I saw a quote today somewhere that I didn’t save and don’t properly recall along the lines of most people don’t know what it’s like to be in the privileged position of a programmer who is able to code your own custom apps.
Slightly earlier, I’d idly wondered about the rhetoric of “everyone must learn to programme”, and how many people I know found it useful in their work to “do some programming” yesterday, or last week or over the last month.
I also wonder about how many of the folk preaching “everyone should learn to programme”:
a) actually know how to write code (and if they don’t, do they intend to learn? When?);
b) ever use code to do anything (i.e. why should folk learn to code? What’s it useful for?)
Going back to the privilege thing, what I think folk don’t realise is how little you need to do to get things done, if you know what to do – or look for.
One of the reasons I like the RStudio and Jupyter notebook environments, particularly for visualising data, is that if you have the data looking right, (i.e. when you display it as a table, it has things arranged in the right way in a table made up of rows and columns) you can create all manner of wonderful, interactive graphical outputs with a single line of code. Other folk have written templates from creating embeddable interactive HTML widgets, and transforming the data in my data table into the data the widget needs to display the chart.
In itself, code can often be just a written version of a menu option you might select or a set a values you have selected in an interactive form. Nothing new, just turning point-and-click choices into word equivalents and then writing them down, so the machine can do whatever it is rather than you.
Things are also – arguably – getting easier.
For example, over the last week Simon Willison has been tinkering with a really useful set of components for querying data. This started with a tool to put CSV files into a simple database without the user having to do anything other than say – put these files into a database. And then a tool that let you publish the database as a service, either on your own computer or the cloud (again with a single line) so you could query it through a browser. Now there’s a UI, and a simple tutorial for building a simple app to search for trees in San Francisco. (Writing the HTML might be tricky, but that page could be based on a template? Or the app could perhaps be accessed via Jupyter notebook using dynamically created
ipywidgets and published using
Taken together, with a few lines of code, you can create and publish your own interactive data explorer , along with an API you can access from elsewhere.
Perhaps that is a privilege only “coders” can avail themselves of. But why?
With knowledge of a few small tools, the sorts of thing they do (rather than how they do it), and how to wire them together, you can start to create powerful, and useful, applications.
Which makes me wonder again about whether it is really so much harder to teach programming stuff to adult novices using real tools to solve real problems compared to teaching them how to use Scratch to make an animated owl blink its eyes or make a turtle draw a square?
Pedagogy is an oft used word in the OU, which in derivation means “lead a child”. (The adult equivalent, andragogy, is rarely used, self-directed heutagogy even less so.) Can we really do no better at teaching adults programming and what it might be used for than starting them off with months of programming using tools developed for teaching primary school children, some of which was invented getting on for fifty years ago? Are we really that stuck for coming up with teaching ideas that not only teach principles of “computational thinking” and core programming ideas, but also help learners see how they might be able to use the ideas in practice and perhaps even set them up with a chance of using them for real outside of their studies? (SMEs employing three people probably don’t need a full time developer, but if one of them can hack a solution to problem that solves a need, or makes a particular task slightly easier, it doesn’t really matter?)
Or perhaps the practical uses get in the way of teaching the “pure*, abstract coding principles?
I JUST DON’T UNDERSTAND WHAT WE’RE TRYING TO DO?!