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!
Edupsych Theory for Hacker School: Summer 2013 editionMel Chua
ย
Based on my PyCon talk "EduPsych Theory for Python Hackers," here are the slides for my Summer 2013 Hacker School talk. The intent is to give this summer's batch of Hacker Schoolers ways to metacogitate about the self-directed learning they're embarking on.
This document provides a summary of an educational theory presentation given at Hacker School in 2014. The presentation covered five main ideas:
1. Learning is designable like code and can be approached in a test-driven manner.
2. Understanding individual learning styles is important for effective learning.
3. Learning does not occur alone but within communities, with more experienced members providing guidance and support.
4. Mindset and motivation are key factors for mastery, and concepts like growth mindset and self-efficacy are important.
5. Students should embrace challenges and have courage in their learning.
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.
Tech Talk on how and why students can get involved in open source projects. Delivered at Georgia Gwinnett College on March 22, 2013. (Note that there were several websites displayed in the browser that are not in the slides; however, the URLs of those sites are on the last slide of the deck.)
EduPsych Theory for Python Hackers: A Whirlwind OverviewMel Chua
ย
This document is a summary of a presentation on educational psychology theory for Python programmers. The presentation discusses concepts like cognitive apprenticeships, communities of practice, Bloom's taxonomy, zone of proximal development, legitimate peripheral participation, and theories of motivation and learning styles. It uses examples of test-driven development in Python to illustrate these concepts. The presentation argues that accidental learning happens best in authentic communities, with mentoring and formative feedback to build self-efficacy.
This document summarizes a presentation on transplanting practices from hacker culture and disability activism into qualitative research in education. The presentation models a "radically transparent research" approach through a live-edited document. Key aspects covered include: collecting interview data and licensing it openly; addressing IRB requirements; analyzing and disseminating findings through the live document; and discussing motivations for transparent research practices, including clarity, freedom, and building community.
Edupsych Theory for Hacker School: Summer 2013 editionMel Chua
ย
Based on my PyCon talk "EduPsych Theory for Python Hackers," here are the slides for my Summer 2013 Hacker School talk. The intent is to give this summer's batch of Hacker Schoolers ways to metacogitate about the self-directed learning they're embarking on.
This document provides a summary of an educational theory presentation given at Hacker School in 2014. The presentation covered five main ideas:
1. Learning is designable like code and can be approached in a test-driven manner.
2. Understanding individual learning styles is important for effective learning.
3. Learning does not occur alone but within communities, with more experienced members providing guidance and support.
4. Mindset and motivation are key factors for mastery, and concepts like growth mindset and self-efficacy are important.
5. Students should embrace challenges and have courage in their learning.
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.
Tech Talk on how and why students can get involved in open source projects. Delivered at Georgia Gwinnett College on March 22, 2013. (Note that there were several websites displayed in the browser that are not in the slides; however, the URLs of those sites are on the last slide of the deck.)
EduPsych Theory for Python Hackers: A Whirlwind OverviewMel Chua
ย
This document is a summary of a presentation on educational psychology theory for Python programmers. The presentation discusses concepts like cognitive apprenticeships, communities of practice, Bloom's taxonomy, zone of proximal development, legitimate peripheral participation, and theories of motivation and learning styles. It uses examples of test-driven development in Python to illustrate these concepts. The presentation argues that accidental learning happens best in authentic communities, with mentoring and formative feedback to build self-efficacy.
This document summarizes a presentation on transplanting practices from hacker culture and disability activism into qualitative research in education. The presentation models a "radically transparent research" approach through a live-edited document. Key aspects covered include: collecting interview data and licensing it openly; addressing IRB requirements; analyzing and disseminating findings through the live document; and discussing motivations for transparent research practices, including clarity, freedom, and building community.
This presentation gives you an explanation of decentralised teaching.
After watching this presentation you will know what decentralised teaching is, how to do it, and how it could improve your teaching.
The document discusses instructional objectives and how they differ from goals. It defines objectives as explicit and measurable performances students must accomplish to reach an overall goal. It emphasizes that objectives need to include specific, measurable behaviors and conditions. The document compares goals, objectives, and learner outcomes. It also discusses Bloom's taxonomy and how it categorizes cognitive domains that objectives can address. Later, it introduces affective and psychomotor domains beyond just cognitive. It stresses the importance of objectives being specific, measurable, attainable, relevant, and time-bound. Examples are provided of well-written instructional objectives across the three learning domains.
The document discusses the concept of a personal learning environment (PLE) in the context of networked learning. It argues that as the network connects everything, learning occurs through finding connections and patterns in an emergent, non-linear way rather than through hierarchical structures of knowledge. A PLE allows for personalized, self-directed and reflective learning through modeling, demonstrating, practicing and reflecting with assistance from networks and communities.
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Students will be separated into groups to build medieval communities without being told the purpose. They will research what communities need to survive and assign roles. The teacher will periodically test and challenge the communities to force adaptation without revealing they are learning about cellular biology. The goal is for students to draw their own conclusions about the scientific process and cell structures from their experiences.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
Characteristics of learning organizationlalitsukhija1
ย
This document discusses the characteristics of a learning organization. It defines a learning organization as one that continuously adapts and changes through facilitating the learning of all its members. The key characteristics that enable a learning organization are described as mental models, shared vision, team learning, systems thinking, and personal mastery. Examples of best practices that cultivate these characteristics are provided. The document also outlines three categories for building a learning organization: applying academic theories of learning to business, presenting practical solutions, and offering guidelines without a prescriptive approach.
This document outlines principles for a story-centered curriculum approach to instruction. It involves:
1) Determining career goals and key activities/events in achieving those goals to design an authentic scenario.
2) Providing practice, feedback, and reflection within the scenario to work towards the goal.
3) Using mentoring either in-person or online to provide suggestions, impose challenges, and answer questions without giving direct answers.
4) Including elements like fascination and determination in the scenario to motivate learning. The story-centered approach creates a transformative learning experience.
This document provides an agenda for a class that includes discussions of job descriptions, sharing resumes and cover letters, moving forward with social action plans through data analysis, and exploring multigenre and multimodal writing options for social action plans. It outlines sharing and providing feedback on resumes and cover letters. It also discusses the social action research process and examples of past multigenre projects. The document introduces data analysis in qualitative research, including getting to know the data, identifying themes and patterns, and organizing them into categories. It provides examples and language for discussing emerging themes and categories from the data. The class will continue data collection and discuss data analysis further in the next session.
This document provides guidance on improving instructional support practices in the classroom. It discusses exploring the impact of instructional support practices, providing examples and activities to implement best practices, and developing a plan to use the practices. Specific practices discussed include concept development, quality feedback through feedback loops, and language modeling. Activities are suggested to brainstorm how to incorporate these practices into a unit on spring and to demonstrate feedback loops through a partner exercise.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
The teacher incorporates a combination of traditional teaching methods and a modified 6D inquiry-based approach. Some basic content is presented traditionally, while a 6D-style inquiry is used to promote deep understanding. For example, teaching atomic structure requires presenting basic facts about subatomic particles first before having students discover the structure through an interactive "game." This allows for an effective 6D lesson sequence by providing necessary background before the inquiry. The goal is to teach students solution fluency and develop their ability to solve problems through thoughtful trial and error, like scientists and innovators do.
Assessment innovations that reduce cheating and enhance learningVirginia Tech
ย
The document discusses innovations used in a large geography course to reduce cheating and enhance learning. It describes flipping the syllabus to give students flexibility and choice in assignments. This involves developing multiple avenues for students to demonstrate knowledge through accumulating points from various works. It aims to be learner-centered and treat students as individuals. Strategies used include untimed tests, timed pop quizzes, writing assignments unique to the student, social media use, and building community. The approach focuses on positive reinforcement over punishment. Benefits include flexibility for different learning styles and schedules while increasing accountability. Cons include students being unused to the approach and potential for procrastination. Adaptations are being made like mandatory syllabus quizzes and automated reminders
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
This document outlines a student project on triangles and angles. It will be split into teams to research different types of triangles (equilateral, isosceles, scalene) and angles (acute, right, obtuse). Each team will create a PowerPoint presentation and present their findings to the class. Evaluation criteria include the quality of sources, delegation of work, and demonstration of understanding of the topic researched.
Foundations And Framework Of Instructional Technologybradfodj5820
ย
The document discusses psychological foundations of learning, learning environments, and learner motivation. It defines learning from different perspectives including behaviorism, cognitive information processing theory, situated learning theory, and constructivism. It also discusses objectivist and constructivist learning environments. The key aspects are that learning involves a change in behavior and understanding based on experience, and that social and authentic contexts can enhance meaningful learning compared to a teacher-centered approach.
Active learning is the process by which students engage in a variety of activities that enhance their learning. Students engage in 21st century learning techniques such as critical thinking, collaboration, communication and creativity. They engage in group discussion, project-based learning, or problem solving that encourages analysis, synthesis, and evaluation of class content.
Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. In the classroom, students practice skills, solve problems, grapple with complex questions, make decisions, propose solutions, and explain ideas in their own words through writing and discussion.
What every teacher should know about cognitive researchStephanie Chasteen
ย
From the Colorado Science Conference (Nov, 2011)
In the past few decades, weโve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, weโll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Digital signal processing through speech, hearing, and PythonMel Chua
ย
Slides from PyCon 2013 tutorial reformatted for self-study. Code at https://github.com/mchua/pycon-sigproc, original description follows: Why do pianos sound different from guitars? How can we visualize how deafness affects a child's speech? These are signal processing questions, traditionally tackled only by upper-level engineering students with MATLAB and differential equations; we're going to do it with algebra and basic Python skills. Based on a signal processing class for audiology graduate students, taught by a deaf musician.
This presentation gives you an explanation of decentralised teaching.
After watching this presentation you will know what decentralised teaching is, how to do it, and how it could improve your teaching.
The document discusses instructional objectives and how they differ from goals. It defines objectives as explicit and measurable performances students must accomplish to reach an overall goal. It emphasizes that objectives need to include specific, measurable behaviors and conditions. The document compares goals, objectives, and learner outcomes. It also discusses Bloom's taxonomy and how it categorizes cognitive domains that objectives can address. Later, it introduces affective and psychomotor domains beyond just cognitive. It stresses the importance of objectives being specific, measurable, attainable, relevant, and time-bound. Examples are provided of well-written instructional objectives across the three learning domains.
The document discusses the concept of a personal learning environment (PLE) in the context of networked learning. It argues that as the network connects everything, learning occurs through finding connections and patterns in an emergent, non-linear way rather than through hierarchical structures of knowledge. A PLE allows for personalized, self-directed and reflective learning through modeling, demonstrating, practicing and reflecting with assistance from networks and communities.
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Students will be separated into groups to build medieval communities without being told the purpose. They will research what communities need to survive and assign roles. The teacher will periodically test and challenge the communities to force adaptation without revealing they are learning about cellular biology. The goal is for students to draw their own conclusions about the scientific process and cell structures from their experiences.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
Characteristics of learning organizationlalitsukhija1
ย
This document discusses the characteristics of a learning organization. It defines a learning organization as one that continuously adapts and changes through facilitating the learning of all its members. The key characteristics that enable a learning organization are described as mental models, shared vision, team learning, systems thinking, and personal mastery. Examples of best practices that cultivate these characteristics are provided. The document also outlines three categories for building a learning organization: applying academic theories of learning to business, presenting practical solutions, and offering guidelines without a prescriptive approach.
This document outlines principles for a story-centered curriculum approach to instruction. It involves:
1) Determining career goals and key activities/events in achieving those goals to design an authentic scenario.
2) Providing practice, feedback, and reflection within the scenario to work towards the goal.
3) Using mentoring either in-person or online to provide suggestions, impose challenges, and answer questions without giving direct answers.
4) Including elements like fascination and determination in the scenario to motivate learning. The story-centered approach creates a transformative learning experience.
This document provides an agenda for a class that includes discussions of job descriptions, sharing resumes and cover letters, moving forward with social action plans through data analysis, and exploring multigenre and multimodal writing options for social action plans. It outlines sharing and providing feedback on resumes and cover letters. It also discusses the social action research process and examples of past multigenre projects. The document introduces data analysis in qualitative research, including getting to know the data, identifying themes and patterns, and organizing them into categories. It provides examples and language for discussing emerging themes and categories from the data. The class will continue data collection and discuss data analysis further in the next session.
This document provides guidance on improving instructional support practices in the classroom. It discusses exploring the impact of instructional support practices, providing examples and activities to implement best practices, and developing a plan to use the practices. Specific practices discussed include concept development, quality feedback through feedback loops, and language modeling. Activities are suggested to brainstorm how to incorporate these practices into a unit on spring and to demonstrate feedback loops through a partner exercise.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
The teacher incorporates a combination of traditional teaching methods and a modified 6D inquiry-based approach. Some basic content is presented traditionally, while a 6D-style inquiry is used to promote deep understanding. For example, teaching atomic structure requires presenting basic facts about subatomic particles first before having students discover the structure through an interactive "game." This allows for an effective 6D lesson sequence by providing necessary background before the inquiry. The goal is to teach students solution fluency and develop their ability to solve problems through thoughtful trial and error, like scientists and innovators do.
Assessment innovations that reduce cheating and enhance learningVirginia Tech
ย
The document discusses innovations used in a large geography course to reduce cheating and enhance learning. It describes flipping the syllabus to give students flexibility and choice in assignments. This involves developing multiple avenues for students to demonstrate knowledge through accumulating points from various works. It aims to be learner-centered and treat students as individuals. Strategies used include untimed tests, timed pop quizzes, writing assignments unique to the student, social media use, and building community. The approach focuses on positive reinforcement over punishment. Benefits include flexibility for different learning styles and schedules while increasing accountability. Cons include students being unused to the approach and potential for procrastination. Adaptations are being made like mandatory syllabus quizzes and automated reminders
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
This document outlines a student project on triangles and angles. It will be split into teams to research different types of triangles (equilateral, isosceles, scalene) and angles (acute, right, obtuse). Each team will create a PowerPoint presentation and present their findings to the class. Evaluation criteria include the quality of sources, delegation of work, and demonstration of understanding of the topic researched.
Foundations And Framework Of Instructional Technologybradfodj5820
ย
The document discusses psychological foundations of learning, learning environments, and learner motivation. It defines learning from different perspectives including behaviorism, cognitive information processing theory, situated learning theory, and constructivism. It also discusses objectivist and constructivist learning environments. The key aspects are that learning involves a change in behavior and understanding based on experience, and that social and authentic contexts can enhance meaningful learning compared to a teacher-centered approach.
Active learning is the process by which students engage in a variety of activities that enhance their learning. Students engage in 21st century learning techniques such as critical thinking, collaboration, communication and creativity. They engage in group discussion, project-based learning, or problem solving that encourages analysis, synthesis, and evaluation of class content.
Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. In the classroom, students practice skills, solve problems, grapple with complex questions, make decisions, propose solutions, and explain ideas in their own words through writing and discussion.
What every teacher should know about cognitive researchStephanie Chasteen
ย
From the Colorado Science Conference (Nov, 2011)
In the past few decades, weโve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, weโll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Similar to PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0 (20)
Digital signal processing through speech, hearing, and PythonMel Chua
ย
Slides from PyCon 2013 tutorial reformatted for self-study. Code at https://github.com/mchua/pycon-sigproc, original description follows: Why do pianos sound different from guitars? How can we visualize how deafness affects a child's speech? These are signal processing questions, traditionally tackled only by upper-level engineering students with MATLAB and differential equations; we're going to do it with algebra and basic Python skills. Based on a signal processing class for audiology graduate students, taught by a deaf musician.
The core deck of the "choose your own adventure" style talk at the 2011 Ohio LinuxFest. It's about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative; start with this deck, then whenever you hit a slide that says "Let's Play A Game," branch out to one of the other talks I've uploaded with the olf-2011 tag.
A sample jazz slidedeck, used during the "Music Game" portion of my OLF talk (see other talks with the olf-2011tag) -- an example of how to repurpose simple FOSS tools (in this case, OpenOffice Impress) for lifehacking (in this case, auto-advance slides to help me memorize chords for a jazz piece I'm learning).
One of the "choose your own adventure" decks used during my 2011 Ohio LinuxFest talk, "Level-up with Lies, Damned Lies, and Statistics: Turn your Life into a Data-Driven Video Game with FOSS," which is about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative, so if you've just stumbled across this one, check out my other talks with the olf-2011 tag and start with the one called "Main Talk" -- you'll know when it's time to branch out to the other decks.
One of the "choose your own adventure" decks used during my 2011 Ohio LinuxFest talk, "Level-up with Lies, Damned Lies, and Statistics: Turn your Life into a Data-Driven Video Game with FOSS," which is about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative, so if you've just stumbled across this one, check out my other talks with the olf-2011 tag and start with the one called "Main Talk" -- you'll know when it's time to branch out to the other decks.
One of the "choose your own adventure" decks used during my 2011 Ohio LinuxFest talk, "Level-up with Lies, Damned Lies, and Statistics: Turn your Life into a Data-Driven Video Game with FOSS," which is about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative, so if you've just stumbled across this one, check out my other talks with the olf-2011 tag and start with the one called "Level-Up Main Talk" -- you'll know when it's time to branch out to the other decks.
The Invisible Traceback: blockers that make potential contributors drop out (and how to fix them) - originally presented at the 2009 Ontario Linux Festival.
Abstract:
Unix Philosophy #12, Rule of Repair: "When you must fail, fail noisily and as soon as possible." This applies to both code and culture; when someone gets stuck and hollers for help, they are helping their community find and fix a participation process bug. However, the new contributor on-ramp pipeline is particularly tricky to debug; potential participants often struggle in silence, giving you no indication of their presence, let alone why they were unable to begin working with your project community. We'll go over some common blockers that quietly prevent students (and other new contributors) from beginning to participate in open source, and how to fix them no matter who you are.
Beginners enthusiastically welcomed - this talk is for everyone who's ever wanted to contribute to open source as well as everyone who's ever wanted to help someone else get started. It took me over 6 years of banging my head against a solitary wall to figure out how to contribute back to open source (and it's been worth it); here's how to figure out (or help someone figure out) the same thing in 99.999% less time.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
ย
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
ย
Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
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
9. Which comes first?
A. (vague) specification
B. (occasionally-functional) prototype
C. (rough) test(s)
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
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
what should it do?
how will I know if it works?
ok, now how do I make it work?
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
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
content (goal)
assessment
pedagogy (activity)
Further reading: Understanding By Design
15. 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
17. 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
29. ACTIVE: Let's try it out!ACTIVE: Let's try it out!
REFLECTIVE: Let's think it through!REFLECTIVE: Let's think it through!
30. 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
58. 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)
60. 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 โ look it up!)
71. accidental learning in cognitive
apprenticeships within authentic
communities of practice with
metacognition models and
formative feedback to develop
self-efficacy and self-
determination
79. In a cognitive apprenticeship within a
community of practice...
zone of proximal development
legitimate peripheral participation
80. Zone of proximal development:
learning to bike
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
81. Zone of proximal development:
learning to program
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
82. Zone of proximal development:
learning to program
1. watching
2. pair programming, code review, etc...
3. wheeeeeeeeeeeeeeeeeeeeeeee
83. MYTHS:
not skilled enoughnot skilled enough
not technical enoughnot technical enough
(perhaps later but surely not now)(perhaps later but surely not now)
86. accidental learning in cognitive
apprenticeships within authentic
communities of practice with
metacognition models and
formative feedback to develop
self-efficacy and self-
determination
88. ''...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
89. '...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
91. 1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
3 big ideas
92. 1. learning is designable like code
2. our brains are snowflakes
3. we do not function standalone
process
empathy
vocabulary
3 big ideas
93. 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