% of what they say. • 90% of what they do and say. “How People Learn” http://www.extension.umn.edu/distribution/familydevelopment/components/08503p13-14.pdf
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- 82. MAKE TIME YOURFRIEND
- 83. MAKE TIME YOURFRIEND
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- 85. LEARNING NEW STUFFFEELS GREAT GET YOUR RUBBER BANDS OUT