misc:thoughts_on_computing_education
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misc:thoughts_on_computing_education [2012/03/07 20:44] – [Program Demands] mithat | misc:thoughts_on_computing_education [2016/02/16 03:55] (current) – [Personal Proclivities] mithat | ||
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===== Pedagogical Methodology ===== | ===== Pedagogical Methodology ===== | ||
- | While there are countless treatises on pedagogical methodology, | + | While there are countless treatises on pedagogical methodology, |
- | Cross posits that design represents a third educational culture alongside the humanities and the sciences. He further posits that each of the cultures relies on different languages, phenomena of study, core methods, and core values. For our present purposes, the comparisons he draws between science and design are particularly apt, especially with respect to cognitive methods. Cross asserts that science concerns itself with optimizing and truth-finding and is // | + | Cross posits that design represents a third educational culture alongside the humanities and the sciences. He further posits that each of the cultures relies on different languages, phenomena of study, core methods, and core values. For our present purposes, the comparisons he draws between science and design are particularly apt, especially with respect to cognitive methods. Cross asserts that science concerns itself with optimizing and truth-finding and is // |
An issue addressed only obliquely in Cross' discussion is that not all students will respond equally to the same pedagogical methods and cognitive models---either because of their personal idiosyncrasies or because the nature of the program in which they are studying has accustomed them to particular methodologies. Therefore, when faced with a situation where the educator' | An issue addressed only obliquely in Cross' discussion is that not all students will respond equally to the same pedagogical methods and cognitive models---either because of their personal idiosyncrasies or because the nature of the program in which they are studying has accustomed them to particular methodologies. Therefore, when faced with a situation where the educator' | ||
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===== Theory versus Technology ===== | ===== Theory versus Technology ===== | ||
- | It' | + | It is possible to approach computing as a purely theoretical area of study, a purely technological one, or something in between. |
Proponents of a purely theoretical perspective attempt to position computer science as a theoretical field alongside other arts and sciences and point to the universality of the knowledge imparted to their students by programs based on such a perspective. Critics of theory-oriented education point out that it is possible for such programs to inadequately address professional requirements and that computing, being artificial at its core, cannot ever have the same abstract standing as, say, physics. | Proponents of a purely theoretical perspective attempt to position computer science as a theoretical field alongside other arts and sciences and point to the universality of the knowledge imparted to their students by programs based on such a perspective. Critics of theory-oriented education point out that it is possible for such programs to inadequately address professional requirements and that computing, being artificial at its core, cannot ever have the same abstract standing as, say, physics. | ||
- | Proponents of technology-driven computing education point to the irrelevance of computing in the absence of any real (i.e., technological) means of expression. They also reference the need to satisfy the " | + | Proponents of technology-driven computing education point to the irrelevance of computing in the absence of any real (i.e., technological) means of expression. They may also reference the need to satisfy the " |
- | It may be important to note that the theory--technology dichotomy is often cast as a science--engineering one. I believe this is an erroneous conflation. While it may be true that a science-based perspective will tend to be theory-based, | + | It may be important to note that the theory--technology dichotomy is often cast as a science--engineering one. I believe this is an erroneous conflation. While it may be true that a science-based perspective will tend to be theory-based, |
===== Program Demands ===== | ===== Program Demands ===== | ||
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===== Personal Proclivities ===== | ===== Personal Proclivities ===== | ||
- | Having a formal education that has encompassed the liberal arts, engineering, | + | Having a formal education that has encompassed the liberal arts, engineering, |
Within the context of university education, my personal preference is to focus on conceptual and theoretical issues and to use technology as a vehicle to explore them. I am comfortable using inductive, deductive, or constructive approaches as required by the content and students. I believe this approach best satisfies the pedagogical, | Within the context of university education, my personal preference is to focus on conceptual and theoretical issues and to use technology as a vehicle to explore them. I am comfortable using inductive, deductive, or constructive approaches as required by the content and students. I believe this approach best satisfies the pedagogical, | ||
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I believe that a university education is only complete when a student is able to engage in creative and critical reasoning processes---something in which theory plays a central role. Therefore the communication of theoretical concepts is crucial. My experience to date has suggested that for a majority of students the communication of theoretical concepts is vastly simplified when they can be referenced to concrete implementations. Furthermore, | I believe that a university education is only complete when a student is able to engage in creative and critical reasoning processes---something in which theory plays a central role. Therefore the communication of theoretical concepts is crucial. My experience to date has suggested that for a majority of students the communication of theoretical concepts is vastly simplified when they can be referenced to concrete implementations. Furthermore, | ||
- | While abstract theory lies at the core of the academic experience, it is important to recognize that computing is also a professional discipline and that a degree of professional competence | + | While abstract theory lies at the core of the academic experience, it is important to recognize that computing is also a professional discipline and that a degree of professional competence |
- | Having said this, I feel it's equally important to state that the above perspective has been shaped by about a decade of teaching in a particular context and almost exclusively in one program. I am respectful of other perspectives and am comfortable modifying my proclivities as required to accomplish the larger aims of any program | + | Having said this, I feel it's equally important to state that the above perspective has been shaped by about a decade of teaching in a particular context and almost exclusively in one program. I am respectful of other perspectives and am comfortable modifying my proclivities as required to accomplish the larger aims of any program |
misc/thoughts_on_computing_education.txt · Last modified: 2016/02/16 03:55 by mithat