11–20 of 93 posts
When I was in college --names are elided to protect the guilty-- the school of education was a hot mess. There was a verbal meme around the campus that went something like this: those who can do those who cannot do teach those who cannot teach teach teachers.
This is particularly interesting to me as I've been building a CS education platform this year ( https://qvault.io ). My favorite bit was right at the end: > In computer science, we often have a model of teaching that is heavily focused on content matter knowledge—if you know your CS, you'll likely be a good teacher. But all our evidence about quality teaching says that that's wrong. There's a lot of knowledge involv…
Working in IT but having a commercial pilot license, it's bizarre how continuing education in IT is non-existent, yet mandatory in the aviation world - and IT people don't even know it. To teach in aviation in the US, you need a Chief Flight Instructor (CFI) rating, where you demonstrate to an examiner how to teach the various maneuvers. IT could learn a lot from regulated industries like aviation. https://en.wikiped…
It's incredibly easy to learn how to hack, and not how to abstract good design in a problem. Anyone who opened a 1980s PC mag could be shown how to implement basic FOR or WHILE or if/then/else expression logic in BASIC and achieve huge outcomes: playable games, interesting solutions. Learning how to craft code so its "better" is really hard. Abstraction is a distinct skill. The mathematical underpinnings of code lie…
Name one system you worked on in your career that was “abstracted well” and built to the quality uncle bob thinks is good. I bet you can’t. Because they don’t exist. Not in the framework that this industry now measures “abstract well” in.
It’s a square peg in a round hole. Writing software is more like composing music than it is an engineering or maths discipline no matter how much people really want it to be. (Hardware is a different story)
Come at me bro :)
When I was in college --names are elided to protect the guilty-- the school of education was a hot mess. There was a verbal meme around the campus that went something like this: those who can do those who cannot do teach those who cannot teach teach teachers.
I thought this was true until I learnt bjarne did some teaching.
It's incredibly easy to learn how to hack, and not how to abstract good design in a problem. Anyone who opened a 1980s PC mag could be shown how to implement basic FOR or WHILE or if/then/else expression logic in BASIC and achieve huge outcomes: playable games, interesting solutions. Learning how to craft code so its "better" is really hard. Abstraction is a distinct skill. The mathematical underpinnings of code lie…
> I studied CS over 40 years ago. I think I'm still deficient, at the end of my career. CS is hard. Name one system you worked on in your career that was “abstracted well” and built to the quality uncle bob thinks is good. I bet you can’t. Because they don’t exist. Not in the framework that this industry now measures “abstract well” in. It’s a square peg in a round hole. Writing software is more like composing music…
Music is a sub-arc of Maths. You know that, right?
When I was in college --names are elided to protect the guilty-- the school of education was a hot mess. There was a verbal meme around the campus that went something like this: those who can do those who cannot do teach those who cannot teach teach teachers.
those who cannot teach teach gymWhen I was in college --names are elided to protect the guilty-- the school of education was a hot mess. There was a verbal meme around the campus that went something like this: those who can do those who cannot do teach those who cannot teach teach teachers.
I thought this was true until I learnt bjarne did some teaching.
This is particularly interesting to me as I've been building a CS education platform this year ( https://qvault.io ). My favorite bit was right at the end: > In computer science, we often have a model of teaching that is heavily focused on content matter knowledge—if you know your CS, you'll likely be a good teacher. But all our evidence about quality teaching says that that's wrong. There's a lot of knowledge involv…