edutalk w2014
DESCRIPTION
TRANSCRIPT
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edupsych theoryfor hacker school
(hacker school w2014)follow along at bit.ly/hackerschool-w2014
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MEL CHUAacademic
hackeracademic
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WAT
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ProductivelyLost
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Productively Lost: How to tell
1. Productively: test-driven learning2. Productively: fits your brain3. Productively: works with others4. Productively: pushes you, nicely5. Lost: (you can tell)
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uredoin
itrite
uredoin
itrite
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
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Productively Lost: How to tell
1. Productively: test-driven learning2. Productively: fits your brain3. Productively: works with others4. Productively: pushes you, nicely5. Lost: (you can tell)
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This talk's big ideas
1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!
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1Design your learningthe same way
you design your code
Design your learningthe same way
you design your code
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think-pair-share
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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.
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What is your hacker school learning story?
(I'm learning X because of Y. My next step is Z.)
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Example: test-driven developmentdef 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
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Example: test-driven developmentdef 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?
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Example: test-driven learningdef learn_tdd(student):
"""Students should be able to analyze the relationship between a doctest, the function 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
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Example: test-driven learningdef learn_tdd(student):
"""Students should be able to analyze the relationship between a doctest, the function 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, bit.ly/test-driven-learning
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bit.ly/test-driven-learning
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CC-BY http://www.flickr.com/photos/katrzyna/69324073
assessmentassessment
Formative: cookingFormative: cookingSummative: servingSummative: serving
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This talk's big ideas
1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!
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2Our brains arelike snowflakes.Everyone learns
differently.
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ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
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We teach the way we learn.
teaser trailer:workshop tomorrow!bit.ly/hackerschool-learningstylestories
(Felder & Silverman)
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This talk's big ideas
1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!
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3We do not learnstandalone.Importing isimportant.
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Community of practice.
domaindomaincommunitycommunitypracticepractice
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Cognitive apprenticeship.
modelmodelcoachcoachscaffoldscaffoldfadefade bit.ly/pycon-cogapp
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In a cognitive apprenticeship within a community of practice... zone of proximal development
legitimate peripheral participation
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Zone of proximal development: learning to bike
1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
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Zone of proximal development: learning to program
1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
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Zone of proximal development: learning to program
1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeeeeeeeee
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MYTHS:
not skilled enoughnot skilled enoughnot technical enoughnot technical enough
(perhaps later but surely not now)(perhaps later but surely not now)
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Legitimate Peripheral Participation Task Criteria
1. mission critical
3. nobody really cares
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Legitimate Peripheral Participation Task Criteria
1. mission critical2. we have no time3. nobody really cares
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CC-BY http://www.flickr.com/photos/pasukaru76/5060447506
Legitimate Peripheral Participation
these are the jobs you're looking for
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Situative
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more information:bit.ly/pycon-eduhistory
bit.ly/pycon-eduparadigms
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bostonpythonworkshop.com
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Cognitive
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Dreyfus Model of Skill Acquisition
novice
advanced beginner
competent
proficient
expert
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CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
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CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
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clarityclarity constraintconstraint
freedomfreedom frustrationfrustrationCC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)
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Why?
Because Piaget.
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Piaget In One Slide
assimilation: adding another module
accommodation: REFACTOR EVERYTHING
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assimilation------------accommodation------------------------------------------------
assimilation
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+ =
novice
advanced beginner
competent
proficient
expert
assimilationaccommodation
assimilationaccommodation
SPIRALLEARNING
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Learning Over Time (Fullan)unwind the spiral...
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Motivation
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This talk's big ideas
1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!
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4mindset andmotivation
matter morefor mastery
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Attribution theory (Dweck)
Fixed vs Growth mindsetsaka
Nature vs Nurture
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FAIL #1: Assumption of privilege
If it's hard, something's wrong with mevs
If it's hard, something's wrong with it (I can fix that!)
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Example: test-driven learningdef learn_tdd(student):
"""Students should be able to analyze the relationship between a doctest, the function 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
Do I have clear, small goals?Do I have clear, small goals?
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ACTIVE
SENSING
VISUAL
SEQUENTIAL
REFLECTIVE
INTUITIVE
VERBAL
GLOBAL
Does this work for my style?Does this work for my style?
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Am I learning inAm I learning incontext and community?context and community?
'...confirmation and community are prerequisites rather than '...confirmation and community are prerequisites rather than consequences of development.' --Women's Ways of Knowingconsequences of development.' --Women's Ways of Knowing
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Do I (really) care?Motivation (Deci, Ryan)
1. amotivation2. external regulation3. identified regulation4. intrinsic motivation
autonomyrelatednesscompetence
(thanks to Jon Stolk, Rob Martello, Mark Somerville, and the Olin College I2E2 crew)
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This talk's big ideas
1. Learning is designable like code2. Know your learning style3. We do not function standalone4. Mindset and motivation are key5. Be courageous!
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5I want tosee yoube brave
(thank you, Sara Bareilles)
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I (think I) canSelf-efficacy (Bandura)
1. doing it2. seeing people (like me) do it3. social persuasion4. your own body
(Bandura also did social learning, which is a lot of fun – look it up!)
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uredoin
itrite
uredoin
itrite
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
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ProductivelyLost
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that's all, folks. questions?that's all, folks. questions?
this talkthis talk
my workmy work
bit.ly/hackerschool-w2014bit.ly/hackerschool-w2014melchua.com/contactmelchua.com/contact