EduPsych Theory for Python Hackers v.2.0 (Mel Chua)

I've taken two years of graduate courses in pedagogical design, educational psychology, and community development. I save you $50k in tuition and hundreds of hours of reading and give you the short version for Pythonistas who care about education and outreach. You'll learn how to critically analyze and describe your Python learning/teaching methods and progress to other hackers and/or educators. This is a revised and expanded version of a talk given at the last PyCon in Santa Clara, with insights from the current batch at Hacker School.

Transcript

1. edupsych theory edupsych theory for python hackers for python hackers v.2.0 v.2.0 (mel chua, pycon toronto 2013) (mel chua, pycon toronto 2013) follow along at bit.ly/pycon-toronto-edupsych follow along at bit.ly/pycon-toronto-edupsych
2. MEL CHUA academic hacker academic
3. WAT
5. ure doin it rite ure doin it rite CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
6. 3 big ideas 1. learning is designable like code 2. our brains are snowflakes 3. we do not function standalone
7. 1 Design your learning the same way you design your code Design your learning the same way you design your code
8. think-pair-share
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, 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
13. Example: test-driven development def 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
14. dependency: articulate clear and assessible goals
15. Example: test-driven development def curriculum(student): """Students should be able to analyze the relationship between a doctest, the function 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
16. Bloom's Taxonomy Cognitive Affective create evaluate analyze apply understand remember characterize organize value respond receive
17. Example: test-driven development def curriculum(student): """Students should be able to analyze the relationship between a doctest, the function 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
19. bostonpythonworkshop.com
20. CC-BY http://www.flickr.com/photos/katrzyna/69324073 assessment assessment Formative: cooking Formative: cooking Summative: serving Summative: serving
22. bit.ly/pycon-eduhistory bit.ly/pycon-eduhistory
23. Cognitive
24. ure doin it rite ure doin it rite CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
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
28. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
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
34. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
35. SENSING INTUITIVE
36. (details) (concepts)
37. (established methods) (new shiny techniques)
38. (speed up) (slow down)
39. How does this connect with the world I know? How can this abstract more generally?
40. think-pair-share
41. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
42. bit.ly/pycon-eduhistory bit.ly/pycon-eduhistory VISUAL VISUAL
43. bit.ly/pycon-eduparadigms bit.ly/pycon-eduparadigms VERBAL VERBAL
44. cc-by http://larjona.files.wordpress.com/2011/09/eclipse-pydev.png environments matter environments matter
45. think-pair-share
46. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
48. newcoder.io/dataviz
49. learnpythonthehardway.org/book
50. think-pair-share
51. ACTIVE SENSING VISUAL SEQUENTIAL REFLECTIVE INTUITIVE VERBAL GLOBAL
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
66. ure doin it rite ure doin it rite CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
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.
70. WARNING: POLYSYLLABIC WORDS IMMINENT
71. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
72. Accidental learning.
73. Cognitive apprenticeship. model model coach coach scaffold scaffold fade fade bit.ly/pycon-cogapp
74. Dreyfus Model of Skill Acquisition expert proficient competent advanced beginner novice
75. CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/) context? context?
76. CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/) context! context!
77. clarity clarity constraint constraint freedom freedom frustration frustration CC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/) CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)
78. Community of practice. Community of practice. domain domain community community practice practice
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 enough not skilled enough not technical enough not 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
87. Why? Because this.
88. ''...the first steps on this journey do not feel like progress. ...the first steps on this journey do not feel like progress. The The voice diminishes in volume; it lacks... even the derived authority voice diminishes in volume; it lacks... even the derived authority of those who... can assume as they parrot... they speak the of those who... can assume as they parrot... they speak the truth... The inner voice turns critical; it tells them their ideas truth... The inner voice turns critical; it tells them their ideas may be stupid. Women at this position think before they speak; may be stupid. Women at this position think before they speak; and, because their ideas must measure up to certain objective and, because their ideas must measure up to certain objective standards, they speak in measured tones. standards, they speak in measured tones. Often, they do not speak at all. Often, they do not speak at all. But this is not a passive silence; on the other side of this silence, But this is not a passive silence; on the other side of this silence, reason is stirring reason is stirring.' --Women's Ways of Knowing .' --Women's Ways of Knowing
89. '...confirmation and community are prerequisites rather than '...confirmation and community are prerequisites rather than consequences of development.' consequences of development.' --Women's Ways of Knowing --Women's Ways of Knowing
90. ure doin it rite ure doin it rite CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
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 talk this talk my work my work bit.ly/pycon-toronto-edupsych bit.ly/pycon-toronto-edupsych melchua.com/contact melchua.com/contact