pedagogical patterns for learning programming by mistakes (presentation)

8/13/2019 Pedagogical Patterns for Learning Programming by Mistakes (Presentation)

http://slidepdf.com/reader/full/pedagogical-patterns-for-learning-programming-by-mistakes-presentation 1/30

Email: [email protected]

Ljubomir Jerini d

Faculty of ScienceDepartment of Mathematics and Informatics

Chair of Computer Science



27.11.2013 Pedagogical Patterns For Learning Programming By Mistakes 2

Learning Programming

Programming is hard . It's the process of telling a bunch oftransistors to do something, where that something maybe very clear to us fuzzy humans, with all our built-inpattern matching, language processing, and existingknowledge, but really, horrifically, tediously difficult tocommunicate to a bunch of dumb transistors.

Dethe Elza




Starting point… Pedagogy, the art of teaching, under various names, has been adopted by theacademic world as a respectable and an important field. The art of learningis an academic orphan . One should not be mislead by the fact that librariesof academic departments of psychology often have a section marked“learning theory.” The older books under this heading deal with the activitythat is sometimes caricatured by the image of a white-coated scientistwatching a rat run through a maze… newer volumes are more likely to bebased upon the theories of performance of computer programs than on thebehavior of animals… but… they are not about the art of learning… they donot offer advice to the rat (or to the computer) about how to learn.

Seymour Papert,The Children’s Machine

Seymour Papert (1993). The Chil ren’s Machine: Rethinking School in the Age of the Computer , Basic Books: New York.



So… Learning Theories:

ACT-R (John Anderson)

Adult Learning Theory (P. Cross)Algo-Heuristic Theory (L. Landa)Andragogy (Malcolm Knowles)Anchored Instruction (John Bransford)Aptitude-Treatment Interaction (L. Cronbach & R. Snow)Attribution Theory (B. Weiner)Cognitive Dissonance Theory (L. Festinger)Cognitive Flexibility Theory (R. Spiro)Cognitive Load Theory (J. Sweller)Component Display Theory (M. David Merrill)Conditions of Learning (Robert Gagne)Connectionism (Edward Thorndike)Constructivist Theory (Jerome Bruner)Contiguity Theory (Edwin Guthrie)Conversation Theory (Gordon Pask)

Criterion Referenced Instruction (Robert Mager)Double Loop Learning (C. Argyris)Drive Reduction Theory (C. Hull)Dual Coding Theory (A. Paivio)Elaboration Theory (C. Reigeluth)Experiential Learning (C. Rogers)Functional Context Theory (Tom Sticht)

Genetic Epistemology (J. Piaget)Gestalt Theory (M. Wertheimer)GOMS (Card, Moran & Newell)General Problem Solver (A. Newell & H. Simon)Information Pickup Theory (J.J. Gibson)Information Processing Theory (G.A. Miller)Lateral Thinking (E. DeBono)Levels of Processing (Craik & Lockhart)Mathematical Learning Theory (R.C. Atkinson)Mathematical Problem Solving (A. Schoenfeld)Minimalism (J. M. Carroll)Model Centered Instruction and Design Layering (Andrew Gibbons)Modes of Learning (D. Rumelhart & D. Norman)Multiple Intelligences (Howard Gardner)Operant Conditioning (B.F. Skinner)Originality (I. Maltzman)Phenomenonography (F. Marton & N. Entwistle)Repair Theory (K. VanLehn)Script Theory (Roger Schank)Sign Theory (E. Tolman)Situated Learning (J. Lave)Soar (A. Newell et al.)Social Development (L. Vygotsky)Social Learning Theory (A. Bandura)Stimulus Sampling Theory (W. Estes)Structural Learning Theory (J. Scandura)Structure of Intellect (J. Guilford)Subsumption Theory (D. Ausubel)Symbol Systems (G. Salomon)Triarchic Theory (R. Sternberg)Transformational Theory (J. Mezirow)




… an …


•

“We” chose: Active learning with Constructivist Theory (JeromeBruner) with a goal to prepare stu ent to solve “real worl ”problems… • Constructivism - A philosophy masquerading as a theory. A way oflooking at the world that says that people construct their view of the

world based on their previous experiences. People construct theirown unique knowledge from raw materials. A teachers have toprovide, that:

• Instruction must be concerned with the experiences andcontexts that make the student willing and able to learn

(readiness).• Instruction must be structured so that it can be easily grasped

by the student (spiral organization).• Instruction should be designed to facilitate extrapolation and

or fill in the gaps (going beyond the information given).



… an …


What about teachers?1. Create real-world environments that employ the context in whichlearning is relevant ;

2. Focus on realistic approaches to solving real-world problems ;3. The instructor is a coach and analyzer of the strategies used to solve

these problems;4. Stress conceptual interrelatedness, providing multiple representationsor perspectives on the content ;

5. Instructional goals and objectives should be negotiated and notimposed ;

6. Evaluation should serve as a self-analysis tool ;7. Provide tools and environments that help learners interpret the

multiple perspectives of the world;8. Learning should be internally controlled and mediated by the learner.9. Teachers serve in the role of guides, monitors, coaches, tutors and

facilitators…



… the goal is…


Our goal is to transform how children learn,what they learn, who they learn from.

Mitchel Resnick, A Media Lab for Kids

Resnick, M. A Media Lab for Kids: $27 Million from Isao Okawa Creates Center for FutureChildren at MIT, MIT News, November 18, 1998.


http://slidepdf.com/reader/full/pedagogical-patterns-for-learning-programming-by-mistakes-presentation 8/3027.11.2013 Pedagogical Patterns For Learning Programming By Mistakes 8

Teaching Programming

From my point of view, few textbooks treat methodological skillsof teaching programming appropriately . They teach programs , not

programming . They focus largely on knowledge, not skill. Indeed, Iwould claim that computer scientists in general do not think muchabout the programming process and have little idea about how toteach programming.

David Gries

Computer ScienceCornell University

Gries, D., and P. Gries. Multimedia Introduction to Programming Using Java. Springer Verlag, NY. 2005.



Experience at DMI Novi Sa … • “Usage Computer in E ucation” (in CS) started in 1987 at Instituteof Mathematics (now Department of Mathematics and Informatics)

– OSOF: LEA, TEA & EXA (Paunic Dj., Budimac Z., Ivanovic M.,Jerinic Lj., Putnik Z., etc.• Later, research went in different ways:

• CAI, CAL, CBE, CBL, CMI, ITS, ILE… • EduSof, GetBits, Svetovid• eEducation = eTeaching + eLearning• Pedagogical Agents• Web Based Education – Ontology approach, etc.• Pe agogical Patterns…

together with “new” people (Deve zic V., Vesin S., Ra ovic D.,Lomic M., Komlenov Z,, Pribela I. etc.



Problem Statement...• Learning (teaching) IT and CS is hard – how to learn (teach) IT

and / or CS?• Problem with small number of candidates for CS and IT, as well

as drop-out problem from CS and IT courses in USA, Finland,

Australia, etc. at the University level – why?• Where to put learning of elementary knowledge about CS and IT

(organization level) for non specialist?• Where to start in CS and IT learning (teaching), on secondary or

primary level of Education?• What is the bottom line (minimum knowledge) on knowledgethat student have to bring to University?

• OO First?



In SerbiaIn Serbia E ucational reform is on 2/3 of long, long way…(?)We have done reform at the University education andPrimary (?)IT and CS are put in Primary education, i.e. the studentslearn basic of IT from 6-th grade (obligatory course as apart of Technical education) and elementary programming

(as the elective course in 6, 7 and 8 grade)In Secondary level the reform is stopped for now so… we

on’t know what will be .




The Goal Of ResearchTo investigate Pedagogical Patterns approach (PedagogicalPatterns Project Home: www.pedagogicalpatterns.org ,

Bergin, J., Fourteen Pedagogical Patterns.http://csis.pace.edu/~bergin/PedPat1.3.html )Try to find out new onesAnd to modify and explore the existing Patterns in a sense

of their Instances for teaching Elementary programming


http://www.pedagogicalpatterns.org/

http://csis.pace.edu/~bergin/PedPat1.3.html





Terminology… The American Educational Research Association (AERA) has classified thefield of educational research into 12 divisions that represent broadsubstantives or professional interests.However, some fields were not given such an independent status. Forexample, the philosophy of education did not exist as its own field of aclassification title level.In addition, continental Europe (without Great Britain) researchers haveunderstood didactics slightly differently than Anglo-Americanresearchers. In Anglo-American countries didactics was found in underseveral division titles such as Curriculum Studies, Learning andInstruction, and School Evaluation & Program Development ("12divisions within AERA", Retrieved January 24, 2011 fromhttp://www.aera.net/divisions/Default.aspx?menu_id=62&id=179


http://www.aera.net/divisions/Default.aspx?menu_id=62&id=179





Terminology… The difference in classification and emphasis of subfields in theContinent and the America is a matter of different cultures that havetheir own philosophical and political roots. Uljens ("On General

Education as a Discipline", Studies in Philosophy and Education , 20, 291-301. pp. 295, 2001), for example, state that “ From an American

perspective it may seem odd to have several sub-disciplines ineducation . From a Nordic perspective again it is odd that education isnot an autonomous discipline at every American university , but is

instead conceived of as a ‘a field of research’ .” Methodic of CS (IT) ??? (I do not find yet!!! I find Didactics, Pedagogy,Subject-matter Didactics , Education of CS / Computing / IT / ICT edt.)




So…


Education (Pedagogy)

Didactics

Subject-matter Didactics

(Computing EducationDidactics)

CS IT

etc.

Methodic



Pedagogical PatternsPedagogical patterns, like all patterns, attempt to captureexpert practice.In this case it is the practice of experienced teachers, both inacademia and in industrial settings.The pedagogical patterns project [Pedagogical PatternsProject Home: www.pedagogicalpatterns.org ] is working oncollecting many types of patterns that can help teachersteach and students learn.






Examples… Learning by (on) mistakes is very fine teaching techniques or teaching methodgenerally speaking. In teaching Computer Science, Informatics, InformationTechnologies, and similar disciplines based on technique or technologies, and it isused very often. Joseph Bergin (Fourteen Pedagogical Patterns.http://csis.pace.edu/~bergin/PedPat1.3.html ) proposed couple of generalPedagogical Patterns which are directly involved in learning by mistake method oflearning, with special implications in usage of them in teaching CS1 and CS2courses.

Mistake - Students are asked to create an artifact such as a program or design thatcontains a specific error. Use of this pattern explicitly teaches students how to recognizeand fix errors. We ask the student to explicitly make certain errors and then examine theconsequences.Grade It Again Sam - To provide an environment in which students can safely makeerrors and learn from them, permit them to resubmit previous assignments forreassessment and an improved grade.






…Examples… A couple of Composite Pedagogical:Design-Do-Redo-Redo (DDRR) - pattern by Marcelo Jenkins [Pedagogical Pattern #13:Design-Do-Redo-Redo (DDRR) Pattern, http://sol.info.unlp.edu.ar/ppp/pp13.htm ], usedin teaching Object-Oriented Programming (OOP) to senior students based on a multi-language approach. The idea is to teach OOP concepts such as encapsulation, abstraction,

and polymorphism, independently of the OOP language used. To do that, a Design-Do-Redo-Redo (DDRR) pattern is used, in which students design an OOP solution to aprogramming assignment and then implement it in three different languages. They haveto elaborate differences and possible errors.Design-Implement-Redesign-Re-implement (DIRR) – pattern by Richland, Kornelland Kao [The Pretesting Effect: Do Unsuccessful Retrieval Attempts Enhance Learning?

Journal of Experimental Psychology: Applied, 2009, Vol. 15, No. 3, 243 –257.]. The patterncould be used to bridge the gap from an old paradigm to a new paradigm (from proceduralto object-oriented), emphasizes common programmers mistakes when they tried to“compile” solutions form procedural point of view to object -oriented directly, for example.


http://sol.info.unlp.edu.ar/ppp/pp13.htm

http://sol.info.unlp.edu.ar/ppp/pp13.htm



… an Examples… And the nice one:

Icky Poo - pattern by Joseph Bergin and Owen Astrachan. You want toteach a topic in a way that the students will never forget it. You want a verydramatic demonstration of some idea. Students often forget details ofabstract concepts and confuse similar concepts. Analogies are a good wayto prevent this if the analogy is close to the concept being taught and thestudent can quickly make appropriate associations when the details arerequired. Dramatic, visible, and unexpected demonstrations areremembered. If they are also good analogies, then the students will carryimportant and unforgettable lessons. Therefore use a physical device, suchas a toy, that has some of the characteristics of the concept being taught.Give a very vivid classroom demonstration of its use.

Astrachan uses a toy called Icky Poo ™ to illustrate many of the importantconcepts of C++ pointers . The toy is a sticky plastic that will stretch 20 times itslength. It comes in the form of a snake. When you hold one end and "whap" theother against a surface it sticks. If the surface is a lightweight piece of paper, theobject can be retrieved. Pieces of paper form the heap (free store). Calling new(whapping the Icky Poo against a piece of paper) retrieves it. Calling disposedetaches all Icky Poo snakes from it.




… an Examples. Or, Michael Clancy originated a very vividparameter passing exercise that demonstratesthe concept of a parameter and thedifference between value and referenceparameters . Astrachan has adapted this as

well. Frisbees™ are passed between caller andcalled function. The Frisbee represents a variable and has a name and a value writtenon it with a grease pen (Post- It™ notes can beused as well). In a reference variable, anychange in the variable is written directly onthe Frisbee. In a value parameter, theoriginal value is written on the Frisbee, butthe Frisbee is bagged in a transparent bagbefore being passed. Any change by thecalled function is written on the bag. Therefore the original value is not affected.




My Examples… Pedagogical Pattern: Wolf, Wolf, MistakeTopic which is taught is divided into smaller pieces called subtopics or fragments.Fragments are introduced step by step. The goal of the topic is to show usage ofthese fragments in solving certain problems. After the whole material is presented,some examples of implementation these fragments (or the methods based on them) are

shown to the students. They have active participation in constructing the solutions . At the end, an artifact such as a program, object and/or design, with a particularerror has been realized. Lecturer knows that mistake is made, but say nothing aboutthat. At the end of the class lecturer just says that all examples have to be tested and verified as homework assignment. Next time, lecturer asks students do they foundsomething in their homework assignments. Lecturer is interested about their opinions onthe correctness of the solution that he presented last time. Students should explain thenature and possible consequences of the error, if they were find the mistake at all.Lecturer just conducts the discussion. Using this form, students learn how to recognizespecific errors of construction and design, as well as the importance of testing software.




Pedagogical Pattern Language

PROBLEM / ISSUE AUDIENCE / CONTEXT FORCES SOLUTION DISCUSSION / CONSEQUENCES / IMPLEMENTATION SPECIAL RESOURCES RELATED PATTERNS

EXAMPLE / INSTANCESCONTRAINDICATIONS REFERENCES




Example of PPL… EXAMPLE / INSTANCES (for Pedagogical Pattern: Wolf, Wolf, Mistake)This pattern could be used effectively in teaching some introductory CS course. If you wish toteach the students about importance of analyzing the boundary cases in program design, and why the testing software is not an easy job, you may use this pattern.For example, the pattern was used in Basic of Computer Literacy course for non-professionals(like students with major in Geography) at the University of Novi Sad. Topic on data typesand potential problems with them (such as division by zero for numbers, for example) wastaught at the beginning of the course. After a while, branching and control structures weredone, and their usage in solving some problems is presented. The students together withlecturer solve some problem using these branching and control structures. Thelecturer conducted the output. But, the “hidden” special case is not seen by students,

i.e. for the particular data entry the program could crushed. They miss to observe thecase which leads in dividing by zero. This case lecturer "wisely" ignore in the analysis of thetask. Next class, students still did not notice the mistake, and lecturer admitted his “sin”, andexplains the reason and consequences of mistake. Couple weeks later, students get theassignment very similar to previously, but in some other context. They all do theassignment without a single mistake.




Feedback----- Original Message -----From:* Jutta Eckstein < mailto:[email protected] >To:* Ljubomir Jerinic < mailto:[email protected] >Sent:* Thursday, February 10, 2012 10:41Subject:* Re: Question

Hi Ljubomir,thanks for sending me your pattern. This looks really good, I think you should send it to oneof the PLoP conferences (EuroPLoP, PLoP, or any other xPLoP). The main thing I have been wondering when reading your pattern, was if this pattern doesn't depend on a specificculture? You talk already about students taking the professor's opinion for granted, howevere.g. in China or India the professor might even lose his face using this pattern... Maybe you want to add something along those lines to the contraindications or consequences?However, your pattern is really up for being presented at a PLoP conference! All the best, Jutta


mailto:[email protected]










Further Work… How to Teach Elementary Programming Course (the whole approach)?Spiral and / or Semiotic Ladder are dominant, butare they good enough? Approach Stepwise Improvement , or themodification, known as Stepwise Refinement , havebeen modified (by us) with FINE TUNNING.The choice of first Programming Language, the APCourses, CS ZIRO, Scandinavian Model of variables,etc.




Something Interesting…

Transforming High School Computer Science: CS /10,000 Project

(For further information , contact Jan Cuny, ProgramOfficer for Broadening Participation in Computing,National Science Foundation ([email protected], 703-292-8489). )




Something Interesting… If we are to build a globally competitive 21 st century workforce and maintain ourleadership in IT innovation, there is no stage in the academic pipeline morecrucial than high school. It is true that students begin to lose interest incomputing much earlier, probably in grades 4-5. Yet engagement programs formiddle school students will not be effective if those students have no furtheropportunities during their four years of high school. Likewise, new and reinvigoratedcollege computing programs cannot have a significant impact if there are too fewinterested and qualified students to show up at their doors. There are clear indicationsthat college programs are already impacted. Since 2000, the percentage ofincoming college freshman who intend to major in computing has decreased

more than 70%; for women, the figure is closer to 80%. While some universitiesbelieve this trend may be leveling off or even turning around, the HERI data – a surveyof incoming college freshman which has been extremely accurate in predicting degreeattainment after four years – declined still further in 2008 , with just 1% of studentsintending to major in computing.




Something Interesting… The AP CS is a rigorous college preparatory course; however, nationally only 2000 computingteachers have passed the AP audit, indicating that it is being taught in less than 10% of ourhigh schools. Even that course is not optimal: it is programming-centric; it is inaccessible tostudents with no prior experience; it does not focus on the fundamental concepts of computerscience or computational thinking; and it does little to teach the breadth of application or

“magic” of computing. Consequently, the AP CS A test was taken by only 14,529 students in2008 , as compared to the 204,564 who took the Calculus AB exam, the 141,321 who took theBiology exam, or the 96,282 who took the Statistics exam . AP CS A also had the worst gender balance of any of the AP tests. Just 18.3% of the CS AP testtakers were women in comparison to the Calculus AB test, where 48.7% were women, orStatistics, where 50.2% were women. Only 11.8% of the AP CS A, test takers wereunderrepresented minorities. Clearly, high school computing needs to change. We areserving too few of our students well. We propose:

CS/10,000 Project Goal : To develop an effective new high school curriculum forcomputing, taught in 10,000 high schools by 10,000 well-qualified teachers by 2015.




… At the End


Our goal is to transform how children learn, what they learn, who they learn from.

Mitchel Resnick, A Media Lab for Kids

Resnick, M. A Media Lab for Kids: $27 Million from Isao Okawa Creates Center for Future Children at MIT, MIT News, November

18, 1998.

The goal (of all teachers and researchers) have to be to transform howchildren learn, what they learn, who they learn from, to reach the

utopian Summerville way of learning and teaching.



The End…

Thank you for your attention 27 11 2013 P d i l P tt F L i P i B Mi t k 30

Teach your children well,Their father's hell did slowly goby,And feed them on your dreams

The one they picked, the oneyou'll know by.

Don't you ever ask them why, ifthey told you, you would cry,So just look at them and sigh andknow they love you.

Teach your parents well,Their children's hell will slowlygo by,And feed them on your dreams

The one they picked, the oneyou'll know by.

Don't you ever ask them why, ifthey told you, you would cry,So just look at them and sighand know they love you.

pedagogical patterns for learning programming by mistakes (presentation)

Documents