Merge pull request swcarpentry#48 from gvwilson/adding-papers

Adding papers

01-introduction.md

@@ -156,7 +156,7 @@ within the format of these lessons.
 ## Key Readings
 
 The best overview of research results in education and learning is
-Ambrose et al's *[How Learning Works: Seven Research-Based Principles for Smart Teaching](http://www.amazon.com/How-Learning-Works-Research-Based-Jossey-Bass/dp/0470484101/)*,
+Ambrose et al's *[How Learning Works](http://www.amazon.com/How-Learning-Works-Research-Based-Jossey-Bass/dp/0470484101/)*,
 which is also an excellent example of what secondary literature ought to look like.
 Green's *[Building a Better Teacher](http://www.amazon.com/Building-Better-Teacher-Teaching-Everyone/dp/0393081591)*
 is lighter but no less informative:
@@ -168,6 +168,12 @@ Guzdial's "[Why Programming is Hard to Teach](papers/guzdial-why-hard-to-teach-2
 and "[Top 10 Myths About Teaching Computer Science](papers/guzdial-10-myths-2015.pdf)",
 and Porter et al's "[Success in Introductory Programming: What Works?](papers/porter-what-works-2013.pdf)",
 both of which should be read before starting this class.
+Finally,
+De Bruyckere et al's one-page guide to
+[urban myths about learning and education](papers/de-bruyckere-urban-myths-2015.pdf)
+is a useful checklist:
+by the end of this training,
+you should know how and why to debunk each one.
 
 ## Challenges
 

05-design.md

@@ -86,6 +86,10 @@ Wiggins and McTighe use the acronym WHERETO:
 *   *Organize*:
     put the episodes in sequence.
 
+This [four-page guide](papers/wiggins-mctighe-ubd-nutshell.pdf)
+is a good checklist for reverse instructional design
+cross-referenced to Wiggins and McTighe's books.
+
 > ## How and Why to Fake It
 >
 > One of the most influential papers in the history of software engineering

06-objectives.md

@@ -145,6 +145,10 @@ in learning objectives written for each level.
   </tr>
 </table>
 
+Baume's guide to
+[writing and using good learning outcomes](papers/baume-learning-outcomes-2009.pdf)
+is a good longer discussion of these issues.
+
 ## Who Are Our Learners?
 
 The complement to clarifying the objectives for our lessons

reference.md

@@ -29,12 +29,18 @@ Claude M. Steele: *[Whistling Vivaldi: How Stereotypes Affect Us and What We Can
 
 ## Papers
 
+Baume: "[Writing and Using Good Learning Outcomes](papers/baume-learning-outcomes-2009.pdf)".
+:   A useful detailed guide to constructing useful learning outcomes.
+
 Crouch and Mazur: "[Peer Instruction: Ten Years of Experience and Results](papers/crouch-mazur-peer-instruction-ten-years-2001.pdf)".
 :   An early report on peer instruction and its effects in the classroom.
 
 Guzdial: "[Exploring Hypotheses about Media Computation](papers/guzdial-mediacomp-retrospective-2013.pdf)".
 :   A look back on 10 years of media computation research.
 
+De Bruyckere et al: "[Urban Myths About Learning and Education](papers/de-bruyckere-urban-myths-2015.pdf)".
+:   A one-page summary drawn from their book of the same name.
+
 Guzdial: "[Why Programming is Hard to Teach](papers/guzdial-why-hard-to-teach-2011.pdf)".
 :   A chapter from
     *[Making Software](http://www.amazon.com/Making-Software-Really-Works-Believe/dp/0596808321/)*
@@ -52,6 +58,9 @@ Porter et al: "[Success in Introductory Programming: What Works?](papers/porter-
 :   Summarizes the evidence that three techniques---peer instruction, media computation, and pair programming---can
     significantly improve outcomes in introductory programming courses.
 
+Wiggins and McTighe: "[UbD in a Nutshell](papers/wiggins-mctighe-ubd-nutshell.pdf)".
+:   A four-page summary of the authors' take on reverse instructional design.
+
 Wilson et al: "[Best Practices for Scientific Computing](http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1001745)".
 :   Describes and justifies the practices that mature scientific software developers ought to use.