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Awesome Teaching
PRISMMDe Nepo on GitHub
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file +
PRISMMDe Nepo on GitHub
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file diff --git a/curriculum-design.html b/curriculum-design.html index 3d3df4c..5ecc775 100644 --- a/curriculum-design.html +++ b/curriculum-design.html @@ -9,5 +9,5 @@ .dark { --nextra-primary-hue: 310deg; } -
Curriculum Design

This is a collection of curriculum design principles that I've invented (or discovered?) since I started teaching programming. Some of them I've used for many years and have been the foundation of my teaching, others are new and I hope to use soon.

-

Inspired by the Pedagogy Quick Reads (opens in a new tab), I've tried to introduce each of these design principles as something simple and actionable. To learn more about the ideas behind these design princples, you can find them in my notes (opens in a new tab). The notes are less clear than these pages but will have more detail, links to relevant literature, open questions, and all sorts of linked ideas.

Study LensesPRISMM
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file +
Curriculum Design

This is a collection of curriculum design principles that I've invented (or discovered?) since I started teaching programming. Some of them I've used for many years and have been the foundation of my teaching, others are new and I hope to use soon.

+

Inspired by the Pedagogy Quick Reads (opens in a new tab), I've tried to introduce each of these design principles as something simple and actionable. To learn more about the ideas behind these design princples, you can find them in my notes (opens in a new tab). The notes are less clear than these pages but will have more detail, links to relevant literature, open questions, and all sorts of linked ideas.

Study LensesPRISMM
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file diff --git a/curriculum-design/big-picture-diagrams.html b/curriculum-design/big-picture-diagrams.html index c63d097..5315889 100644 --- a/curriculum-design/big-picture-diagrams.html +++ b/curriculum-design/big-picture-diagrams.html @@ -9,7 +9,7 @@ .dark { --nextra-primary-hue: 310deg; } -
Curriculum Design
Big Picture Diagrams
+
Curriculum Design
Big Picture Diagrams

Big-Picture Diagrams are a simple enough idea but very useful for setting learner expectations, motivating course objectives, structuring discussions, and curriculum planning. Before looking at some ways to use Big-Picture Diagrams let's see what they aren't. They aren't concept maps, learning objective graphs, ontologies, or any other formal representation of course objectives.

Big-Picture Diagrams are informal diagrams representing what a learner is expected to do with what they learn. Diagrams can show the communication dynamics of a team project, the roles of different technical components in a system, or highlight the ethical and social considerations in a project.

@@ -20,10 +20,10 @@

Programming is Writing

These high-level diagrams show how collaborative writing and collaborative programming are similar.

You can use them alongside an exercise where learners try to edit one google doc at the same time to movitave version control, or you could use them clarify the relationship between source code and running programs in the context of a group project.

-

collaborative writing

+

collaborative writing

Collaborative Development

This progression of diagrams build a big picture of web development starts with collaborative writing in a project context and gradually introduces aspects of Web Development, ending with basic web pages that interact with users and process their data.

-

collaborative writing

+

collaborative writing

Data Science

The first diagram first introduces a big-picture understanding of data science. The second diagram zooms in on one leg of the triangle (analyzing data) and illustrates how members of a data science team might collaborate around a code base to learn from data.

-

data science?

Curriculum DesignAwesome Teaching
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file +

data science?

Curriculum DesignAwesome Teaching
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file diff --git a/curriculum-design/connections-are-concepts.html b/curriculum-design/connections-are-concepts.html index 1304a9f..a770075 100644 --- a/curriculum-design/connections-are-concepts.html +++ b/curriculum-design/connections-are-concepts.html @@ -9,7 +9,7 @@ .dark { --nextra-primary-hue: 310deg; } -
Curriculum Design
Connections Are Concepts

Programming is complicated, there are many concepts to learn and all of the concepts are related. A simple way to approach this is to say that your learners have two types of knowledge to build:

+
Curriculum Design
Connections Are Concepts

Programming is complicated, there are many concepts to learn and all of the concepts are related. A simple way to approach this is to say that your learners have two types of knowledge to build:

  • Concepts: The individual concepts of programming, things like variables and APIs and repositories. Studying each of these concepts separately is important but not enough.
  • Connections: How individual concepts relate to each other. For example once you understand variables and arrays separately, you will still need to study reference vs. value (how variables store arrays in memory).
    • @@ -20,4 +20,4 @@
    • Then you'll make room in your learning objectives and schedule to teach this properly
    • Making space in your curriculum for these tricky connecting concepts may also help with [[Learner Trust]] by implicitly acknowledging that something will be challenging, and the learner isn't expected to "just figure it out" or "get it later". #question
      • -
    Curriculum DesignAwesome Teaching
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
\ No newline at end of file +
Curriculum DesignAwesome Teaching
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Curriculum Design
PRISMM

PRISMM is an approach for structuring lessons inspired by PRIMM (opens in a new tab). PRISMM includes an extra situating step after students have studied a program, but before they write their own similar programs. This step is for exploring how software relates to the wider world. You can visualize the PRISMM process like this:

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PRISMM Diagram

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Curriculum Design
PRISMM

PRISMM is an approach for structuring lessons inspired by PRIMM (opens in a new tab). PRISMM includes an extra situating step after students have studied a program, but before they write their own similar programs. This step is for exploring how software relates to the wider world. You can visualize the PRISMM process like this:

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PRISMM Diagram

diagram adapted from primmportal.org (opens in a new tab)

To start using PRISMM in your class you can begin by sharing out any piece of level-appropriate code as a study reference, with some support learners can get used to guide their own study with the PRISMM steps. Doing this regularly with a series of programs that progress alongside your learners is a (relatively) low-effort way to practice teaching with PRISMM. If you would like more guidance to get started, try using existing resources for PRIMM and adding a little extra time for a situating discussion. PRIMM Portal (opens in a new tab) has a collection of lesson plans for Python.

The PRISMM steps in more detail:

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Predict

Students discuss a program and predict what it might do, drawing or writing out what they think will be the output. At this level, the focus is on the function of the code.

Run

Students run the program so that they can test their prediction and discuss in class.

Investigate

The teacher provides a range of activities to explore the structure of the code; this involves activities such as tracing, explaining, annotating, and debugging. Study Lenses is has many features to support investigating code.

Situate

Discuss who wrote the program, why they wrote it, who would use the program, and why they would use it. Seeing the intentions behind and effects of software can help learners understand their digital world, and gain a sense of agency.

Modify

Students edit the program to change its functionality or purpose via a sequence of increasingly challenging exercises; the transfer of ownership moves from the code being ‘not mine’ to ‘partly mine’ as students gain confidence by extending the function of the code

Make

Students design a new program that uses the same structures as the code they studied, but is designed to solve a differnet problem or is adapted for a different end user.

Curriculum DesignAwesome Teaching
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Predict

Students discuss a program and predict what it might do, drawing or writing out what they think will be the output. At this level, the focus is on the function of the code.

Run

Students run the program so that they can test their prediction and discuss in class.

Investigate

The teacher provides a range of activities to explore the structure of the code; this involves activities such as tracing, explaining, annotating, and debugging. Study Lenses is has many features to support investigating code.

Situate

Discuss who wrote the program, why they wrote it, who would use the program, and why they would use it. Seeing the intentions behind and effects of software can help learners understand their digital world, and gain a sense of agency.

Modify

Students edit the program to change its functionality or purpose via a sequence of increasingly challenging exercises; the transfer of ownership moves from the code being ‘not mine’ to ‘partly mine’ as students gain confidence by extending the function of the code

Make

Students design a new program that uses the same structures as the code they studied, but is designed to solve a differnet problem or is adapted for a different end user.

Curriculum DesignAwesome Teaching
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Curriculum Design
Spiderweb Curriculum

... introduction ... connect to big picture diagrams ..

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Curriculum Design
Spiderweb Curriculum

... introduction ... connect to big picture diagrams ..

Spiderweb Diagrams

Imagine a spider web with two types of thread:

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    Technologies: The circles going out from the center represent the languages and technologies your learners will cover in each module.

A Spiderweb Curriculum starts in the center of the web practicing as many skills as possible, using the fewest technologies possible. This can mean explicitly learning version control and project management workflows while simply collaborating on markdown files. After practicing full group projects written in markdown, you might expand to the second circle by introducing HTML and CSS while still practicing all of the skills leanred in the inner circle, ...

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spiderweb curriculum diagram

Curriculum DesignAwesome Teaching
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spiderweb curriculum diagram

Curriculum DesignAwesome Teaching
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
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Hello

Make best practice common practice by connecting CE researchers, educators and developers to build what learners need.

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de-nepo-value-propositions

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Hello

Make best practice common practice by connecting CE researchers, educators and developers to build what learners need.

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de-nepo-value-propositions

Open Education

Taking cues from the DevOps movement, we aim to treat content as cattle, and also to spread local learnings globally. Small modular modules are preferred, as they're more composable and like the bazaars of the Unix philosophy.

In recognition of the reusability paradox (opens in a new tab), we also intend to create the infrastructure to create fast prototypes and adapt existing ones. For example an API to provide, on demand, functions of specific difficulty levels, features, etc.

We also want to drive adoption of more exploratory investigation into ways to inform the content created for Computing Education; for example, corpus analysis of docs to inform materials for "how to read docs".

Open Research

We want to encourage open research and replication in Computing Education by making prototypes used in studies immediately available to all researchers under an open license. Researchers can share their research questions, experimental designs and interventions before running experiments and their data afterwards, all in a single repository.

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Replications following the same or different methodologies can be tracked via forks, making related research more cumulative and navigable.

Study Lenses
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Replications following the same or different methodologies can be tracked via forks, making related research more cumulative and navigable.

Study Lenses
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
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Study Lenses
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The extension allows learners to add new perspectives and layers of interactivity on top of existing JavaScript Code. Every lens focuses on a specific aspect of the code that has to be studied. Lenses follow CER best practices such as PRIMM, scaffolding and expertise reversal. For more information on the theory behind the extension we suggest reading our papers on Computing Education [CSEDU (opens in a new tab), Koli Calling (opens in a new tab)].

HelloCurriculum Design
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The extension allows learners to add new perspectives and layers of interactivity on top of existing JavaScript Code. Every lens focuses on a specific aspect of the code that has to be studied. Lenses follow CER best practices such as PRIMM, scaffolding and expertise reversal. For more information on the theory behind the extension we suggest reading our papers on Computing Education [CSEDU (opens in a new tab), Koli Calling (opens in a new tab)].

HelloCurriculum Design
You can save any page as a PDF by opening it, ctr-p, then opening the document instead of printing it.
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