This document is a summary of a presentation on educational psychology theory for Python programmers. The presentation discusses concepts like cognitive apprenticeships, communities of practice, Bloom's taxonomy, zone of proximal development, legitimate peripheral participation, and theories of motivation and learning styles. It uses examples of test-driven development in Python to illustrate these concepts. The presentation argues that accidental learning happens best in authentic communities, with mentoring and formative feedback to build self-efficacy.

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
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870
rite

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): content
"""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]
assessment
[True, True, True, True, True]"""
fun_activity_thing() pedagogy
student.doctestability = True
return student.doctestability
Further reading: Understanding By Design

9. Example: test-driven development
def curriculum(student): Bloom's taxonomy
"""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

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]""" behaviorism
(we'll come back to this in a moment)
fun_activity_thing()
student.doctestability = True
return student.doctestability

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
community
practice

22. Cognitive apprenticeship.
model
coach
scaffold
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. AWAY 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 constraint
freedom 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 constraint
freedom 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 technical enough
(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]""" behaviorism
(the moment has come)
fun_activity_thing()
student.doctestability = True
return student.doctestability

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
coach
scaffold
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 autonomy
2. external regulation relatedness
3. identified regulation competence
4. intrinsic motivation
(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
voice diminishes in volume; it lacks... even the derived authority
of those who... can assume as they parrot... they speak the
truth... The inner voice turns critical; it tells them their ideas
may be stupid. Women at this position think before they speak;
and, because their ideas must measure up to certain objective
standards, they speak in measured tones.
Often, they do not speak at all.
But this is not a passive silence; on the other side of this silence,
reason is stirring.' --Women's Ways of Knowing

74. '...confirmation and community are prerequisites rather than
consequences of development.'
--Women's Ways of Knowing

75. that's all, folks. questions?
this talk
my PhD
bit.ly/pycon-edupsych
melchua.com/contact