One facet of this whole CSS debate involves one side saying, “Just learn CSS” and the other side responding, “That’s what I’ve been trying to do!”
I think it’s high time we the teachers of CSS start discussing how exactly we can teach a correct mental model. How do we, in specific and practical ways, help developers get past this point of frustration. Because we have not figured out how to properly teach a mental model of CSS.
Cassie and I went to a great Async talk last night all about code readability, which was well-timed because it’s been on our minds all week. Cassie explains more in this post.
‘It’s a caring environment’: how codebar is building a diverse tech community | New faces of tech | The Guardian
A profile of Codebar Brighton, with words of wisdom from Alice and Cassie.
A very thoughtful post from Stuart, ostensibly about “view source”, but really about empowerment, choice, and respect.
I like that the web is made up of separate bits that you can see if you want to. You can understand how it works by piecing together the parts. It’s not meant to be a sealed unit, an appliance which does what the owner wants it to and restricts everything else. That’s what apps do. The web’s better than that.
Here’s a treasure trove of eighties nerd nostalgia:
In the 1980s, the BBC explored the world of computing in The Computer Literacy Project. They commissioned a home computer (the BBC Micro) and taught viewers how to program.
The Computer Literacy Project chronicled a decade of information technology and was a milestone in the history of computing in Britain, helping to inspire a generation of coders.
If you’re thinking of writing something that explains a weird thing you struggled with on the Internet, do it! Don’t worry about the views and likes and Internet hugs. If you’ve struggled with figuring out this thing then be sure to jot it down, even if it’s unedited and it uses too many commas and you don’t like the tone of it.
If only all documentation was as great as this old manual for the ZX Spectrum that Remy uncovered:
The manual is an instruction book on how to program the Spectrum. It’s a full book, with detailed directions and information on how the machine works, how the programming language works, includes human readable sentences explaining logic and even goes so far as touching on what hex values perform which assembly functions.
When we talk about things being “inspiring”, it’s rarely in regards to computer manuals. But, damn, if this isn’t inspiring!
This book stirs a passion inside of me that tells me that I can make something new from an existing thing. It reminds me of the 80s Lego boxes: unlike today’s Lego, the back of a Lego box would include pictures of creations that you could make with your Lego set. It didn’t include any instructions to do so, but it always made me think to myself: “I can make something more with these bricks”.
I continue to write stuff down on my little corner of the Web (does it have corners?) and I encourage you to do the same, as all these little bits of flotsam and jetsam become something a lot lot bigger.
It is common to refer to universally popular social media sites like Facebook, Instagram, Snapchat, and Pinterest as “walled gardens.” But they are not gardens; they are walled industrial sites, within which users, for no financial compensation, produce data which the owners of the factories sift and then sell. Some of these factories (Twitter, Tumblr, and more recently Instagram) have transparent walls, by which I mean that you need an account to post anything but can view what has been posted on the open Web; others (Facebook, Snapchat) keep their walls mostly or wholly opaque. But they all exercise the same disciplinary control over those who create or share content on their domain.
Professor Alan Jacobs makes the case for the indie web:
We need to revivify the open Web and teach others—especially those who have never known the open Web—to learn to live extramurally: outside the walls.
What do I mean by “the open Web”? I mean the World Wide Web as created by Tim Berners-Lee and extended by later coders. The open Web is effectively a set of protocols that allows the creating, sharing, and experiencing of text, sounds, and images on any computer that is connected to the Internet and has installed on it a browser that can interpret information encoded in conformity with these protocols.
This resonated strongly with me:
To teach children how to own their own domains and make their own websites might seem a small thing. In many cases it will be a small thing. Yet it serves as a reminder that the online world does not merely exist, but is built, and built to meet the desires of certain very powerful people—but could be built differently.
James shares his experience of teaching a class of 9 and 10 year old children how to code, and offers some advice:
- Don’t dumb it down
- Use real-world examples
- Make it hands on
- Set clear expectations
- Award certificates and/or stickers
As members of the web community we have a responsibility to share what we have learned. I can’t think of a better way of doing that then helping kids get started.
The latest explainer/game from Nicky Case is an absolutely brilliant interactive piece on small world networks.
I really enjoyed chatting with Mark and Ben on the Relative Paths podcast. We talked about service workers and Going Offline, but we also had a good musical discussion.
An interesting piece by Jessica Kerr that draws lessons from the histories of art and science and applies them to software development.
This was an interesting point about the cognitive load of getting your head around an existing system compared to creating your own:
And just because I’ve spent most of last year thinking about how to effectively communicate—in book form—relatively complex ideas clearly and simply, this part really stood out for me:
When you do have a decent mental model of a system, sharing that with others is hard. You don’t know how much you know.
It’s really heartwarming to see this idea resonating.
I’ve just come back from running a workshop at Webstock in New Zealand, followed by another one in Hong Kong. I heartily concur with Tim’s advice here. I’ve certainly migrated to having a more modular approach to workshops. In fact, these days I have little to no slides. Instead, it’s all about being flexible.
You can spend forever carefully crafting and refining your workshop and coming up with solid exercises but at the end of the day, you need to be ready to go with the flow.
Some sections you wanted to cover you may not get to. Some topics you hadn’t allotted a lot of time to may need to become more detailed. That’s all fine because the workshop is about helping them, not yourself.
I’m giving a workshop in Hong Kong on February 21st. If you’re in the area, I’d love to see you there. If you know anyone in Hong Kong, please spread the word.
This workshop will teach you how to think in a progressive way. Together we’ll peel back the layers of the web and build upwards, creating experiences that work for everyone. From URL design to Progressive Web Apps, this journey will cover each stage of technological advancement.