So, fundamentally, I disagree that we should all learn to program using basic text tools, not IDE. It's certainly how things are mostly done (so it's helpful preparation for most programming environments that exist), but I argue, we'd all be better off if that wasn't the case.
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Replying to @benjohnbarnes @o_guest and
I honestly think our established software engineering approach is causing enormous damage to human progress and I'm fairly obsessed by it :-/ And thank you for an insight in to Matlab – it sounds like it's got issues!
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"If you are a proficient coder and love Matlab, then this blog post is not really for you. Importantly, my intended audience are those who wish to see an improvement in the teaching of programming within psychology."
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Replying to @o_guest @benjohnbarnes and
Also "IDEs are extremely useful if you are a proficient coder already. However, they can act more like bad training wheels on a bicycle, hindering deeper learning."
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Replying to @o_guest @benjohnbarnes and
"can" means probabilistically and in certain settings
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Replying to @o_guest @benjohnbarnes and
I am not lying I really did write that blog post to avoid these long threads. So please respect that.
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Replying to @o_guest @benjohnbarnes and
I have genuinely addressed all your points.
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Thank you for the insight. I (honestly, respectfully) disagree with your argument. However, it is interesting to see a very contrary view to mine that's obviously well thought through and comes from a lot of relevant experience (way more than I have in pedagogy).
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Replying to @benjohnbarnes @o_guest and
I'm sorry I have taken up a whole lot of your time discussing something that you did not want to discuss again and wrote a blog to avoid though! Sorry.
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Disagreeing is fine, but I'm not convinced you read me? Hopefully you did though! "If we want to we can switch to a fancy IDE after we already know the tougher stuff. We learn multiplication tables off by heart before we switch to using our smartphone as a calculator."
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And by "off by heart" by the way I don't mean 100% rote learning. But some stuff requires a certain type of memorisation, e.g., the mapping from phonological sounds to written symbols is arbitrary and requires us to just learn this mapping outright in order to read.
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