Cross posted from the OLDS MOOC blog:
I wonder: how many of their maxims we follow? How many will emerge from the OLDS MOOC participant projects? Here’s a sample:The possibility of the ‘online version’ is overstated. The best online courses are born digital.‘Best practice’ is a totalising term blind to context – there are many ways to get it right.Every course design is philosophy and belief in action.The aesthetics of online course design are too readily neglected: courses that are fair of (inter)face are better places to teach and learn in.
Hannah Wright has an interesting study on cognitive advantages of programming, which she finds are similar to those of bilinguals:
The performance of 10 professional computer programmers (aged 22–25) and 10 adolescent computer programmers (aged 14–17) is compared to age-matched and IQ-matched controls in two executive control tasks. In the Attention Networks Test, as predicted, programmers recorded faster global reaction times than their monolingual peers; the difference was significant. In the Stroop colour-word task, programmers recorded slower reaction times; however, these results were not significant. Overall, the results suggest that extensive computer programming experience may, like bilingualism, be associated with enhanced executive control. Whatever the direction of this relationship, it could have important implications for education; these are discussed, along with areas for future research.
Hannah is very cautious about her results, and is well aware of the difference between correlation and causation. Nevertheless, this does warrant further investigation. In fact, here is one area of educational research where pre- and post- tests would be meaningful. And, I wonder if there’s a case for a cognitive neuroscience perspective? Yes, surely coding changes your brain – just like any tennis, or any activity you practice regularly. The question is, how?
Another perspective (personal plug – Mor & Noss 2008) is that programming creates mental bridges between mathematics and narrative. Narrative, as Bruner showed, is the means by which we organise experience into meaning. As Hirsh, Mar & Peterson argue: “A growing body of theory and research indicates that the broadest and most integrative levels of an individual’s knowledge system can be characterized as narrative descriptions of reality”. For example, Mar (2011) shows a strong link between narrative comprehension and theory of mind – our core mechanism of social cognition.
What has all this to do with Mathematics? Very little, and that’s the problem. Most people find mathematics hard to grasp, precisely because it is de-narratised. Wittgenstein said “Mathematics is invented to suit experience and then made independent of experience”, stripped of person, time, context – all the elements that make a narrative. The pure perfection of maths is the source of its power, but it leave our narrative apparatus nothing to latch on to.
And this is where coding comes in. Code is narrative in form, but mathematics in essence. A wolf in sheep’s skin. It tells a story, but that story has no tolerance for ambiguity or error. By putting our picture of the world into code, we tell a story – and in doing so construct meaning – but that story is mathematical.
Hirsh, J. B.; Mar, R. A. & Peterson, J. B. (in press), ‘Personal narratives as the highest level of cognitive integration’, Behavioral and Brain Sciences. http://www.yorku.ca/mar/hirsh%20et%20al%20in%20press_BBS%20commentary%20on%20Clark.pdf
Mar, R. (2011), ‘The neural bases of social cognition and story comprehension’, Annual review of psychology 62 , 103-134, http://www.annualreviews.org/eprint/b8bKtPdBRtrMBKFacmYd/full/10.1146/annurev-psych-120709-145406
Mor, Yishay and Noss, Richard (2008). Programming as mathematical narrative. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 18(2), pp. 214–233. http://oro.open.ac.uk/30344/