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 it, I
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 it
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 demystification
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
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 to
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 recommend you read
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 than
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
appropriately
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
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 the
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
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