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Agile Pedagogy (BETT 2013)

Miles's session explores some of the parallels between the worlds of software development and education. Focusing particularly on the insights offered by agile development and software craftsmanship, Miles looks at how these approaches can be adapted to t

Miles Berry

on 31 January 2013

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Transcript of Agile Pedagogy (BETT 2013)

Agile Pedagogy Miles Berry
University of Roehampton m.berry@roehampton.ac.uk


milesberry.net “Constructionism - the N word as opposed to the V word - shares contructivism’s view of learning as “building knowledge structures” through progressive internalization of actions... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe.
Papert, 1991 Hoover and Ohineye, Apprenticeship Patterns Papert, S. (1971) Teaching Children Thinking
http://dspace.mit.edu/handle/1721.1/5835 time
call centre
procedures space
design studio
objects Our highest priority is to satisfy the customer
through early and continuous delivery
of valuable software.

Welcome changing requirements, even late in
development. Agile processes harness change for
the customer's competitive advantage.

Deliver working software frequently, from a
couple of weeks to a couple of months, with a
preference to the shorter timescale.

Business people and developers must work
together daily throughout the project.

Build projects around motivated individuals.
Give them the environment and support they need,
and trust them to get the job done.

The most efficient and effective method of
conveying information to and within a development
team is face-to-face conversation. Working software is the primary measure of progress.

Agile processes promote sustainable development.
The sponsors, developers, and users should be able
to maintain a constant pace indefinitely.

Continuous attention to technical excellence
and good design enhances agility.

Simplicity--the art of maximizing the amount
of work not done--is essential.

The best architectures, requirements, and designs
emerge from self-organizing teams.

At regular intervals, the team reflects on how
to become more effective, then tunes and adjusts
its behavior accordingly. parallels between the worlds of
software development and education Teachers acting as design scientists would observe four basic precepts, to

1.  keep improving their practice,

2.  have a principled way of designing and testing improvements in practice,

3.  build on the work of others,

4.  represent and share their pedagogic practice, the outcomes they achieved, and how these related to the elements of their design.
Laurillard, 2012 Stay aware of what you're doing.

Don't code blindfolded.

Proceed from a plan.

Rely only on reliable things.

Document your assumptions.

Test assumptions as well as code.

Prioritize your effort. Don't be a slave to history.

Is there an easier way?

Am I solving the right problem?

Why is this a problem?

What makes it hard?

Do I have to do it this way?

Does it have to be done at all? I would describe programming as a craft, which is a kind of art, but not a fine art. Craft means making useful objects with perhaps decorative touches. Fine art means making things purely for their beauty
RMS In the arts anything goes; the imperative is to create a powerful experience for the audience. That is not true for teaching; it must do more than that. It also has a formally defined goal. The imperative for teaching is that learners develop their personal knowledge and capabilities… It is closer to the kind of science, like engineering, computer science, or architecture, whose imperative it is to make the world a better place: a design science.
Laurillard, 2012 Craftsmanship is built upon strong relationships. Focus on delivering value to your customer over advancing your own self-interests.

As a craftsman you are primarily building something that serves the needs of others, not indulging in artistic expression.

Hoover and Oshineye, 2009 In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building. Many teachers have told me how frustrating and stressful it is to work in an environment of constant change – and I know that this sense of powerlessness and uncertainty has a major impact on workforce wellbeing.

Indeed, one of my greatest concerns about the QCDA’s 2007 reforms was that they actively promoted a state of perpetual revolution, encouraging constant change by contextualising concepts against current events – which then become obsolete almost immediately.

This will not be true for the new curriculum.

Core knowledge, by its very definition, does not need to be repeatedly revised to reflect changing fashions, or new current affairs.

Instead, the new curriculum will focus on the fundamentals that will give children today (and tomorrow) the best possible start to their future.

And I will count it as a success when teachers are able actually to laminate their lesson plans and recycle them from September to September.

Nick Gibb, 2012 Pragmatic Programming After Wenger, 1999 Papert, 1980 “It is by fixing things that we often get to understand how they work.”

Sennett, 2009 “Imagination is not the same as creativity.  Creativity takes the process of imagination to another level.  My definition of creativity is “the process of having original ideas that have value.”  Imagination can be entirely internal.  You could be imaginative all day long without anyone noticing.  But you never say that someone was creative if that person never did anything.  To be creative you actually have to do something.” Digital pioneers
Creative producers
Everyday communicators
Information gatherers ICT PoS 2014?

KS1: create, manipulate and evaluate digital content in a range of formats for use by a familiar audience

KS2: work collaboratively to plan, create, test, and evaluate a range of digital products for a given audience

KS3: work creatively on individual and collaborative projects in a range of digital systems; create, reuse, revise and repurpose digital information and content with attention to design, intellectual property, and audience

KS4: exercise and develop their capability, creativity, and knowledge in digital media, information technology, and computer science, in appropriate contexts including the whole curriculum.
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