creating a workshop • 4 question process for development • Examples of specific tools • Resources for later Give a taste of educational psychology • taxonomy of expertise
copies available in the room • Electronic copy at http://tinyurl.com/VR2016-training-handout Etherpad, for links, sharing and note-taking http://pad.software-carpentry.org/2016-08-ACI-REF-VR If you haven’t yet, think of a subject or theme for a workshop you might want to teach in the future, and write it down.
Write a learner profile, describing that person’s: • Experience • Needs and goals • How your workshop will help them Write your own, then compare with your neighbor. If online, paste into etherpad and look at other submissions
that can be used to help make sense of or store new information Examples: • Molecules as balls and springs • Shell commands in context of a filesystem • Mathematical functions as assignment from one value (x) to another (y)
possibly isolated bits of knowledge • Doesn’t know what they don’t know. • Computation specific: computers are magical black boxes diagrams from How Learning Works
possibly isolated bits of knowledge • Doesn’t know what they don’t know. • Computation specific: computers are magical black boxes • Don’t overwhelm with details! • Give learners a mental model • Need a narrative or tutorial
the subject • Can do most things themselves, able to find help and understand it • Teach more in-depth skills • Make connections between already existing ideas
robust “network” of knowledge, with many connections between pieces • Teach very specific, detailed content • Learners can teach each other (be instructors)
is by writing learning objectives Example: • Learners will be able to draw a diagram describing the 3 stages of a batch job. For more information, see: http://teaching.software-carpentry.org/20-lessons
chances are you have some sort of expert blind spot. Examples: • Knowing how to log in to a remote computer • Typing quickly or using tab-completion expert blind spot, noun: 1. knowing something so well that it seems easy when it’s not 2. underestimating the time and energy to understand a concept or do a task that seems straightforward and simple Definitions from: http://teaching.colostate.edu/tips/tip.cfm?tipid=181 and http://teaching.software-carpentry.org/08-memory/
space Red indicates: “Slow Down!” or “I need help!” Green indicates: “I’m with you” or “I’m done” For quick visual feedback, give each learner two sticky notes that they can put on their computer.
objectives when designing the workshop Different areas to measure • Learning (did we learn something?) • Content (was it useful?) • Presentation (was the presentation effective?) • Logistics (was there coffee?)
• http:// www.datacarpentry.org/ lessons/ Instructor training materials • http://teaching.software- carpentry.org/ Books • How Learning Works • Teaching What You Don’t Know • Teach Like a Champion • Small Teaching Blogs • Mark Guzdial - https:// computinged.wordpress. com/
Provide tools for creating a workshop: • Mental model (4 question process) • Examples (profiles, axis, exercises, etc.) • Resources for later Give a taste of educational psychology • taxonomy of expertise • limits of human memory Turned these into learning objectives
designing workshops Compare learners who are novices, competent practitioners, and experts and give an example of appropriate teaching for each Describe the significance of 7 ± 2 in human memory Define and identify expert blind spot Find teaching resources.
memory management, because it was too much information for short-term memory. #irony (see the omitted slides, starting at 40) Wasn’t able to use sticky notes. L
down as many words from the list as you can. Compare to people around you. Remote participants can share their list in the etherpad. What words are remembered the most?
of ideas introduced at once • Pause (or have exercises) for learners to consolidate the ideas in working memory • Reduce “cognitive load”; any extra ideas that distract from main goal