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The pedagogical principles of the Python bootcamp

Phil Brooker and I recently completed our second NCRM funded Python for Social Scientists bootcamp. For obvious reasons we switched from a four day intensive face-to-face bootcamp to a five week cross-platform (Slack, Wordpress, YouTube and e-mail) model for the second bootcamp. We reflected on this in a session for the Faculty of Education’s Ideas Lab on Thursday and a colleague suggested it might be a valuable exercise to distill some of the pedagogical principles underlying the project.

Programming as Social Science: a case study of @pdbrooker’s surprisingly militant bots

My notes on Brooker, P. (2019). My unexpectedly militant bots: A case for Programming-as-Social-Science. The Sociological Review. https://doi.org/10.1177/0038026119840988 In this thought provoking paper, Phil Brooker takes issue with the scaremongering surroundings bots which positions them as epistemically dangerous due to their quantity and capacity to evade deception. Instead he propose […]

Programming as practice

My notes on Yuill, S. (2005) Programming as Practice in J. Gibbons and K. Winwood, eds., Hothaus Papers: perspectives and paradigms in media arts, Birmingham: ARTicle Press. What does it mean to program? In this intriguing paper Simon Yuill takes issue with responses to this question which reduce programming to […]