Applying deliberate practice to online learning using a learning diary?

Today’s post is about using a learning diary to promote something like deliberate practice for (online) learning. Probably the biggest problem of my online teaching last year was not getting (soliciting?) enough feedback from my students. The only students who ended up ever really communicating with me were the few overachievers who had already had previous experience with the main learning goal of the class, i.e. SQL databases. At the very end of term, ergo after the semester and after I could make any changes, I received feedback from some students new to Digital Humanities that I had been going at a pace which was too fast for them. They were lacking certain information they needed from me to fully engage with the material. However, nobody told me as the class went along (and as you might imagine from knowing some of my teaching materials, I tend to provide very detailed info – so I assumed we were good in

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Learning Programming from Video Tutorials

In these times of corona crisis, I have been receiving many offers for online programming tutorials in my inbox, so I wanted to give my views on one type in particular, that is learning from videos. I’ll share what I think are pros of learning programming watching videos, as opposed to, for example, text-based tutorials like blog entries or books, or also in-person trainings (a list of resources for these scenarios was already discussed here). Pro: Learning by imitation or watching someone else do it at first is a natural way to learn Using video tutorials, you don’t need to run the code yourself to see its results, which is fair, I think, when just quickly going through a tutorial or you’re at the very beginning of your programming journey where even installing a new software might still seem daunting. Generally, you should experiment for yourself and try to tweak example programs but at the same time, you don’t need

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