Role Of Transgenic Animal In Target Validation-1.pptx
Jot2 dg1 slideshare
1. How to teach
C# computer
programming
Teaching strategies and learning theories applied to the
creating the C# programmers of the future
DAVID G, WGU, STUDENT ID 000338879
JOT2, 9/2013
2. Learning and code*
Programming education and learning theory are tightly linked
“Everybody in this
country should learn how
to program a computer
because it teaches you
how to think.” (Magnolia Pictures,
2012)
Steve Jobs
Founder of Apple
*The words “code” and “coding” also
refer to the practice of programming
Image: Tab Times, 2012
3. Learning and code
Programming education and learning theory are tightly linked
“Learning to write programs
stretches your mind, and
helps you think better, creates
a way of thinking about things
that I think is helpful in all
domains.” (Gates, 2013)
Bill Gates
Chairman of Microsoft
Image: Microsoft, 2003
4. Learning and code
Programming education drives job growth, too
“Our policy at Facebook is
literally to hire as many
talented engineers as we can
find. There just aren't enough
people who are trained and
have these skills today.”
(Zuckerberg, 2013)
Mark Zuckerberg
Founder of Facebook
Image: The Biography Channel, 2013
5. I teach online via Angel:
X444.3 C# Programming I
C# programming requires a unique
instructional approach
Image: Flickr user sbengineer, 2006
6. What is C#?
C# programming requires a unique instructional approach
C# is a Microsoft programming language used to create Windows .NET programs
Programming requires both hands-on experience and knowledge of computer science theory.
Each programming language is characterized by different coding styles, keywords, verbs, and
syntax. Because programming is so time-consuming and so many people use the resulting
code, efficient and accurate programming can save a lot of money (and sometimes lives).
Most people who want to learn C# are seeking professional programming jobs. Many of them
are already programmers familiar with other languages, while some are new to the field.
Image: Kerr, 2008
7. Learning theories
Understanding how we learn
Cognitivism
Behaviorism
Constructivism
Building up knowledge
Observable behavior
Learn by doing
Vygotsky believed that childhood
learning was dependent on
language development and
symbol formation (Vygotsky,
1962). This is quite apropos to
learning a programming
knowledge, where syntax and
structure build on previously
learned syntax elements.
Programming is very much a
mental activity, but the result of
programming is observable, both
in terms of actual program
performance and written code.
However, creating good habits in
programmers remains an
ongoing teaching and
management challenge.
Huang argues that adult distance
learners need to be engaged to
keep them interested in learning
(Huang, 2002). My experience as
a programming instructor and
computer scientist is that handson experience with programming
is absolutely essential to building
an employable skill level.
Images: Flickr user Treehugger, 2005, City of Overland Park, 2008, Saint Mary’s County Library, 2010
8. Cognitivism
Building up knowledge
C# is a language with a specific syntax and usage
rules that must be learned
Simple programs are introduced early
Students build on prior knowledge, adding more
and more specialized functions
Code re-use is a critical concept underpinning all
modern development
There are important computer science theories
that form a foundation for good code
9. Behaviorism
Rewarding performance ingrains habits
Programmers can develop good habits and bad
habits
Bad habits can cause severe difficulty with
ongoing maintenance and reliability
Good habits, like adding coding comments, good
structure, and keeping to a schedule are best
practices
Ingraining these good habits is one of the biggest
challenges to programming instruction
10. Constructivism
Learn by doing
Of particular importance when teaching computer
programming
Students must practice programming and have
hands-on experience with the code
Students learn attention to detail and precision
while debugging coding problems
Hiring managers also demand experience and
hands-on work provides a starting point
Being able to show off a finished program also
builds confidence
12. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Each learning module requires the student to write, test,
and deliver a working program
Each learning module requires discussion board posts in
collaboration with other students
Resources including a textbook and a series of video
training modules that put the material in context
The final exam is designed to test the overall learning of
the student and is 30% of the final grade
13. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Project
Post
Project
Post
Project
Post
Project
Post
Each learning module requires the student to write, test,
and deliverIntro working programand
a
Language
Classes
Intermediate
Overview
Namespaces
language features
Each learning module requires discussion board posts in
Video
Final
collaboration with other students
Syllabus
Learning modules
training
exam
Resources including a textbook and a series of video
training modules that put C# Class
the material in context
The final exam is designed to test the overall learning of
Gagne 30% of the final of objectives
the student and isEvent #2: Inform learnergrade
Students are introduced to the lesson plan at the beginning of the course.
14. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Each learning module requires the student to write, test,
Module 4:
and deliver a working program
Intermediate
Module 3:
Each learning module requires discussion board posts in
language
Classes and
features
collaboration with other 2:
Module students space
name
Language
Resources including a textbook and a series of video
Module 1:
Overview
Getting
training modules that put the material in context
started
The final exam is designed to test the overall learning of
Scaffolding and cognitivism
the student and is 30% of the final grade
This approach works quite well for programming students.
15. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Each learning module requires the student to write, test,
and deliver a working program
Each Constructivism module requires discussion board posts in
learning
Keller’s ARCS model
Behaviorism
collaboration helps other students
• Hands-on experience with
• Triggers three of four
• Some students take this
students learn
motivators
course to
to program
Resources including aRelevance: studentsand this series of learn take this
textbook taking a
video
• Each student learns to
•
• Some students
diagnose failure points in his
to get
course because the salaries
training modules that •put jobs finishing a project in context are good for
the material
or her work through
programmers
Confidence:
interaction
shows them they can do the
• It is learning of
The final exam is designed to test the overallimmediately obvious toare
work
instructors which students
• Satisfaction: Working code
the student and is 30% of tangible final grade • eager to learn output is easy to
the success
shows
Programming
• (Keller & Dodge, 2011)
observe and evaluate
16. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Each learning module requires the student to write, test,
and deliver a working program
Each learning module requires discussion board posts in
collaboration with other students
Resources including a textbook and a series of video
training modules that put the learning (social activism learning)
material in context
Computer-mediated collaborative
The final exam is designed to test the overall 2011, p. 471) is
“The intersection between reflection and interaction” (Warschauer, learning of
particularly powerful is 30% of the final grade
the student and for online learning. Unfortunately, programmers are often not
skilled writers, so we find the writing tasks can be a challenge for students.
17. Existing approach
Teaching C# online using Angel
Multiple Intelligences
The core planSpatial
Visual – consists of a syllabus, four major learning
Programming code is structured visually
modules,Verbal – Linguistic exam
and a final
Most of our instruction is via text
Each learning module builds on previous knowledge
Logical - Mathematical
Programming requires logic, but
Each learning module requires the studentthere’swrite, test,
to more to it
Intrapersonal
Thinking through problems is essential
and deliver a working program
Each learning module requiresthe commercial world is almost always aposts in
Interpersonal
Programming in discussion board team effort
collaboration with other students
Resources including a textbook and a series of video
training modules that put the material in context
The final exam is designed to test the overall learning of
We try to access multiple intelligences (Gardner,
the student and is 30% of the final grade 1983)
Different learning styles work for different students.
18. Existing approach
Teaching C# online using Angel
The core plan consists of a syllabus, four major learning
modules, and a final exam
Each learning module builds on previous knowledge
Each learning module requires the student to write, test,
and deliver a working program
Each learning module requires discussion board posts in
collaboration with other students
Gagne Event #8: Assess performance and Cognitivism
Resources including a learned knowledge a series of video
A proctored final tests textbook and and understanding.
training modules that put the material in context
The final exam is designed to test the overall learning of
the student and is 30% of the final grade
Image: Flickr user mywalletmarket1, 2007
20. What needs work
The learning theories in use and where they could be improved
Theories in use
How well they work
Cognitivism and scaffolding
Works well for programming students
Behaviorism
Constructivism
Three of four Keller model (R, C, S)
Some of Gagne’s events of instruction
Social activism learning
Gardner’s multiple intelligences
We don’t use pre-tests, which could help although
we can easily identify “resume padders” from
students invested in learning programming
Works well for students interested in subjects, but
resume padders avoid doing hands-on work
Relevance, confidence, and satisfaction are
triggered, but we’re weak on getting attention
We could probably improve the class considerably
by integrating Gagne better into the program
Tech students are notoriously weak on social
interactions, but more interactive tools could help
We’re doing well here, actively triggering on at
least five of Gardner’s intelligences
21. Adapting the plan
Gagne’s nine events of instruction (Gagne, 1985)
Items in red indicate areas where we could adapt our lesson plan to reflect Gagne’s theories
Gagne’s event
#1 Get attention
#2 Informing learners of the objective
#3 Stimulate recall of prior learning
#4 Presenting the stimulus
#5 Providing learning guidance
Adapting our plan
We are particularly weak when it comes to getting the student’s attention once registered.
We could begin our course with a compelling story of how C# is being used, and how the
careers of C# programmers have an exciting future.
We do this now relatively well, via the syllabus and course modules. We’d leave this
unchanged.
We do no pre-testing or preliminary evaluation, and nothing that will bring in previous
programming experience. This could be an area for considerable improvement, especially
if we started with a pre-test on programming basics.
The active participation of the student in the programming process is the core of our
teaching process. However, step #1 might help excite our resume padding students to
participate more fully.
This is another area where we’re reasonably solid. We use a good text (Sharp, 2013), have
reasonable materials, and provide good and responsive questions and answers.
#6 Eliciting performance
We elicit performance via the programming projects themselves.
#7 Providing feedback
Trying to run the code provides an immediate feedback to the student, and when they
turn in the courses, we provide additional feedback and evaluation.
#8 Assessing performance
#9 Enhancing retention and recall
The final exam, along with the full set of project scores, gives us a good understanding of
the student’s success in learning the material.
Once the final exam is complete, we don’t do any further work with the student. As a
result, we don’t help them continue to put their knowledge to work. We could improve
here, especially in terms of helping them understand future opportunities.
22. Integrating Gagne
Elements of Gagne’s theory we could adopt to improve learning
Get attention
Tell a story
Stimulate recall
Provide a pre-test
Enhance retention
Career development
24. Most beneficial
We already use many learning theories in our program
COGNITIVISM
BEHAVIORISM
GAGNE’S STEPS
CONSTRUCTIVISM
SOCIAL
ACTIVISM
LEARNING
KELLER ARCS
MODEL
GARDNER’S
MULTIPLE
INTELLIGENCES
Picking one theory over the other isn’t appropriate here. But we
certainly can add elements from Gagne that we’re missing
25. Adult learners
Gagne’s theories were originally applied to adult learners
His initial research was provided to the U.S. military for
training adult military personnel (Gagne, 1962).
Gagne’s work, therefore, has a particularly good fit with our
program, which is designed for adult continuing education.
Image: U.S. Navy, 2011
27. Design theories
How design theories can help produce effective instruction
The core concept of any theory is that it starts with a
premise and then is exhaustively examined and eventually
proven.
Without theories and the science that comes from them,
we’d just be constantly and haphazardly trying “stuff” to
see if it works.
Instructional design theories can give designers the ability
to build on all the previous work of researchers like Keller,
Gagne, Wiggins, Vygotsky, and all the others.
In effect, these theories give us working templates that
have already been examined and tested.
28. Design theories
Gagne’s nine steps as an example of applying design theory
Earlier in the presentation, we looked at where Gagne’s
nine steps were already at work in our programming class.
By applying our existing program against the Gagne
theoretical template, we could quickly see areas where we
were deficient.
In our case, we needed to improve attention, improve
stimulation of recall, and help students carry that
knowledge into the future.
By looking toward Gagne’s theory, we were able to clearly
identify areas where teaching could improve.
30. Wiggins’ Strengths
Some reasons backwards design works well for certain topics
Ideal for skills development where students need to leave
with certain specific skills and abilities.
By planning for the result first, teachers are able to keep
track of the goal, and therefore, so are students.
Building assessments and learning units based on
“enduring understandings” (Wiggins & McTighe, 2005)
helps make sure the students are taught what they’ll need
to know.
Helps students see the big picture and moves them
through the learning process toward that big picture.
Helps students avoid getting stuck on details without
“getting” the overall meaning of the learning.
31. Wiggins’ Weaknesses
Why backwards design doesn’t work for everything
The key weakness here is that students don’t have as
much of an opportunity for exploration.
Students are being herded toward a set of skills and
serendipitous learning doesn’t have a chance to develop.
Students are also being directed towards sets of
conclusions and perspectives, but may not have a chance
to derive their own perspectives and values.
Does not necessarily take into account the different
backgrounds and skill levels of students in a class.
32. Gagne’s Strengths
Some reasons Gagne’s events theory works well
For teachers, provides a pre-existing template that is
known to work well in many domains.
Helps teachers and instructional designers focus lesson
plans in a consistent way.
For students, helps them get involved, motivated, and
excited about the education they’re getting.
Helps students prepare and process the knowledge and
skills they’ve received in a way that helps reinforce
learning.
Helps show teachers and students areas that need
improvement well before the class is over and the final
exam is given.
33. Gagne’s Weaknesses
Why Gagne’s nine events don’t work for everyone
Rigid lesson structures sometimes limit teachers and
designers from innovating or being creative.
Not all coursework and domains fit the nine-event structure
perfectly.
It can be quite a challenge and designers to force an
educational program to fit precisely into the nine events.
Doesn’t necessarily suit online training, especially noninteractive videos where regular evaluation and
enforcement is not available.
Does not necessarily take into account the different
backgrounds and skill levels of students in a class.
34. Benefits of Teaching for Understanding
How understanding is more than just information
Teaching for understanding aims to provide students with
the ability to apply their knowledge.
The idea is that understanding is a level above knowledge
where that knowledge is put to use.
Using knowledge, performing that knowledge (Wiske, 2013
and Perkins & Blythe, 2009) helps students develop a
more global picture of the world.
Understanding helps prepare students for unknowns,
where they can take what they know and derive new
knowledge based on their understanding.
Interaction among the community of students and teachers
also helps facilitate learning.
35. Disadvantages of Teaching for Understanding
How this learning dynamic may not fit everyone
Not all teaching requires understanding. Some teaching
requires memorizing details (for example, the multiplication
tables).
Teaching for Understanding expects an interactive dynamic
among students, which may be difficult to replicate in some
online situations.
Teaching for Understanding requires a new set of teaching
techniques and measures that not all teachers may be
comfortable with.
Teaching for Understanding uses multiple intelligence
theory, and the complexity (and possibly cost) of preparing
a class for multiple intelligences may prove to be too much
for some schools.
37. Remember…
We already use many learning theories in our program
COGNITIVISM
BEHAVIORISM
GAGNE’S STEPS
CONSTRUCTIVISM
SOCIAL
ACTIVISM
LEARNING
KELLER ARCS
MODEL
GARDNER’S
MULTIPLE
INTELLIGENCES
Plus, programming is all about performance and understanding, a
hallmark of Teaching for Understanding
38. Most effective
Teaching for understanding is a solid fit for our program
Teaching for Understanding incorporates many of
of these theories into one system
COGNITIVISM
BEHAVIORISM
GAGNE’S STEPS
CONSTRUCTIVISM
SOCIAL
ACTIVISM
LEARNING
KELLER ARCS
MODEL
GARDNER’S
MULTIPLE
INTELLIGENCES
40. References 1 of 2
Content references used in this presentation
Gagne, R. (1962, February 1962). Military training and principles of learning. American
Psychologist, 17, 263-276.
Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston.
Gardner, H. (1983). Frames of Mind: The Theories of Multiple Intelligences. New York: Basic
Books.
Gates, B. (2013). Leaders and trendsetters agree more students should learn to code. Retrieved
from http://code.org
Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments.
British Jourrnal of Educational Technology, 33(I), 27-37. Retrieved from
http://www.umsl.edu/
Keller, J., & Dodge, B. [sduedtec]. (2011, September 26, 2011). ARCS: A Conversation with John
Keller [Video file]. Retrieved from http://youtube.com
Magnolia Pictures (Producer). (2012). Steve Jobs: The Lost Interview [Motion picture]. United
States: Magnolia Pictures.
Perkins, D., & Blythe, T. (2009). What is Teaching for Understanding? Retrieved from
http://www.uknow.gse.harvard.edu/teaching/TC3-1.html
All references use APA 6th Edition format
41. References 2 of 2
Content references used in this presentation
Sharp, J. (2013). Microsoft Visual C# 2012 Step by Step. Sebastopol, California: Microsoft Press.
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.
Warschauer, M. (2011, Winter 1997). Computer-Mediated Collaborative Learning: Theory and
Practice. The Modern Language Journal, 81, 470-481. Retrieved from http://ebscohost.com
Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded (2nd ed.). : Pearson.
Wiske, M. S. (2013, June). Teaching for Understanding: the Role of ICT and e-Learning. Paper
presented at the International Seminar e-Learning Around the World: Achievements,
Challenges and Broken Promises, CaixaForum Barcelona, Barcelona, Spain. Retrieved from
http://youtu.be/OnKhshfF730
Zuckerberg, M. (2013). Leaders and trendsetters agree more students should learn to code.
Retrieved from http://code.org
All references use APA 6th Edition format
42. Production resources
Media assets used in the production of this presentation
City of Overland Park (2008). Dogs can read! [Photograph]. Retrieved from http://flickr.com
Flickr user Treehugger. (2005). Robin, studying [Photograph]. Retrieved from http://flickr.com
Flickr user mywalletmarket1. (2007). Boy taking test [Photograph]. Retrieved from
http://flickr.com
Flickr user sbengineer. (2006). Computer program code [Photograph]. Retrieved from
http://flickr.com
Kerr, E. (2008). Programmer at work [Photograph]. Retrieved from http://flickr.com
Microsoft. (2003). Bill Gates Showcases New Technology For Smart Living in the Digital Decade
[Photograph]. Retrieved from http://microsoft.com
PitchStock. (2013). Universal Pitch Deck Four PowerPoint [PowerPoint template]. Retrieved
from http://pitchstock.com
Saint Mary’s County Library. (2010). LEGO Fun! [Photograph]. Retrieved from http://flickr.com
Tab Times. (2012). Steve Jobs [Photograph]. Retrieved from http://tabtimes.com
The Biography Channel. (2013). Mark Zuckerberg [Photograph]. Retrieved from
http://biography.com
U.S. Navy. (2011). Sailors take advancement exam in Yokosuka. [Photograph]. Retrieved from
http://flickr.com
All references use APA 6th Edition format
