PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0
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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!
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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
- 3. WAT
- 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
- 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
- 20. CC-BYhttp://www.flickr.com/photos/katrzyna/69324073 assessmentassessment Formative: cookingFormative: cooking Summative: servingSummative: serving
- 23. Cognitive
- 25. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
- 26. 2 Our brains are like snowflakes. Everyone learns differently.
- 27. think-pair-share
- 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
- 31. This sucks.This sucks. This sucks.This sucks.
- 32. ACTIVE: explainey-groups!ACTIVE: explainey-groups! REFLECTIVE: claim your pauses.REFLECTIVE: claim your pauses.
- 33. think-pair-share
- 37. (established methods) (new shiny techniques)
- 39. How does this connect with the world I know? How can this abstract more generally?
- 40. think-pair-share
- 44. cc-by http://larjona.files.wordpress.com/2011/09/eclipse-pydev.png environments matterenvironments matter
- 45. think-pair-share
- 50. think-pair-share
- 52. We teach the way we learn. more: bit.ly/hackerschool-learningstylestories (Felder & Silverman)
- 53. the world is socially constructed
- 54. the world is socially constructed (of course it is)
- 55. Watch those assumptions. If it's hard, something's wrong with me
- 56. Watch those assumptions. If it's hard, something's wrong with the learning strategy I'm using (I can fix that!)
- 57. Motivation
- 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)
- 59. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
- 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 – look it up!)
- 62. Learning Over Time (Fullan)
- 63. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
- 64. assimilation ------------accommodation------------------------------------------------ assimilation
- 65. Situative
- 67. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
- 68. 3 We do not learn standalone. Importing is important.
- 71. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
- 74. Dreyfus Model of Skill Acquisition expert proficient competent advanced beginner novice
- 77. clarityclarity constraintconstraint freedomfreedom frustrationfrustration CC-BY-SAbyginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BYbyNatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)
- 78. Community of practice.Community of practice. domaindomain communitycommunity practicepractice
- 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)
- 84. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
- 85. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
- 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