Don't Judge Me: How I Used Claude & the Real Housewives to Learn to Program

Faculty Development · AI · Real Housewives

Don't Judge Me...
How I Used Claude and the Real Housewives
to Learn How to Program

March 2026
Illustration of a Black woman in cozy loungewear on a couch with a laptop, smiling — a framed portrait of Andy Cohen and a Real Housewife hangs on the wall, stars visible through the window at night.

Let me set the scene.

It's late. I'm supposed to be writing something important. Instead, I'm watching Porsha drag Kenya Moore across my screen, not on Bravo, but inside an interactive network visualization I built myself. In my browser. Using actual code.

I know. I know.

But hear me out, because what happened between me and a D3.js network graph and the entire Real Housewives franchise might just change how you think about learning to program.


I've Been "About to Learn to Code" for Years

I have a Ph.D. I teach faculty how to design courses. I study how people learn. And for years (embarrassingly many years) I could not make programming stick.

I took Python. I understood it in the moment. Two weeks later? Gone. I took a JavaScript tutorial. Same story. I'd get excited, do a few lessons, and then life would intervene and I'd lose the thread entirely.

The Real Problem

The problem wasn't the content. It was that I had no reason to keep going. No project. No stakes. No drama.

Enter: Claude.


The Conversation That Started Everything

I was sitting in on a meeting with a colleague (a genuinely brilliant person who builds interactive educational tools for fun) and he was moving fast. He showed me a network visualization he'd built using something called D3.js and an AI coding tool called Codex. Characters from Game of Thrones were bouncing around the screen, connected by lines showing their relationships. You could drag them. Zoom in. Explore.

It was maybe 300 lines of code. He built it by describing what he wanted in plain English and letting the AI write it.

I thought: I could do that. But with something I actually care about.

And what do I care about? Among other things: the Real Housewives of Atlanta, New York, Beverly Hills, New Jersey, and Potomac. Don't @ me.


What I Actually Did (It's Simpler Than You Think)

I opened Claude and typed, almost verbatim, this prompt:

The Actual Prompt

"Create a simple D3.js network visualization as a single HTML file. Show connections between Real Housewives. I want to be able to drag the nodes around."

That's it. That was the whole prompt.

What came back was a single HTML file with NeNe, Kenya, Porsha, Bethenny, Teresa, and fifteen of their castmates mapped out in a glowing, color-coded, draggable constellation. Each franchise had its own color. Each relationship (friendship, feud, alliance, family, frenemy) had its own line style. Hover over a node and you get the tea. Literally. A little bio pops up.

I double-clicked the file. It opened in my browser. And I sat there for a solid minute just dragging housewives around my screen like a woman who had finally arrived.


But Here's the Part That Actually Made Me Learn

I didn't stop at "ooh, pretty." I started asking questions. Which part of this code is actually about the Housewives, and which part is the instructions for drawing it?

Claude showed me. The answer was two sections: the cast list (readable by any human: you could add a new housewife just by copying a line) and the drama list (relationships, who connects to who). Everything else (the bouncing physics, the color gradients, the hover effects) was D3.js doing the heavy lifting.

Once I understood that, I started poking around. I changed a color. I added a housewife. I broke something, showed Claude the error, and it fixed it while explaining what went wrong. Then I tried to fix the next thing myself before asking.

The Loop That Changed Everything
🛠️
Build something you care about
💡
Understand just enough
💥
Break it
Fix it. Understand more.

What I Actually Learned (For Real This Time)

By End of One Evening
  • What a JavaScript library is and why D3.js exists (it's a pre-built toolbox so you don't have to write the physics of bouncing dots from scratch)
  • What nodes and links are in network visualization (dots = things, lines = relationships, that's it)
  • How an HTML file can contain CSS, HTML, and JavaScript all in one place
  • What it means to declare a variable and store data in it
  • Why GitHub Pages lets you turn a file on your computer into a real website anyone can visit

None of this came from a tutorial. It came from having a specific thing I wanted, building it, and then being curious about how it worked.


The Bigger Thing I'm Sitting With

I study learning. I've spent 15+ years thinking about how people acquire knowledge, what makes it stick, what makes it fall off. And I have to be honest with myself: the approach I just described (interest-driven, project-based, AI-assisted) is exactly what the research says works best.

It's just-in-time learning. You need to know something, so you learn it. You have a reason to remember it because it's connected to something you made.

What AI tools like Claude have changed is the barrier to entry. That's not cheating. That's smart instructional design.


Should You Try This?

Yes. Especially if you've been "about to learn to code" for a while.

My Challenge to You

Think of something you actually care about (a TV show, a research interest, your family tree, your favorite athletes) and ask Claude to build a network visualization of it. Drag the nodes around for a minute. Then ask: "Which part of this code is actually my data?" That question will take you further than any tutorial I've tried.

And Andy Cohen, if you're reading this... can we talk about a collaboration? I'm thinking interactive franchise maps, relationship timelines, reunion drama visualized in real time. I have the vision. I have the AI. I have the love for the franchise.

I'm just not built to be a Housewife myself. The taglines alone would stress me out.

#AIinEducation #LearningToCode #D3js #RealHousewives #FacultyDevelopment #EdTech #GenerativeAI
Akesha Horton, Ph.D.

Director of Academic Engagement and Learning at Indiana University's Luddy School of Informatics, Computing, and Engineering, where she thinks a lot about how people learn, how AI is changing that, and whether Potomac is now better than Atlanta. (It's complicated.) She has 4 degrees. That's Dr. Kesha to you, Sweetie (IYKYK). She is also a Fulbright mtvU alum where she studied the intersection of global citizenship, digital literacies, and hip hop.

Flippity

Flippity https://www.flippity.net/ is a free resource that allows for the quick creation of quizzes, flash cards, presentations, memory games, word searches, and more. Flippity allows users to customize premade Google Sheet templates with their own content. Instructors can use Flippity as a presentation tool, or to create low- or no-stakes assignments through Google Sheets. Further, students can use Flippity to create their own projects. This resource can be used in face-to-face and online courses, at the individual, group, or whole class level.

This video: briefly describes how many of the templated activities available on the site work.

Flippity is not a plug-in to Google Sheets, so it does not require the creation of a username or password. As such, this tool is primarily recommended for creating activities aimed at engaging students in your course.  Some of the activities can be downloaded as PDFs and distributed to students, in which case they could submit the activity via Canvas or in class.

Pre-Course Survey

One way to improve engagement with your students is to learn more about them. A precourse survey is one way to help develop a connection with your students, and get to know them beyond what is shared in an introduction discussion.

What do you want to know about them?

Diligent student in college with classmates, taking notes of teacher lecture.

A survey can help you conduct a needs assessment about where your students are at in terms of prior knowledge, demographics, mindset, learning preferences, goals, content confidence level, preferred feedback style, and/or access to technology.  Because this takes place “behind the scenes” and is only shared with the instructor, rather than in a public discussion forum, you may be more likely to receive candid responses.

What strategies and skills will students need and/or develop in your course?

These kinds of questions can help students flex metacognitive skills and become more aware of their learning habits. As an instructor, this can help you provide more specific feedback on student work, suggesting similar strategies and stretch goals.

  • Reflection on Strategies: Metacognitive reflection questions ask how students get things done. Do you take marginal notes or highlight as you read? What conditions do you need to do your best work?

  • Planning Ahead: Beyond what has worked for students in the past, you might ask about strategies they will use specifically in this class. What times each week do you have earmarked to work on this course?

  • Setting Goals:You might ask them to review the learning objectives, asking what they will commit to accomplishing. And beyond the learning objectives for the course, are there other skills or competencies they plan to work on in the course? Do they have any suggestions for the instructor about strategies for helping meet those goals?

During the first week of your course

Providing students with an opportunity to quiz themselves not on the course topic but on the course itself–how to get started in the course, how to navigate the course, what the course should help students accomplish, and how the course is structured–can help instructors send fewer emails saying, “It’s in the syllabus!”

Given multiple choice or true/false question types, these kinds of pre-course surveys can be automatically scored. Don’t forget to compose feedback for incorrect responses and allow multiple attempts!

What tools are available?

IU supports the Qualtrics survey tool and Canvas includes a dashboard feature that allows instructors to create a type of quiz called ‘ungraded’ that can be used as a survey. In Canvas, once the survey, or ‘ungraded quiz,’ is published online, students can login to their Canvas course page and participate. IU also has access to Google Forms and Microsoft Teams (Microsoft Forms are Available in the Channel and Chat features) for quick survey and quiz creation.

If you’d like support implementing a pre-course survey or questionnaire in your online class, or in any other aspects of teaching and learning, please contact me at your earliest convenience with your availability.