1. The document discusses educational theory and concepts relevant to learning at hacker schools. 2. It promotes three main ideas: that learning is designable like coding, individual brains learn differently, and learning is not an isolated process but relies on community and collaboration. 3. Various learning theories are covered briefly, including cognitive apprenticeship and legitimate peripheral participation within a community of practice. Motivation, mindset, and overcoming challenges are also addressed.

1. edupsych theory
for hacker school
(hacker school f2013)
follow along at bit.ly/hackerschool-f2013

2. MEL CHUA
academic
hacker
academic

3. WAT

5. ure
doin
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doin
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6. 3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone

7. 1Design your learning
the same way
you design your code
Design your learning
the same way
you design your code

8. think-pair-share

9. 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.

10. What is your hacker school
learning story?
(I'mlearning X because of Y. My next step is Z.)

11. 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

12. 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?

13. 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

14. 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

15. CC-BYhttp://www.flickr.com/photos/katrzyna/69324073
assessmentassessment
Formative: cookingFormative: cooking
Summative: servingSummative: serving

17. 3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone

18. 2
Our brains are
like snowflakes.
Everyone learns
differently.

19. ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL

20. teaser trailer:
workshop tomorrow!

21. We teach the way we learn.
more: bit.ly/hackerschool-learningstylestories
(Felder & Silverman)

22. 3 big ideas
1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone

23. 3
We do not learn
standalone.
Importing is
important.

24. Community of practice.
domaindomain
communitycommunity
practicepractice

25. In a cognitive apprenticeship within a
community of practice...
zone of proximal development
legitimate peripheral participation

26. Zone of proximal development:
learning to bike
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee

27. Zone of proximal development:
learning to program
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee

28. Zone of proximal development:
learning to program
1. watching
2. pair programming, code review, etc...
3. wheeeeeeeeeeeeeeeeeeeeeeee

29. MYTHS:
not skilled enoughnot skilled enough
not technical enoughnot technical enough
(perhaps later but surely not now)(perhaps later but surely not now)

30. Legitimate Peripheral
Participation Task Criteria
1. mission critical
3. nobody really cares

31. Legitimate Peripheral
Participation Task Criteria
1. mission critical
2. we have no time
3. nobody really cares

32. Accidental
learning.

33. Cognitive apprenticeship.
modelmodel
coachcoach
scaffoldscaffold
fadefade bit.ly/pycon-cogapp

34. Situative

36. more information:
bit.ly/pycon-eduhistory
bit.ly/pycon-eduparadigms

39. bostonpythonworkshop.com

41. Cognitive

42. Dreyfus Model of Skill
Acquisition
novice
advanced beginner
competent
proficient
expert

43. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)

44. CC-BY-SAbyeschipul(http://www.flickr.com/photos/eschipul/278768722/)

45. clarityclarity constraintconstraint
freedomfreedom frustrationfrustration
CC-BY-SAbyginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)
CC-BYbyNatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)

46. Why?
Because Piaget.

47. Piaget In One Slide
assimilation: adding another module
accommodation: REFACTOR EVERYTHING

48. assimilation
------------accommodation------------------------------------------------
assimilation

49. Learning Over Time (Fullan)

51. Motivation

52. 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)

53. 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!)

54. FREEZE
DO NOT MOVE

55. Attribution theory (Dweck)
Fixed vs Growth mindsets
aka
Nature vs Nurture

56. 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!)

57. Why? Because this.

58. ''...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

59. '...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

60. ure
doin
it
rite
ure
doin
it
riteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870

61. that's all, folks. questions?that's all, folks. questions?
this talkthis talk
myworkmywork
bit.ly/hackerschool-f2013bit.ly/hackerschool-f2013
melchua.com/contactmelchua.com/contact