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  • › Learn › How to Teach Webcraft and Programming to Free-Range Students course
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What do we know about how novices learn webcraft and programming, and how can we apply that knowledge to teaching free-range learners?

Right now, people all over the world are learning how to write programs and create web sites, but for every one who is doing it in a classroom there are a dozen free-range learners. This group will explore how we, as mentors, can best help them. Topics will include:

What does research tell us about how people learn? Why are the demographics of programming so unbalanced? What best practices in instructional design are relevant to free-range learners? What skills do people need in order to bake their own web? How are grassroots groups trying to teach these things now? What's working and what isn't?

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  • Under Development
  • Runs Jan. 16, 2012 to April 20, 2012
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    #p2pu-530-how-to-tea
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    225
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  • Participants
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  • Followers
    41
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People


Greg Wilson (organizer) Ethan White (participant) Heather Payne (participant) Laura Lyn  Plant (participant) Darlene (participant) Leigh Ann (participant) R.T. Lechow (participant) Luis Pedro Coelho (participant) lornajane (participant) Julie Pichon (participant) Neil Chue Hong (participant) David Felipe Camargo Polo (participant) Francesca (participant) MrSteve (participant) David Klappholz (participant) titaniumbones (participant) John Burk (participant) Ms. King (participant) Laura B (participant) Matthew (participant) Terri (participant) Rogelio Moreno (participant) harv (participant) jazz (participant) Ginster (participant) Duane Griffin (participant) Leopoldo Teixeira (participant) Eric G (participant) Gregory Brown (participant) Kerri (participant) Jaelle (participant) kgardnr (participant) Michelle Levesque (participant) Andrew Cox (participant) Jessy Kate Schingler (follower) Jessica McKellar (follower) Tim Topper (follower) stark (follower) Tavish Armstrong (follower) rahmin (follower) jdobry (follower) Karen Rustad (follower) André Roberge (follower) Kim Wilkens (follower) AJC (follower) krishnakumar (follower) Gonzalo (follower) Mark Guzdial (follower) robkim (follower) Adam Bachman (follower) Maxn (follower) Anderson Juhasc (follower) Paul Wilson (follower) Brigitte Jellinek (follower) audrey (follower) Mark F. (follower) LadyLeader (follower) Sumana Harihareswara (follower) Brylie Oxley (follower) Josh Greenberg (follower) Ian Mitchell (follower) wyattwang (follower) TR (follower) Sunny Lee (follower)

Tasks


  • Getting started (target date: Jan 20)
  • Who Are Your Learners? (target date: Jan 27)
  • Big Ideas / Individualized Projects
  • Why It's Hard and Why It's Unbalanced

External Links


  • Reading List
  • Mark Guzdial: Computing Education
  • Audrey Watters: Hack Education
  • Software Carpentry
  • Programming for Biologists
  • Gregory Brown
  • Julie Pichon
  • Jaelle
  • Mr Steve
  • Laura B
  • Terri Ko
  • Leopoldo Teixeira
  • Neil Chue Hong
  • Andrew Cox
  • Heather Payne
  • Luis Pedro Coelho
  • rglmrn
    Greg Wilson
    Greg Wilson at How to Teach Webcraft and Programming to Free-Rang
    posted message: Great discussion of what 21st Century learning can look like: http://www.stevenberlinjohnson.com/2011/12/anatomy-of-an-idea.html How much of this kind of thing do your learners do? How much do you expect or require them to do it? How does it vary by learner age?
    27 Jan 2012 via courses.p2pu.org
    1 Comment

    Comments


  • Duane Griffin   Jan. 28, 2012, 10:07 a.m.

     

    I'm not sure that having lots of twitter followers, let alone a lunch date with Stewart Brand, is the sort of thing it is reasonable to ask of our learners ;-)

    On the other hand the main theme of his post seems straight-forward, almost mundane: talk with people you know who might have interesting contributions, or with whoever you can find with similar interests, in whatever medium you find them. I think that is reasonable to expect of a learner, regardless of age or stage.

    I think the ancillary point about  being prepared, "priming being everything", is important too. Perhaps another way to consider it is to think of other types of learning aside from research that support and inform that research. For example, practice is obviously very important for programming. Someone who has actually written multi-threaded code and debugged a race condition is likely to have a much fuller appreciation of discussions about locking than someone who hasn't.


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