TITLE: Learn By Programming AUTHOR: Eugene Wallingford DATE: December 26, 2016 8:38 AM DESC: ----- BODY: The latest edition of my compiler course has wrapped, with grades submitted and now a few days distance between us and the work. The course was successful in many ways, even though not all of the teams were all able to implement the entire compiler. That mutes the students' sense of accomplishment sometimes, but it's not unusual for at least some of the teams to have trouble implementing a complete code generator. A compiler is a big project. Fifteen weeks is not a lot of time. In that time, students learn a lot about compilers, and also about how to work as a team to build a big program using some of the tools of modern software development. In general, I was quite proud of the students' efforts and progress. I hope they were proud of themselves. One of the meta-lessons students tend to learn in this course is one of the big lessons of any project-centered course:
... making something is a different learning experience from remembering something.I think that a course like this one also helps most of them learn something else even more personal:
... the discipline in art-making is exercised from within rather than without. You quickly realize that it's your own laziness, ignorance, and sloppiness, not somebody else's bad advice, that are getting in your way. No one can write your [program] for you. You have to figure out a way to write it yourself. You have to make a something where there was a nothing."Laziness", "ignorance", and "sloppiness" seem like harsh words, but really they aren't. They are simply labels for weaknesses that almost all of us face when we first learn to create things on our own. Anyone who has written a big program has probably encountered them in some form. I learned these lessons as a senior, too, in my university's two-term project course. It's never fun to come up short of our hopes or expectations. But most of us do it occasionally, and never more reliably than we are first learning how to make something significant. It is good for us to realize early on our own responsibility for how we work and what we make. It empowers us to take charge of our behavior.
People who teach in the traditional liberal-arts fields today are sometimes aghast at the avidity with which undergraduates flock to courses in tech fields, like computer science. Maybe those students see dollar signs in coding. Why shouldn't they? Right now, tech is where value is being created, as they say. But maybe students are also excited to take courses in which knowing and making are part of the same learning process. Those tech courses are hands-on, collaborative, materials-based (well, virtual materials), and experimental -- a digital Black Mountain curriculum.When I meet with prospective students and their parents, I stress that, while computer science is technical, it is not vocational. It's more. Many high school students sense this already. What attracts them to the major is a desire to make things: games and apps and websites and .... Earning potential appeals to some of them, of course, but students and parents alike seem more interested in something else that CS offers them: the ability to make things that matter in the modern world. They want to create. The good news suggested in "Learn by Painting", drawing on the Black Mountain College experiment, is that learning by making things is more than just that. It is a different and, in most ways, more meaningful way to learn about the world. It also teaches you a lot about yourself. I hope that at least a few of my students got that out of their project course with me, in addition to whatever they learned about compilers. ~~~~ IMAGE. The main building of the former Black Mountain College, on the grounds of Camp Rockmont, a summer camp for boys. Courtesy of Wikipedia. Public domain. -----