EduPsych Theory for Python Hackers by Mel Chua

Are you a pythonista who cares about education but may not be familiar with some basic theories that can explain why your cool hacking-learning adventures work so well? I save you 2 years of education grad school and $50k of tuition and give you the quick version.

Transcript

1. edupsych theory for python hackers (pycon us 2013) follow along at bit.ly/pycon-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. 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
7. 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
8. 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 content assessment pedagogy Further reading: Understanding By Design
9. 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
10. Bloom's Taxonomy create evaluate analyze apply understand remember
11. Bloom's Taxonomy, Cognitive create evaluate analyze apply understand remember
12. Bloom's Taxonomy, Affective characterize organize value respond receive
13. 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 (we'll come back to this in a moment)
15. the world is socially constructed
16. the world is socially constructed (of course it is)
18. translation?
19. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
20. Accidental learning.
21. Community of practice. domain domain community community practice practice
22. Cognitive apprenticeship. model model coach coach scaffold scaffold fade fade bit.ly/pycon-cogapp
23. Dreyfus Model of Skill Acquisition novice advanced beginner competent proficient expert
24. GET HELP FASTER
25. FIND TASKS FASTER
26. SEE PRIOR WORK FASTER
27. ANSWER YOUR OWN QUESTIONS FASTER
30. WE WILL NOT TALK WITH YOU UNTIL YOU USE THIS STRANGE NEW TOOL
31. STOP ASKING ME WHAT TO DO AND GO AW AY
32. AW AY TO A CORNER NOBODY ELSE HAS TOUCHED FOR MONTHS
33. RTFM
34. Why? Because Piaget.
35. Piaget In One Slide assimilation: adding another module accommodation: REFACTOR EVERYTHING
36. assimilation ------------accommodation------------------------------------------------ assimilation
38. YOU'RE BORING STOP TALKING WITH US
39. WE'LL HELP YOU GET THROUGH THE BORING SO YOU CAN START TALKING WITH US
41. CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
42. CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
43. 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/)
44. An Assessment Aside Formative: in-progress (code reviews, informal chats) 'tasting the food on the stove' Summative: at the end (GRADE GRADE GRADE) 'tasting the food on the plate'
45. 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/)
46. 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)
47. In a cognitive apprenticeship within a community of practice... zone of proximal development legitimate peripheral participation
48. Zone of proximal development: learning to bike 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
49. Zone of proximal development: learning python 1. watching 2. somebody pushes you 3. wheeeeeeeeeeeeeeeeeeeeeeee
50. Zone of proximal development: learning python 1. watching 2. pair programming, code review, etc... 3. wheeeeeeeeeeeeeeeeeeeeeeee
51. Legitimate Peripheral Participation Task Criteria 1. mission critical 3. nobody really cares
52. Legitimate Peripheral Participation Task Criteria 1. mission critical 2. we have no time 3. nobody really cares
53. 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 (the moment has come)
54. a history of cognitive paradigms in teaching and learning (abridged)
55. more information: bit.ly/pycon-eduhistory bit.ly/pycon-eduparadigms
58. bostonpythonworkshop.com
59. Cognitive
60. You.
61. Situative
62. Cognitive apprenticeship. model model coach coach scaffold scaffold fade fade bit.ly/pycon-cogapp
63. http://wiki.sugarlabs.org/go/Activities/Abacus
64. Motivation
65. 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!)
66. Attribution theory (Dweck) Fixed vs Growth mindsets aka Nature vs Nurture
67. You.
68. 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)
69. accidental learning in cognitive apprenticeships within authentic communities of practice with metacognition models and formative feedback to develop self-efficacy and self- determination
70. Why? Because this.
71. FAIL #1: Assumption of privilege If it's hard, something's wrong with me vs If it's hard, something's wrong with it (I can fix that!)
72. We teach the way we learn.
73. ''...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
74. '...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
75. that's all, folks. questions? that's all, folks. questions? this talk this talk my PhD my PhD bit.ly/pycon-edupsych bit.ly/pycon-edupsych melchua.com/contact melchua.com/contact