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In this session from Øredev 2010 in Malmö, Sweden, Cory Foy covers the concepts of Koans and Katas in the software world by explaining the concepts of learning models such as the Dreyfus Model of Skills Acquisition, Shu Ha Ri and others.
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Øredev - Malmö, Sweden
Koans and Katas, Oh My! Cory Foy, Senior Consultant, Net Objectives
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Koans
Tuesday, November 9, 2010
Koans
Katas
Tuesday, November 9, 2010
Koans
Katas
Code Retreats
Tuesday, November 9, 2010
Tuesday, November 9, 2010The method in which we do these exercises is a vital part of how we learn. One key model of Skills Acquisition is the Dreyfus model, which defines 5 stages from beginner to expert. But the key is that the earlier stages of learning require greater context and concrete steps for the student to help them work through the exercises and begin the understanding which leads them down the path of intuitive decision making.
Novice
Advanced Beginner
Competent
Proficient
Expert
Tuesday, November 9, 2010The method in which we do these exercises is a vital part of how we learn. One key model of Skills Acquisition is the Dreyfus model, which defines 5 stages from beginner to expert. But the key is that the earlier stages of learning require greater context and concrete steps for the student to help them work through the exercises and begin the understanding which leads them down the path of intuitive decision making.
Novice
Advanced Beginner
Competent
Proficient
Expert
Works More From Intuition
Tuesday, November 9, 2010The method in which we do these exercises is a vital part of how we learn. One key model of Skills Acquisition is the Dreyfus model, which defines 5 stages from beginner to expert. But the key is that the earlier stages of learning require greater context and concrete steps for the student to help them work through the exercises and begin the understanding which leads them down the path of intuitive decision making.
Novice
Advanced Beginner
Competent
Proficient
Expert
Requires More Context
Works More From Intuition
Tuesday, November 9, 2010The method in which we do these exercises is a vital part of how we learn. One key model of Skills Acquisition is the Dreyfus model, which defines 5 stages from beginner to expert. But the key is that the earlier stages of learning require greater context and concrete steps for the student to help them work through the exercises and begin the understanding which leads them down the path of intuitive decision making.
Tuesday, November 9, 2010An alternative way of expressing this transition is through the concept of Shu Ha Ri. In this model the student first learns by following the rules (Shu). Overtime, the student can formalize and abide by the rules. At this point they move into a phase of attempting to break the rules (Ha) by reflection on self-knowledge and exploration of exceptions and anti-theses. When the student can break and see both sides of all of the rules, they enter into a phase where they attempt to leave the rules (Ri) by becoming free of the rules by leaving the practices and focusing instead on the flow.
Shu
Tuesday, November 9, 2010An alternative way of expressing this transition is through the concept of Shu Ha Ri. In this model the student first learns by following the rules (Shu). Overtime, the student can formalize and abide by the rules. At this point they move into a phase of attempting to break the rules (Ha) by reflection on self-knowledge and exploration of exceptions and anti-theses. When the student can break and see both sides of all of the rules, they enter into a phase where they attempt to leave the rules (Ri) by becoming free of the rules by leaving the practices and focusing instead on the flow.
Shu Ha
Tuesday, November 9, 2010An alternative way of expressing this transition is through the concept of Shu Ha Ri. In this model the student first learns by following the rules (Shu). Overtime, the student can formalize and abide by the rules. At this point they move into a phase of attempting to break the rules (Ha) by reflection on self-knowledge and exploration of exceptions and anti-theses. When the student can break and see both sides of all of the rules, they enter into a phase where they attempt to leave the rules (Ri) by becoming free of the rules by leaving the practices and focusing instead on the flow.
Shu Ha Ri
Tuesday, November 9, 2010An alternative way of expressing this transition is through the concept of Shu Ha Ri. In this model the student first learns by following the rules (Shu). Overtime, the student can formalize and abide by the rules. At this point they move into a phase of attempting to break the rules (Ha) by reflection on self-knowledge and exploration of exceptions and anti-theses. When the student can break and see both sides of all of the rules, they enter into a phase where they attempt to leave the rules (Ri) by becoming free of the rules by leaving the practices and focusing instead on the flow.
Tuesday, November 9, 2010
✤ Kihon (Basics)
Tuesday, November 9, 2010
✤ Kihon (Basics)
✤ Kata (Forms)
Tuesday, November 9, 2010
✤ Kihon (Basics)
✤ Kata (Forms)
✤ Kumite (Sparring)
Tuesday, November 9, 2010
✤ Kihon (Basics)
✤ Kata (Forms)
✤ Kumite (Sparring)
✤ Koan (Transcending)
Tuesday, November 9, 2010
http://rubykoans.com/
Tuesday, November 9, 2010
Tuesday, November 9, 2010
Tuesday, November 9, 2010
But Koans are a journey. A path towards greater learning. An investment. You’re learning. And we need learning. But we also need practice. Which takes us to Katas.
max_bit.times { |i| count += word[i] }
Tuesday, November 9, 2010
The concept of software Katas was coined by “Pragmatic” Dave Thomas. It came to him after he took this unreadable mess and converted it into this glimmering example of a much more readable (and faster!) version
((max_bit+29)/30).times do |offset| x = (word >> (offset*30)) & 0x3fffffff next if x.zero? x = x - ((x >> 1) & 0x55555555) x = (x & 0x33333333) + ((x >> 2) & 0x33333333) x = (x + (x >> 4)) & 0x0f0f0f0f; x = x + (x >> 8) x = x + (x >> 16) count += x & 0x3f end
Tuesday, November 9, 2010
Tuesday, November 9, 2010
So he created this CodeKata site with a series of focused problems developers could solve. But over time, the discussion drifted from providing a series of problems to solve, to a series of solutions one could practice.
Tuesday, November 9, 2010
This led to the KataCasts site, which were a series of Screencasts released by Corey Haines and Enrique Comba (among others) which highlighted specific solutions. We saw one of those earlier with the String Calculator Kata. The goal of these Katas were to allow one to practice their toolsets, their languages and themselves while building a known solution. Which is something I want us to try now.
http://codingdojo.org/cgi-bin/wiki.pl?KataFizzBuzz
Tuesday, November 9, 2010
This is the infamous FizzBuzz exercise. To get our blood flowing (and our keyboards going) I want us to run through 3 iterations of this exercise. But we’re going to modify it slightly. Instead of doing 1 to 100, I just want you to print the numbers 1 to 10.
Tuesday, November 9, 2010
Katas are a great way to practice many things, because they are short, and you can do them just about anywhere. As you saw from the FizzBuzz exercise, repetition is important so that you can learn things. In the spirit of that (and things like Coding Dojos) Nayan Hajaratwala, Corey Haines, Patrick Welsh and others created CodeRetreats
Tuesday, November 9, 2010
Code Retreats are full day
Tuesday, November 9, 2010
Code Retreats are full day
http://en.wikipedia.org/wiki/Conway%27s_Game_of_Life
Tuesday, November 9, 2010
Credits and Links
Firefighters: http://www.sxc.hu/browse.phtml?f=download&id=1018822Martial Arts: http://www.sxc.hu/browse.phtml?f=download&id=68048&redirect=photoDoctor: http://www.sxc.hu/browse.phtml?f=download&id=1314903&redirect=photoGuitar: http://www.sxc.hu/browse.phtml?f=download&id=863840&redirect=photoCars: http://www.sxc.hu/browse.phtml?f=download&id=900749&redirect=photoBlacksmith: http://www.sxc.hu/browse.phtml?f=download&id=166615&redirect=photoCraftsman: http://www.sxc.hu/browse.phtml?f=download&id=470477&redirect=photoShuHaRi: http://upload.wikimedia.org/wikipedia/commons/e/e2/ShuHaRi.pngKihon: http://www.sxc.hu/browse.phtml?f=download&id=1129310Kata: http://www.flickr.com/photos/cayusa/2963773652/sizes/l/in/photostream/Kumite: http://www.flickr.com/photos/mgoulet/3341918877/sizes/z/in/photostream/Koan: http://www.flickr.com/photos/seandreilinger/4127197962/sizes/z/in/photostream/
Photos
Linkshttp://www.coderetreat.com/how-it-works.htmlhttp://en.wikipedia.org/wiki/Conway%27s_Game_of_Lifehttp://geekswithblogs.net/onefloridacoder/archive/2010/08/16/setting-up-for-the-orlando-code-retreat.aspxhttp://coderetreat.ning.com/profiles/blogs/how-to-run-a-coderetreathttp://www.alexbolboaca.ro/wordpress/articles/how-to-organize-a-code-retreathttp://gojko.net/2009/02/27/thought-provoking-tdd-exercise-at-the-software-craftsmanship-conference/http://gojko.net/2009/08/02/tdd-as-if-you-meant-it-revisited/http://en.wikipedia.org/wiki/K%C5%8Danhttp://codekata.pragprog.com/2007/01/kata_kumite_koa.htmlhttp://saraford.net/2010/01/17/coding-is-not-kata/http://www.c2.com/cgi/wiki?ShuHaRihttp://rubykoans.com/windowshttp://codingdojo.org/cgi-bin/wiki.pl?KataFizzBuzz
Tuesday, November 9, 2010