There was no way I was going to blog David Johnson’s lecture on the travelling salesman problem (loads of cool empirical work): Subject is hard and David talks really fast 😉
But here’s Mark part 2!
(We had a nice chat during lunch in which we poked at various things such as teaching how to teach CS esp to PhD students; various worries about peer instruction (some results show that showing the answer histograms between clicking and discussion doesn’t do a thing!; etc.)
This session is about education psych (in general).
Models of teaching: surprise, cs teachers generally don’t see themselves as nurturing or engaged in social reform.
Three common models: developmental, transmission, and apprenticeship.
Brown and Cocking 2000: How People Learn
Cognitivist Theories: learning = sense making
Assimilation or accommodation. Accommodation requires new definition.
Models of memory
Make sense by creating connections between things we know and creating predictive mental models
Accommodation is hard
Easier to treat conflicting info as special case or ignore it as book knowledge
Whitehead: brittle knowledge
Lecture can work if students are trying to make sense
Test driven learning
Talent is overrated (motivation is most everything)
Duuuude! Gladwell? 10,000 hours?
Type decorations are hard to learn!
Transfer is hard (ie from situation to situation)
Reflection: “Where would I use this next?”
Could either remember meta cognitive strategies or could recognize when a metacog strat (in general) would be helpful, but couldn’t remember what they were.
John Anderson, Rules of the Mind.
Students bind programming learning closely to syntax.
Schniderman: second programming language is harder than first (learning computation!)
Novices vs experts
Experts see patterns while novices see surface features
Experts know big ideas while novices can’t distinguish details from the main proposition
Teaching people how to learn (in abstracto) has failed
Sociocognitive theories of learning
Students want to become part of a community of practice
Legitimate peripheral participation (start at edges and move to the center)
(“Situated learning: legitimate peripheral participation”)
Eccles (1983) model of achievement-related choices
Dweck’s work on mindset
Fixed mindset vs growth mindset
Learning CS is hard
Rainfall problem (see Venable, Tan, and Lister, 2009)
Design of language makes a different!
Jim Spoor(?) built cognitive model for it
Proust (semantic debugging of rainfall problem)
Mike McCracken “Build a calculator”
Allison Tew (language independent validated test of intro CS knowledge)
MediaComp results are AMAZING.
Teaching computer arch on a gameboy: learning the same, but higher student liking of comp arch.