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
Arthur wrote:
> 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 s
Paul D. Fernhout wrote:
> Arthur wrote:
>>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 t
Arthur wrote:
> 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.
I recommend you read Stroustrup's book, "The Design and E
Scott David Daniels wrote:
>Arthur wrote:
>
>
>>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.
>>
>>
>
>I recommen
Arthur wrote:
>The analysis/understanding of dense working code is to me the starting
>point. Understanding something of the language anatomy is a byproduct
>of that effort, not the focus of it.
>
>I feel strongly that this top->down approach to learning in relationship
>to programming, rather
Paul D. Fernhout wrote:
> Paul D. Fernhout wrote:
>> Arthur wrote:
>>> 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
>>> a
Ian Bicking wrote:
> Intrinsic desire is a little hard. It certain happens, but often just
> in a few cases; probably many of us had an intrinsic desire to do the
> thing programming allows, but there's many useful things I learned that
> I had no intrinsic desire to learn. Like writing -- I r
Paul D. Fernhout wrote:
>I'll agree with your larger point in practice in our society, on roles for
>both intrinsic motivation of liking some thing versus the extrinsic desire
>to learn something just to get some task done. There is another path
>humanity used to be on, but we are not back on i
Arthur wrote:
>That is, at the stage when the fact that an offered experience is a
>being mediated through a digital Mystery begins to become something we
>can expect to have accepted without a very wrong message attached.
>
>
And even at that stage it is (almost?) exclusively the demystificat
Arthur wrote:
> It used to be called science.
The scientific spirit requiring us to lay the specimen on the table,
brutality dissect it, exposing it as metal and as silicon and
instruction sets with an intelligence that is a horribly crippled parody
of our own.
Not in fact to enter into an im
Paul D. Fernhout wrote:
> Ian Bicking wrote:
>> Intrinsic desire is a little hard. It certain happens, but often just
>> in a few cases; probably many of us had an intrinsic desire to do the
>> thing programming allows, but there's many useful things I learned that
>> I had no intrinsic desire
On Thursday 28 December 2006 12:51 pm, Ian Bicking wrote:
> Paul D. Fernhout wrote:
> > Ian Bicking wrote:
...
> > If kids wants to get at the stories (or other knowledge) locked in books,
> > that motivates them to spend the fifty hours or so of hard work to get to
> > the point where they have t
John-
An excellent post; and I'll have to agree with most of it, including your
conclusions at the end, especially in relation to choosing educational
strategies based on empirical research.
Some minor comments below.
John Zelle wrote:
> On Thursday 28 December 2006 12:51 pm, Ian Bicking wrote
Paul D. Fernhout wrote:
>John-
>
>An excellent post; and I'll have to agree with most of it, including your
>conclusions at the end, especially in relation to choosing educational
>strategies based on empirical research.
>
Consensus on this point is an excellent starting point.
But even given i
Paul D. Fernhout wrote:
> Now, to go on the offensive here, Doug Engelbert and others clearly showed
> even in the late 1960s and early 1970s that a set up with a chord
> keyboard in one hand and a mouse in the other is much father than a full
> keyboard and a mouse when using a typical compute
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