Ten Ways to Turn Off Learners
This post originally appeared on the Software Carpentry website.
PLOS has published a very useful set of articles called Ten Simple Rules that covers everything from effective statistical practice to winning a Nobel Prize. I’m just as interested in what not to do and what mistakes to avoid, so as part of our instructor training course, I’d like to put together a list of ten simple ways you can turn off your learners. My first five are listed below; if you’d like to add your own, comments would be very welcome.
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Sneer at what they’re doing right now by saying things like, “OMG, you’re using a spreadsheet!?” or, “If it isn’t open, it isn’t real science.” Most scientists have been doing first-rate work for decades with their existing tools and practices; we may think we now have better ones, but telling them they’ve been wrong all these years isn’t likely to make them listen.
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Trivialize their difficulties by saying things like, “Oh, it’s easy, you just fire up a VM on Amazon, install this variant of Debian, and rewrite your application in a pure functional language.” This stuff is genuinely hard; talking as if it’s not (and implying along the way that they must be stupid if they don’t get it right away) isn’t going to motivate them.
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Choose exciting technology. “There’s this cool new language I’ve been meaning to try…” should send the listener running: “new” usually means “rapidly changing” and “poorly documented”, and while that may be fun for the 5-15% who like computing for its own sake, it’s just an extra load for the majority. (See also Dan McKinley’s talk Choose Boring Technology.)
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Insist on doing everything the right way. You don’t draw architectural blueprints before you paint a wall. Similarly, you don’t need a cross-referenced design document (with appendices) for a twenty-line script that merges two bibliographies.
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Insist that people use a different operating system or package because it’s more convenient for you. They have to deal with the intrinsic cognitive load of the actual lesson material; don’t also impose the extraneous load of new keyboard shortcuts and unfamiliar menus.
Dialogue & Discussion
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