Wired 2.0 CREATE YOUR ULTIMATE LEARNING ENVIRONMENT

1. WIRED 2.0!
CREATE YOUR ULTIMATE LEARNING ENVIRONMENT
16-05-2024 BY SIMONE DE GIJT

2. INFORMATION PROCESSING MODEL
SIGHT
HEARING
TOUCH
SMELL
TASTE
Short Term Memory
Working Memory
Long Term Memory
FORGETTIN
G
FORGETTIN
G
Encoding
Retrieving
EMOTIONS
How the brain learns (Sousa, 2022)

3. EMOTIONS
Data affecting survival
Data generating
emotions
Data for
new learning
W
O
R
K
I
N
G
M
E
M
O
R
Y

4. INFORMATION PROCESSING MODEL
SIGHT
HEARING
TOUCH
SMELL
TASTE
Short Term Memory
Working Memory
Long Term Memory
FORGETTIN
G
FORGETTIN
G
Encoding
Retrieving
EMOTIONS
How the brain learns (Sousa, 2022)

5. SENSE AND MEANING

6. SENSE
Do you understand it? Based on your past experiences.

7. MEANING
Why do you need to know this? Based on relevance.

8. INFORMATION PROCESSING MODEL
SIGHT
HEARING
TOUCH
SMELL
TASTE
Short Term Memory
Working Memory
Long Term Memory
FORGETTIN
G
FORGETTIN
G
Encoding
Retrieving
EMOTIONS
How the brain learns (Sousa, 2022)

9. WE STORE BY SIMILARITY,
WE RETRIEVE BY DIFFERENCE.

10. RETRIEVAL
Recognition: matches an outside stimulus with stored information.
Recall: process whereby cues or hints are sent to long-term memory, and with
which you search and retrieve information from multiple long-term storage sites.

11. RETRIEVAL DEPENDS ON
ADEQUACY OF
CUES
MOOD AND
BELIEFS
CONTEXT OF
RETRIEVAL
SYSTEM OF
STORAGE

12. RATE OF RETRIEVAL
!=
RATE OF LEARNING

13. Critical
Attributes
Chunking
SYSTEM OF
STORAGE

14. CHUNKING
Pattern: step-by-step procedure. Attach meaning to the sequence you want to learn.
Categorical: establish various types of
categories to help classify large amounts of
information
- Advantages and disadvantages
- Similarities and differences
- Structure and function
- Taxonomies: hierarchical levels
- Arrays
for (int i = 0; i < list.size(); i++)

15. EXERCISE - CHUNKING
1. Select code : should be somewhat familiar, max 50 lines of code
2. Study code : max 2 minutes
3. Reproduce the code
4. Reflect :
• Which parts did you produce correctly with ease?
• Which parts did you reproduce partly?
• Which parts did you miss entirely?
• Do you understand why you missed those lines?
• Do those lines contain programming concepts that are unfamiliar to you?
• Do those lines contain domain concepts that are unfamiliar to you?
5. Compare with someone else

16. TIME

17. DARK HOLE OF
LEARNING
The low point of focus just
past the middle of the day.
0
2
4
6
8
10
12
Pre/post adolescent Adolescent
Degree
of
Focus
How the brain learns (Sousa, 2022)

18. PRIMARY-RECENCY EFFECT
0 5 10 15 20
PRIME TIME
2
New information Additional info
Practice
PRIME TIME
1
DOWN TIME
Degree
of
Retention
How the brain learns (Sousa, 2022)

19. DOWN TIME RATIO
0 10 20 30 40 50 60 70 80 90
80 min
40 min
20 min
Approximate Ratio of Prime-times to Down-time
Prime time 1 Down time Prime time 2
25%
10%
38%
How the brain learns (Sousa, 2022)

20. Researching pattern matching for switch statements Practice Journal Writing
Researching pattern matching for instanceof Practice Look through the
code base
Researching pattern matching for Record Patterns Practice Explain to
others

21. ANALOGY MAP
Similarities
1.
2.
3.
4.
Differences
1.
2.
3.
4.
New concept Familiar concept

22. Mind map
Process
Hierarchy
K-W-L map
MODEL
S
What do
I KNOW
What do
I
WONDE
R
What
did I
LEARN

23. HIGHER ORDER THINKING QUESTIONS
(HOTQ)
Prime time 1:
• Can I trust the source of this material?
• How is it different from … ? Can I give an example?
• Can I isolate the most important idea?
Prime time 2:
• Have I left out anything important?
• In what other ways could this be done? How can I test this theory?
• What are some of the things I wondered about while I was learning this?
• For which situations can I use this knowledge?

24. LEARNING WHILE CODING
Prime
time
1
Read and
analyse the
code
Answer
questions
•What was the first element that
caught your eye? Why?
•What was the second thing you
noticed? Why?
•Are these two things related?
•What concepts are present in the
code? Do you know all of them?
•What syntactic elements are
present in the code? Do you know
all of them?
Down
time
Stand up:
•Shake your body
•Go to the toilet
•Get a drink
•Do some squats
Prime
time
2
Research things
that were
unfamiliar
Answer
questions
•What is the code trying to achieve?
•What are the most important lines
of the code?
•What are the most relevant domain
concepts?
•What are the most relevant
programming constructs?
•What are the benefits of this
implementation?
•What are the potential downsides
10 minutes 2 minutes 8 minutes

25. PRACTICE MAKES PERFECT

26. PRACTICE DOESN’T MAKE
PERFECT. PRACTICE DOES MAKE
PERMANENT.

27. IMPROVING
- Motivation to improve
- Understand how to apply that
knowledge in a situation
- Being able to analyze the
results

28. SUCCESS RATE
- Emotions
- Sense and meaning
- Accountability
- Complexity
- How it is presented

29. CRITICAL
THINKING
VS
ARTIFICIAL
INTELLIGENCE

30. ANALOGY MAP
Advantages
1. Assist in learning
2. Information source
3. Availability
4. Adapt to learners' current
level
Challenges
1. Overly reliant
2. Don’t encourage questioning
3. Don’t encourage exploring
alternative perspectives
4. Stifling creative and analytical
development
Critical Thinking Artificial Intelligence

31. CRITICAL
THINKING
VS
ARTIFICIAL
INTELLIGENCE

32. CRITICAL
THINKING
ARTIFICIAL
INTELLIGENCE
APPLYING
TO

33. KEY TAKE AWAYS
Determine the sense and meaning for each learning
Teach the differences first
Take prime time and down time into account when learning
Keep asking yourself higher order thinking questions
Deliberate chunk your new knowledge

34. SOURCES
- How the brain learns – David A. Sousa (2022)
- The programmer’s brain – Felienne Hermans (2021)
- Critical Thinking Pedagogics Design in an Era of ChatGPT and Other
AI Tools — Shifting From Teaching “What” to Teaching “Why” and
“How” – Yi Wu (2024)
- Inquiry and critical thinking skills for the next generation: from
artificial intelligence back to human intelligence - Jonathan Michael
Spector & Shanshan Ma (2019)

35. LinkedIn:
Simone de Gijt
Slidedeck: