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edupsych theory
for hacker school

(hacker school w2014)
follow along at bit.ly/hackerschool-w2014
MEL CHUA
academic
hacker
academic
WAT
Edutalk w2014
Productively
Lost
Productively Lost: How to tell
1. Productively: test-driven learning
2. Productively: fits your brain
3. Productively: works with others
4. Productively: pushes you, nicely
5. Lost: (you can tell)
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870

ure
doin
it
rite
Productively Lost: How to tell
1. Productively: test-driven learning
2. Productively: fits your brain
3. Productively: works with others
4. Productively: pushes you, nicely
5. Lost: (you can tell)
This talk's big ideas
1. Learning is designable like code
2. Know your learning style
3. We do not function standalone
4. Mindset and motivation are key
5. Be courageous!
1

Design your learning
the same way
you design your code
think-pair-share
Example 1: This project is a text editor, mail
and news reader, debugger, project planner,
calendar, and natural language processing
demo for simulating a human.
Example 2: This project is a distributed
version control system designed to handle
everything from small to very large projects
with speed and efficiency.
What is your hacker school
learning story?
(I'm learning X because of Y. My next step is Z.)
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:
result *= factor
factor += 1
return result

(shamelessly stolen from
http://docs.python.org/2/library/doctest.html)
Example: test-driven development
def factorial(n):
"""Return the factorial of n, an exact integer >= 0.

what should it do?

>>> [factorial(n) for n in range(6)]
[1, 1, 2, 6, 24, 120]"""
result = 1

how will I know if it works?

factor = 2
while factor <= n:
result *= factor
factor += 1
return result

(shamelessly stolen from
http://docs.python.org/2/library/doctest.html)

ok, now how do I make it work?
Example: test-driven learning
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
Example: test-driven learning
def learn_tdd(student):

content (goal)

"""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]"""

assessment

fun_activity_thing()
student.doctestability = True
return student.doctestability

pedagogy (activity)

Further reading: Understanding By Design, bit.ly/test-driven-learning
bit.ly/test-driven-learning
assessment
Formative: cooking
Summative: serving
CC-BY http://www.flickr.com/photos/katrzyna/69324073
Edutalk w2014
This talk's big ideas
1. Learning is designable like code
2. Know your learning style
3. We do not function standalone
4. Mindset and motivation are key
5. Be courageous!
2

Our brains are
like snowflakes.
Everyone learns
differently.
ACTIVE

REFLECTIVE

SENSING

INTUITIVE

VISUAL

VERBAL

SEQUENTIAL

GLOBAL
We teach the way we learn.
teaser trailer:
workshop tomorrow!
bit.ly/hackerschool-learningstylestories
(Felder & Silverman)
This talk's big ideas
1. Learning is designable like code
2. Know your learning style
3. We do not function standalone
4. Mindset and motivation are key
5. Be courageous!
3

We do not learn
standalone.
Importing is
important.
Community of practice.

domain
community
practice
Cognitive apprenticeship.
model
coach
scaffold
fade

bit.ly/pycon-cogapp
In a cognitive apprenticeship within a
community of practice...
zone of proximal development

legitimate peripheral participation
Zone of proximal development:
learning to bike
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:
learning to program
1. watching
2. somebody pushes you
3. wheeeeeeeeeeeeeeeeeeeeeeee
Zone of proximal development:
learning to program
1. watching
2. pair programming, code review, etc...
3. wheeeeeeeeeeeeeeeeeeeeeeee
MYTHS:
not skilled enough
not technical enough
(perhaps later but surely not now)
Legitimate Peripheral
Participation Task Criteria
1. mission critical
3. nobody really cares
Legitimate Peripheral
Participation Task Criteria
1. mission critical
2. we have no time
3. nobody really cares
Legitimate Peripheral Participation

CC-BY http://www.flickr.com/photos/pasukaru76/5060447506

these are the jobs
you're looking for
Situative
Edutalk w2014
more information:
bit.ly/pycon-eduhistory
bit.ly/pycon-eduparadigms
Edutalk w2014
Edutalk w2014
bostonpythonworkshop.com
Edutalk w2014
Cognitive
Dreyfus Model of Skill
Acquisition
novice
advanced beginner
competent
proficient
expert
CC-BY-SA by woodleywonderworks (http://www.flickr.com/photos/wwworks/2985216277/)
CC-BY-SA by eschipul (http://www.flickr.com/photos/eschipul/278768722/)
clarity

freedom
CC-BY-SA by ginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)
CC-BY by NatalieMaynor (http://www.flickr.com/photos/nataliemaynor/2539937014/)

constraint

frustration
Why?
Because Piaget.
Piaget In One Slide
assimilation: adding another module
accommodation: REFACTOR EVERYTHING
assimilation
------------accommodation-----------------------------------------------assimilation
novice
assimilation
accommodation

+

advanced beginner
competent
proficient
expert

=

SPIRAL
LEARNING
unwind the spiral...

Learning Over Time (Fullan)
Edutalk w2014
Motivation
This talk's big ideas
1. Learning is designable like code
2. Know your learning style
3. We do not function standalone
4. Mindset and motivation are key
5. Be courageous!
4

mindset and
motivation
matter more
for mastery
Attribution theory (Dweck)
Fixed vs Growth mindsets
aka
Nature vs Nurture
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!)
Example: test-driven learning
def learn_tdd(student):

content (goal)

"""Students should be able to analyze the relationship between
a doctest, the function under test, and the test output.

Do I have clear, small goals?

>>> [learn_tdd(student) for student in class]
[True, True, True, True, True]"""

assessment

fun_activity_thing()
student.doctestability = True
return student.doctestability

pedagogy (activity)

Further reading: Understanding By Design
ACTIVE

REFLECTIVE

SENSING

INTUITIVE

VISUAL

VERBAL

SEQUENTIAL

GLOBAL

Does this work for my style?
'...confirmation and community are prerequisites rather than
consequences of development.' --Women's Ways of Knowing

Am I learning in
context and community?
Do I (really) care?
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)
This talk's big ideas
1. Learning is designable like code
2. Know your learning style
3. We do not function standalone
4. Mindset and motivation are key
5. Be courageous!
5

I want to
see you
be brave
(thank you, Sara Bareilles)
I (think I) can
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!)
CC-BY-SA from http://www.flickr.com/photos/ykjc9/4143179870

ure
doin
it
rite
Productively
Lost
that's all, folks. questions?
this talk
my work

bit.ly/hackerschool-w2014
melchua.com/contact

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Edutalk w2014