On Aug 19, 2011, at 3:00 AM, Jukka Tuominen wrote:
> I think what is rather exceptional in student language mode thinking, is that
> you are trying/ being able to create a kind of
> laboratory environment where each learning step can be controlled. Hard to
> say whether it is a good idea or not per se, but the problems seem to raise
> when you try to step off the lane. It is a unique situation to be able to do
> that.
>
> If new features are introduced as you move further (gaining new skills in
> games :) but never go back, then it should be mostly OK, except that it may
> make the of-the-lane learning more challanging. I could think of two
> situations like that
> - Wanting to create a new lane of learning for a special purpose or
> experimenting whether some other order might be more optimal
> - Learning through colleages outside the lane ("ok, you don't have that
> feature available, yet... What I usually do in these situations...")
Yes, that's one of the more reasonable criticisms that has been leveled at the
PBD project: the software supports one specific sequence of topics, and if an
instructor wants to introduce things in a different order (e.g. mutation & I/O
early), the software ALLOWS that but doesn't really help. Even some people on
this list have been known to start their courses in Advanced Student or #lang
racket because there was some feature they wanted to introduce early.
Stephen Bloch
[email protected]
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