Learning to Learn Python

Talk given August 1, 2015 at PyOhio

Transcript

1. Learning to learn Python Ann Schoenenberger, MLIS Kenton County Public Library
2. @anschoen
3. develop a daily practice align learning with the goal get feedback and self-regulate
4. “What we hire for is the ability to learn…” Rachel Reinitz, an IBM distinguished engineer From “As Tech Booms, Workers Turn to Coding for Career Change” New York Times, July 28, 2015
5. Dr. Terrence Sejnowski Francis Crick Professor at the Salk Institute for Biological Studies Computational Neurobiology Laboratory University of California, San Diego cnl.salk.edu Dr. Barbara Oakley Professor of Engineering Industrial & Systems Engineering, Oakland University University of California, San Diego barbaraoakley.com “10 Rules for Good Studying” [PDF]
9. tomato-timer.com
11. www.kentonlibrary.org/python
12. Basic Introductions Visualize and understand coding concepts with: Scratch (MOOC: CS and Scratch) and Code.org courses Coursera MOOC: Programming for Everybody Codeacademy: Python CS for All: Introduction to Computer Science and Python Programming Continue learning Learn Python the Hard Way Dive into Python / Dive into Python 3 How to think like a computer scientist with Python Google’s Python Class Book Python Programming for the Absolute Beginner
14. Image Credit : NASA, Johns Hopkins Univ./APL, Southwest Research Inst.
15. Patricia L. Smith and Tillman J. Ragan Smith, P. L., & Ragan, T. J. (1999). Instructional design. New York, NY: Wiley.
16. • Remember - concept map Declarative • Generalize and discriminate - analogies Conceptual • Apply and produce - flow chart Procedural • Apply and produce - a diagram Principle Cognitive strategies (Smith & Ragan, 1999) Think and learn – note taking
17. Ability to make decisions and solve problems. Source: Forbes, 2014, National Association of Colleges and Employers (NACE) http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
18. Declarative Conceptual Procedural Principle Cognitive strategies Problem solving (Smith & Ragan, 1999)
19. “the ability to combine previously learned principles procedures declarative knowledge cognitive strategies in a unique way within a domain of content to solve previously unencountered problems.” (Smith & Ragan, 1999)
20. 1. Break the problem into subproblems 2. Search for, select, combine and sequence relevant knowledge 3. Implement the solution/s 4. Evaluate the solution (often through iteration) (Smith & Ragan, 1999)
21. A few problem solving strategies • Search for relevant new information • Use learning aids or graphics (due to memory limits) • Hypothesis and test • Look at worked examples (Smith & Ragan, 1999) Stack Overflow Documentation Test Driven Development
22. “Specific cognitive strategies developed for a particular domain tend to be more potent and efficient than generic strategies.” • Pseudocode • Top-down design (Smith & Ragan, 1999)
23. Some microstrategies that help you learn how to solve problems. • Sequenced Problem Sets • Anchored instruction • Problem-based learning • Cognitive Apprenticeships (Smith & Ragan, 1999)
24. previously learned principles procedures declarative knowledge cognitive strategies (Smith & Ragan, 1999) previously learned syntax open a file variable visualization
25. “Teaching skills requires two main elements – practice and feedback.” Julie Dirksen, Design for How People Learn, 2011 Learning
26. “Cognitive processing can be… primarily generated by learners (low scaffolding) primarily supplied by instruction (high scaffolding) or any place along the continuum between high and low scaffolding.” (Smith & Ragan, 1999) Generative Supplantive low scaffolding high scaffolding
31. Ability to work in a team structure. Source: Forbes, 2014, National Association of Colleges and Employers (NACE) http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/ Ability to communicate verbally with people inside and outside an organization.
35. Personal Learning Plan Goals/Destination A Learn as much Python as I can in one year January to December 2015 B Create Python learning space in the library Python Study Group, Kids Code classes/club C Create library website with Python https://multcolib.org/my-librarian D Develop skills scripting, web dev, data/visualization, organizing, ally E Create portfolio of work do a first big project F Enjoy it or don't do it So far so good Strategy/How to get there Form study group Study 2 hours per day Go to tech meetups and conferences Focus on goal (eliminate other activities) Evaluate monthly and quarterly Reflect weekly in writing on progress Completed / places I've already been GDI Python Course Gale Courses Python Course Codeacademy Python Programming for Everybody MOOC Completed Session 1 of the study group Set dates for Session 2 Next steps? / mapping the next segment Work through complete Real Python Course Talk to Brian/group about library website Tasks/What is the next step to get there? Chapter 7-10 Make small groups Set good pace for Real Python Evaluation/Am I there yet? Recommit to 2 hours per day 4 tomatoes More activities during study group add code reading/pair programming Next Evaluation 15-May
36. Ability to work in a team structure. Source: Forbes, 2014, National Association of Colleges and Employers (NACE) http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/ Ability to plan, organize and prioritize work.
37. Personal Learning Network Personal Learning Plan Personal Learning Environment Personal Habits Hackathon Personal Learning Plan Goals/Destination A Learn as much Python as I can in one year January to December 2015 B Create Python learning space in the library Python Study Group, Kids Code classes/club C Create library website with Python https://multcolib.org/my-librarian D Develop professional skills scripting, web dev, data/visualization, organizing, ally E Create portfolio of work do a first big project F Enjoy it or don't do it So far so good Strategy/How to get there Form study group Study 2 hours per day Go to tech meetups and conferences Focus on goal (eliminate other activities) Evaluate monthly and quarterly Reflect weekly in writing on progress Completed / places I've already been GDI Python Course Gale Courses Python Course Codeacademy Python Programming for Everybody MOOC Completed Session 1 of the study group Set dates for Session 2 Next steps? / mapping the next segment Work through complete Real Python Course Talk to Brian/group about library website Tasks/What is the next step to get there? Chapter 7-10 Make small groups Set good pace for Real Python Evaluation/Am I there yet? Recommit to 2 hours per day 4 tomatoes More activities during study group add code reading/pair programming Next Evaluation 15-May Study Session
38. Cindy Brown Brian Sauer Anita Wang Amanda Grossman Michael Stadtmiller Janine Benbouajili Leila Loezer Tara Manicsic John Stamates Carl Harris Patrick Down Irena Miller Greg Grenlee Eira Tansey CincyPy and Chris Ridenour Girl Develop It Cincinnati My parents and family Christian Schmit LibTechWomen Nicole Frilling Phil Suda Bryan Brown Mark Bagget Maura Byrne Bobbi Fox Sara Amato Melanie Polutta Linda Ballinger Charles Severance Code Club of Code4Lib Women Who Code Cincinnati Kenton County Public Library Thank You
39. #L2LPython #PyOhio15 “I am learning Python but I am also learning_________.” “I use (specific to coding) technique to help solve problems.” “I commit to _______ tomatoes a day.” “My map of my learning system looks like (picture).”