Taking A Different Approach To JavaScript

I enjoyed my Codecademy experience in learning JavaScript, but especially toward the end, I felt like I was having to look up things constantly. I posted a query on their forums and got a very nice response back from one of the mods explaining that this was perfectly normal. He suggested retaking the course to help cement the new concepts and haunting the Q & A forums for more info. In the meantime, I found something else.

Interestingly enough, I found out in one of the Codecademy Q & A's about a site called JavaScript.is (Sexy). It sounds like a silly name, but I think it's actually going to be the solution to my situation. They have an eight week tutorial that I just began titled How to Learn JavaScript Properly.

There's a textbook involved, and they recommend a related reddit study group, signing up for Stack Overflow and, interestingly enough, using Codecademy for practice.

You can click the link I provided to see all of the requirements for the class, but I like the organization and structure involved. It also provides me with the format for repeating the Codecademy JavaScript course as well as adding more content via the other class elements.

Since this is a work requirement, I need to stick with it and I guess that's the secret, especially for people like me who aren't "natural" programmers. I write in English everyday for a variety of purposes, professional, semi-professional, and personal, so I have plenty of practice in that arena. If I did the same with JavaScript, even though I find it less intuitive than my native written and spoken language, I can only imagine that coding in JavaScript will get a little bit easier.

I haven't forgotten HTML5 and CSS3, but I'm not sure combining that with JavaScript in the same learning effort is going to be effective. I may need a different plan for that learning path. Right now, in addition to my professional and personal life, I'm focusing on this plan.

Wish me luck.

I'll be back at some point to let you know how things are panning out.

Finished Codecademy's Web Fundamentals Tutorial, but...

I finished Codecademy's Web Fundamentals tutorials They lessons are broken down into the following sections:

1. Introduction to HTML
1. HTML Basics
2. Build Your Own Webpage
2. HTML Structure: Using Lists
1. HTML Basics II
2. Social Networking Profile
3. HTML Structure: Tables, Divs, and Spans
1. HTML Basics III
2. Clickable Photo Page
4. Introduction to CSS
1. CSS: An Overview
2. Design a Button for Your Website
5. CSS Classes and IDs
1. CSS Selectors
2. Sorting Your Friends
6. CSS Element Positioning
1. CSS Positioning
2. Build a Resume

Before my tutorial "hiatus" some months ago, I had stopped right after "Clickable Photo Page" and before "Introduction to CSS". A perfect place for me, actually. I did the CSS section in two days and felt pretty confident until I got into "CSS Positioning." Even though I solved all the problems (there's a lot of help) and successfully completed the tutorial (earning various "badges" along the way), when I built my Resume as the last task in the CSS section, it looked awful. Technically, the code was all correct, but the header stacked over the left and right divs and I could never figure out how to correctly style the text in the footer.

I certainly give props to the folks at Codecademy for how well this tutorial flowed. I've gotten farther in understanding CSS than half a dozen books and various websites have taken me. But when I was prompted to take the JavaScript tutorial next, I knew I was hardly ready. There's a lot more to web design than what I learned in this set of lesson. Got "intermediate web design," folks?

Oh man! I've really ignored this place!

I can't believe it's been over a year since I've written on this blog. Well, yes I can. My priorities have shifted quite a bit, certainly away from learning Python. I think my brain just gets stuck at a certain stage of the learning process and I can't break beyond the barrier. So I give up and pursue an avenue that's a little easier to navigate (or one that I feel more passionate about).

But that's changing.

I've made a number of abortive attempts at learning in other venues including Codecademy. I felt like I wasn't learning how to program there either, but a number of months ago (I don't remember how many), I "started with the basics," as Edna might say, and revisited Codecademy's vanilla-level HTML tutorials. I know. That's shamefully elementary, but I wanted to get back into an area where I felt comfortable and at home, and then start ramping up again...slowly.

But I got distracted again and let it slide.

However, performance evaluations have a habit of shaking one out of complacency and overcoming inertia. I perform some routine maintenance tasks on two websites for the folks I work for. No real heavy lifting, just add a blog post, insert a news item, post a job listing, that sort of thing. We hired a company to do all the design and development which I would be helpless to accomplish.

Now, one of my goals for the coming year, my official work goals, is to learn more about web design and maybe even some development work so I can take greater responsibility for our sites. My boss will pay for any training that I want (within reason). The problem is, where to look for the resources I need to accomplish my goals (and they're not tightly defined)?

I decided to revisit some old friends of mine, namely the Certforums IT certification boards. I received some suggestions besides the CIW Web Design Certification I was initially considering. You can click the link for Certforums to get the details.

While asking more questions online and pondering my options, I logged into the Codecademy site and discovered that I had stopped my last tutorial right on the edge of "Introduction to CSS".

Cascading Style Sheets (CSS) has been a sort of nemesis of mine, although I don't know why. It shouldn't be any more complicated than HTML but some sort of phobia kicked in and I dropped that one like a hot rock, too.

Today though, with new motivation in hand and no other viable option immediately available, I decided to give Codecademy another whirl and I was hooked. Everything seemed so easy (not that I've done that much yet) and I felt like an old dog might still have a few tricks left in him. Mind you, this is light years easier than programming, but I've got to start somewhere.

I've been missing this blog. It was my first blog and I have a nostalgic attachment to it. I see that fifty people are subscribed so when I post a new article after over a year, I can only imagine fifty people are going to fall over in shock...or wonder, who the heck is that, having forgotten all about me and an old blog called "A Million Chimpanzees."

If you've taken the time to read my entire request posted at Certforums and you'd like to respond with something helpful and polite on this blog, I'd be appreciative. If not, then at least I've gotten the ball rolling on this neglected corner of the blogosphere.

As I discovered when writing on another of my blogs (where I spend most of my time these days), blogging is a great way for me to process information. I think that's what I was trying to do here too, but the information wasn't sticking so my determination flagged. Since I've made learning basic web design skills a work goal along with a number of other priorities, I can't just drop it again. What I can do though, is blog about what I'm learning, what I'm not learning, where I'm stuck, and where I'm going.

I don't expect a lot of people to care (barring spammers, of course), but like I said above, any reasonable suggestions and responses are welcome.

As I make my way through the next series of Codecademy tutorials, I'll post my progress. If something else comes up, I'll mention that, too. If you've got other suggestions (books, online resources, and so on), let me know.

Spelling, Algebra, and When to Turn Off the Computer

Update 2009/02/18: Tim O'Reilly commented on this blog entry, and it looks like I didn't read his original comments well enough. I appreciate him stopping by my humble abode and feel it necessary to include his comments here.

"I think you missed the point of my "change happens" blog post, if you thought my reply was "just get used to it." In fact, I was writing about resilience in the face of change. And what you're talking about - stepping away from the computer when needed - is one way to become more resilient in the face of change. We should always be wary of becoming too dependent on our tools. FWIW, I also published the book you recommend at the end, Steve Talbott's Devices of the Soul, as well as his much earlier The Future Does Not Compute. So I really don't know why you thought that my "change happens" piece was contrary to your thinking".

Mea culpa. Update 2009/02/17: I saw this Calvin and Hobbes cartoon this morning and thought it the perfect "counterpoint" to my article. I just proves that doing it "the old fashioned way" has pitfalls, at least when your tutor is a tiger. LOL Original Article: Tracey Pilone's recent blog at O'Reilly.com, The Intersection of Algebra and Technology got me thinking about one of my "soapbox" issues; the use of computing in education. One of the biggest proponents of computers in schools is the Bill and Melinda Gates Foundation which has provided millions of dollars in technology to education, from Elementary schools to Universities over the years. But is this all a good idea? As Pilone, co-author of Head First Algebra (O'Reilly, December 2008) points out in her blog, there was a great deal of discussion between the authors (her and her spouse) and the publishers as to how much technology should be injected into the book. In other words, should graphing calculators be required or at least "allowed" in working through the book's problems? The ultimate answer was "no", which was a relief to me (I don't what to have to go out and buy one again). The Pilones had grown up and learned Algebra in a world without graphing calculators, and certainly generations of mathematicians worked through Algebra without such aids. Learning to do it yourself has advantages (and yes, calculators are "allowed" to perform simple math calculations). Pilone also mentioned a Duke University study, Scaling the Digital Divide which "surprisingly" concluded (not a surprise to me) that ...the impact of home computer use is, if anything, negative on school achievement. That means that there may be benefits to learning language and mathematics before introducing technology into the mix". I have an experience that illustrates this in a very simple way. I'm known as the dictionary of my family. Whenever anyone wants to know how to spell a word or the definition of a word, they ask me. Why? Because 9 times out of 10, I probably know the answer. I grew up in a world without the Internet, online dictionaries, and spell checkers. I still have hard copies of a Dictionary and a Thesaurus that I consult when I want to learn something about words (and since I'm a writer, I refer to them often). Since I grew up with this practice, without realizing it, I had memorized a large number of word spellings and definitions, so I've become something of an asset to my kids and my spouse (and to myself). There are words that always "defeat" me, such as "Caribbean" and "Mediterranean", but for the most part, I'm pretty good at not having to use "high tech" to figure out how to spell (I suppose a hard copy dictionary could be considered "low tech"). The idea of putting computers in schools is simple and understandable. Computers are *the* tool of the 21st century for accessing information in the "Information Age". I say "computers" using the widest possible definition, including hand held devices and any hardware or software utility used to store, collect, organize, and transmit data. I'm not saying to pull all the PCs out of the classroom and to burn down all of the computer labs at your local university. I am saying though, that we sadly teach our children to use a calculator to do simple addition, subtraction, multiplication, and division to the point that they can't even make change at a grocery store and they always assume the cash register (or whatever it's called these days) is right (even though it's not). This practice is not doing our children and future generations any favors. Tim O'Reilly wrote an article for his blog yesterday called Change Happens and communicates the idea that, since change is inevitable, we shouldn't resist it. I replied to his tweet on twitter that I didn't think all change was good and got back the standard "party line" that it's inevitable, more or less saying "why fight it"? This makes me wonder if O'Reilly bothered to read Pilone's blog (which after all, is published on OReilly.com), since it doesn't seem to line up with his perspectives. Yes, change is inevitable and some change is beneficial, but not all change should be embraced. No, the future won't be like we imagine and the future won't always be good, but that doesn't mean we're helpless in the face of change. Change is caused for the most part, by the intervention of people in the world. It's not an elemental force we are helpless to affect, such as a hurricane. We can steer the course of change. All we have to do is care enough to make the effort. If we want to take control of our education, our understanding of the world around us, and the direction of our lives, we can do small, simple things to make a difference. It can come down to something as straightforward as learning and memorizing the spelling and definitions of words, and working out algebra problems using a pencil and paper. Tools are instruments to be used by people; we are not to be used by them, nor should our lives be dictated by them, simply because they were invented and simply because they exist. Again, I'm not talking about "killing" the PC or Mac. After all, I make my living documenting technology in a number of different ways, including being a technical writer for a software firm, writing books and book reviews about technology, and a column for Linux Pro Magazine. I'm not talking about biting the hand that feeds me. I am talking about making conscious and calculated decisions on when to use technology and when to use less complicated (and less convenient) tools. Your brain is still the best "technology" that you'll ever have for solving problems and making decisions. Try putting away the cell phone and Kindle and picking up a book once in awhile. You'll be surprised at how much you learn. By the way, Harlan Ellison spoke somewhat to this point in his short story Jeffty is Five, which I read many years ago and which remains one of my favorite Ellison works. An excellent book on precisely this topic is Steve Talbott's Devices of the Soul: Battling for Our Selves in an Age of Machines. Reading these works is worth definitely worth your time.

Head First Algebra: A Learner's Guide to Algebra

Authors: Tracey Pilone and Dan Pilone Format: Paperback, 559 pages. Publisher: O'Reilly Media, Inc. (January 2, 2009) ISBN-10: 0596514867 ISBN-13: 978-0596514860 Update: I owe an apology to O'Reilly and anyone who has read this review so far. I rather consistently referred to the "Head First" series as the "Head Start" series. The mistake was completely mine and I apologize. No, this isn't a book that directly maps to FOSS or Linux or programming...exactly. On the other hand, the paths to programming in open and closed source usually move through this realm, so I think it is relevant. Picture yourself a would-be programmer who likes to code in your spare time, but you've got a problem. To really become any good at what you'd like to be your profession, there are math requirements, and you think math is almost as interesting as watching wind erode granite. Fortunately for you, O'Reilly and the Head First series has come to your rescue. They created "Head First Algebra". I agreed to have a look at this book first as a rough cut via Safari. Unfortunately, it presented me with a major drawback relative to my learning style; I could't write in the book. OK, I admit it. I really need to be able to write notes in my textbooks, highlight key sentences and paragraphs (which can include a sizable percentage of the book) and otherwise fold, spindle, and mutilate the thing. As hard as I tried, I just couldn't stick with it when the learning source was online. It doesn't help that I'm kind of "math-phobic" on top of everything else. Actually, that's not entirely true. I do just fine with standard math such as adding, subtracting, multiplying, and dividing. It's all that other pesky stuff, which includes "algebra", that sets off my panic attacks. I've actually taken and passed an algebra class in the dim past, but my grades weren't exactly stellar (compared to the much higher grades I got in all of my other classes), so when I saw that Head First was offering an algebra book, I figured I had a second chance. I hate admitting defeat or anything near it. This book seemed to be my way to victory. When the paperback version of the book arrived on my doorstep, I sharpened a brand new number 2 pencil, got out a fresh highlighter, and got to work. I had gone through the first chapter in Safari, so I knew that the material would lull me into a false sense of confidence. The authors present "solving for unknowns" as simple adding/subtracting/multiplying/dividing problems (which they are), which I can do. Of course, that's the point; to bring the reader in slowly and build up their confidence. After all, if you are going to use a Head First book to learn algebra, it means that the more standard (read: dry as Gobi desert sand) texts on the subject have not been entirely successful. Actually, I'm the perfect person to review this book. If I like it, then the target audience will adore it. If I were an algebra teacher or skilled at more advanced forms of math, I probably couldn't "reduce" my thinking down to who the book is written for. It would be like an Olympic swimmer trying to review a book written to teach pre-schoolers how to paddle in a kiddie pool. All that said, I had my usual "issues" with the Head First series. The series is written for people (young and old alike) who are just a tad bit ADHD (or more) and need to have a lot of stimulus coming in more or less constantly to stay engaged. If you could teach algebra from the perspective of a first-person shooter, that would be ideal for this population, but that's hard to do in a static book. The Head First series does its best to cater to this audience (and as an aside, I just sent my rather distractable son a copy of "Head First JavaScript", and I'm dying to see what he thinks of it) and I think high school students everywhere should pay homage to O'Reilly for creating Head First. By page 14, you can see where the book is going, even though the problems are still easy enough to do in your head, and for the math-phobic, that's when the sweat will start to form on your palms. Time to confront your fears and remember, this isn't an "ordinary" algebra book. You end up seeing a nice, neat example of "isolating the variable". Seems rather benign, actually. Why do I remember this stuff being hard? Oh wait! I'm still in the first chapter. By the end of the first chapter, the reader will start to get the feeling that they might really be successful at this stuff. Naturally, there's the spectre of more complicated problems to face, but the saving grace of the book isn't just the book. Unless your high school math teacher is using this as their official text book, you will probably use this book on its own. I'd really recommend it for a "summer reading book" you go through before formally taking algebra in the fall. The book (sans class) lets you do what the classroom experience doesn't allow. You can go at your own pace. Parents reading what I just wrote will shudder in fear, calculating that their child's voluntary "pace" at learning algebra will be slightly slower than the flow of the nearest glacier (although, with "global warming" effects, that could end up being a bad analogy). Fear not. I remember thinking to myself during my own rather painful "algebra experience" that I wished I had just a little more time to "get it". I was working my sorry tail off going to class, doing homework until the wee hours, and taking tutoring, both from the instructor (nice guy, really) and outside tutoring. If effort was the ultimate measure of how well I'd do in the class, I should have gotten an A+. Alas, things like aptitude and time have something to do with it as well. That means, the existence of this book in your room or on your bookshelf isn't enough to teach you algebra, but putting significant and regular effort into it, will. Without the artificial constraints of the classroom environment, learning algebra using this book is very "do-able", even if you don't like math. Is "Head First Algebra" a fool proof method of learning algebra for everyone? Depends. First off, you have to at least be able to tolerate the format of the Head First series (and if you already love the format, then no worries for you). Then, you have to use it. I found it a little easier to go through this book than others in the series for some reason. I think that I need to learn programming in a way that doesn't lend itself to how Head First teaches, but Head First is really the way I need to learn algebra. Will wonders never cease. I don't think I'd recommend this book to be the only exposure to algebra for you (or your kids). Almost nobody learns algebra because it's fun and entertaining (OK, there are a few people out there like that, but the rest of the "herd" thinks you're weird). We learn algebra, at least formally, because we have to. I can see the ideal use for this book as I described it a few paragraphs back. Take this book and work through it over the summer, before you have to actually take a "for real" algebra class, with a teacher, other students, homework, and (ugh) tests. Play with the book and the topic, but don't be lazy. Really use it regularly so the learning remains fresh. Then, after finishing the last pages and with all that dancing in your head, enter your high school or college algebra class. Your learning curve won't be nearly as steep and you'll be "desensitized" to the fear-inducing elements of algebra. You won't be fighting memory-destroying anxiety as you're working on learning. I hear that No Starch is coming out with The Manga Guide to Calculus next summer. I wonder...

Building Your Own Learning Path

I pulled a link from twitter for an O'Reilly article called Choose your own adventure... er... learning path. Basically the idea is that, there's at least as much information available on the web for any given topic as you'll find in any classroom or perhaps, any university program. The question is, assuming that university credits or a degree aren't part of your goal, can you tailor your personal educational program using just web resources? The fact that the Brett McLaughlin article mentions the O'Reilly School of Technology means that part of the purpose of the story is to promote O'Reilly's online, for profit, educational center. That said, the write up also discusses what people look for in free online resources, relative to their learning goals. The trick is organization and discipline. If I sign up for a course, whether online or classroom based, and pay my money, I'll be sure to show up and work hard. I don't want my hard earned greenbacks to go down the drain, especially in this economy. If it's true that you get what you pay for, part of the payoff is the boost in self-discipline that being frugal (tightwad?) results in. Both this article and the John W Lewis blog it links to, mentions sequencing of learning as being particularly important. The Internet may be the world's largest library, but Google isn't the world's best librarian. While you can probably find everything you need, you'll have to design the curriculum yourself. Your success or failure in this endeavour depends on your organizational skills as well as your self-drive to achieve a goal. The O'Reilly blog entry has been there for a couple of days now as I write this, so the comments section there has grown lengthy. I suppose I'm just reinventing the wheel at this point by writing about the topic here, but self-education is one of my interests and, when Tim O'Reilly pointed to the blog from twitter, my commentary took on a life of its own.