At 02:16 PM 23/01/2016, Bernard Robertson-Dunn wrote: >Teaching coding is like teaching bricklaying and expecting the students >to understand town planning, architecture, and infrastructure services >such as water supply, sewerage, transport, communications and power >generation/distribution.
Sure. Those bits about the processes etc, are the needs and the context. But those are eternally givens, regardless of the current state of affairs to address them. If you don't have the solutions, and the full gamut of elements that go into the solution, from the bricklayers to the architects to the contractors, you still will only end up with a mud hut. It's all of the above, no matter where you start. It has to add up, and at reasonably equal quality. Plus, you don't start creating rules, performing analyses and conducting evaluations (like you do, BRD) at the entry level. They are sophisticated cognitive processes that requires some basic knowledge of the bricks. IMO, what we're seeing in the failed complex projects is Picasso paintings, not Rembrandts, with the pieces of the lady strewn across the canvas. (Like that metaphor? Just made it up. :-) ) Jan I write books. http://janwhitaker.com/?page_id=8 Melbourne, Victoria, Australia jw...@janwhitaker.com Twitter: <https://twitter.com/JL_Whitaker>JL_Whitaker Blog: www.janwhitaker.com Sooner or later, I hate to break it to you, you're gonna die, so how do you fill in the space between here and there? It's yours. Seize your space. ~Margaret Atwood, writer _ __________________ _ _______________________________________________ Link mailing list Link@mailman.anu.edu.au http://mailman.anu.edu.au/mailman/listinfo/link
