Have dug in quite a bit to VPython's code, which has become an intensive C++ course for me. And have accomplished a good deal in keeping the project moving forward, healthy and on-track. I happen to be proud of that.
90% of the battle for this kind of intensive learning process always seems to be motivation. And I don't quite know how learning something like C++ might be approached in other than an intensive manner. What I find is that even on the issue of motivation, the dynamics are nonlinear. Just the right mix of curiosity, practical benefit, desire to contribute, desire for status and recognition, and, of course, spite ;) is what I happen to need to get focused at this level. One theme that seems to run through discussions here is related to this issue. Is it the educators' mission to find just the right motivational buttons and push them just right ??? Or rather focus on responding appropriately to those who come to the learning process with some critical mass level of motivation??? It seems to be one of the fault lines, in some of the discussions here. If one rejects possibility of the first approach - despite possibilities of computer/human symbiosis, the issue becomes easier. So for me, its easier. Art _______________________________________________ Edu-sig mailing list [email protected] http://mail.python.org/mailman/listinfo/edu-sig
