I'm wondering if Dave was actually guilty of what he's been accused of, or if his behavior was misinterpreted.
In college and grad school I was usually the guy asking advanced questions, not because I was trying to show off or be a jerk, but because I was trying to gain a particular level of mastery of the material, and the way I gain that mastery is to ask questions during the process of absorbing the material. I gain understanding of, say, a particular algorithm by asking if a particular extension of that algorithm is appropriate.
This makes me wonder if others mistakenly viewed me as a troll, or felt like I was dragging the classroom down, due to my learning style being something of an outlier. (Being on the autism spectrum, if anyone tried to signal me about this without being explicit, I would have missed it.)
Yeah if you ask questions that are way more advanced than the material being covered or the level of the other students, you probably were a net negative on the class. Class settings work only if everybody is at roughly the same level, so that you can all improve at the same rate. One person taking up a disproportional amount of time is being rather selfish, which is generally regarded as a negative thing in most circumstances.
From what I understood, it seems like Dave wasn't asking questions to better understand the material. His intent was to stump the instructor of the class, validating his mastery of the material.
Are you making an independent observation (ie, you were at the workshop and observed Dave) or repeating what was in the writeup?
Also, I'm genuinely curious: how do you tell the difference? What's the difference between Dave's (presumed) "stump the instructor to validate ego" questions and my "push the edges of my understanding, which may happen to stump the instructor if they haven't thought about it, and which may confirm to me that I've understood things correctly" questions?
It sounds to me (someone with a fair amount of teaching experience) like Dave was an enthusiastic student. Without seeing a transcript or video, it seems more likely Dave had a lot of things he wasn't clear on regarding Python and was excited to have a chance to ask an expert (the teacher) a lot of questions to clarify his understanding.
In a basic intro class, this can be a problem because other students will start to think they are in the wrong class and don't understand the material and drop out! A common example is language classes. You have a college German 101 class and a bunch of people show up that are native German speakers looking to get an easy A. Or they had 3 years in high school, or lived there a while with their military parents on base, and are looking for a refresher and thought 101 was a good place.
If the teacher lets these students (who are not jerks, bullies or douches any more than I think this Dave was) proceed at their own pace, then the rest of the students will leave in frustration. That happens a lot and the teachers often like it because then they can teach at a more fun higher level with students who already know the material. But it's not fair to the actual intro students.
This also happens a lot in engineering classes where schools pretty much have to assume students have learned basic programming, soldering, and electricity on their own before enrolling in engineering school. In this case it is probably best to let the students who were never interested enough in the topic to study it previously, just drop out.
In this particular case I agree with the suggestion made here by another that students be put into basic/advanced tracks or Dave be encouraged to take another class. Another route to take, which is what I do, is to say "Dave, these are really excellent and interesting questions, but they are way above the introductory level of this class. I'd like to keep things for now on a more basic level since many people here are just getting into programming for the first time, but I'd definitely be more than happy to talk with you in detail about these issues during office hours. Is that OK?"
The solution of labeling him a "bully" and calls for "kicking him out" of the class are irresponsible, immature and signs of an unskilled unprofessional teacher. But it's what goes on at many American primary schools. If you have an excited, intellectually interested first grader who asks a lot of questions, most American teachers will personally diagnose the child with "ADHD" and demand the parents put him on amphetamines to zone him out so he won't keep asking questions and will sit and listen because that's what you do in school nowadays. Sit down, shut up, be quiet, and do as you are told. An approach that most of the posters in this thread seem to approve of given their hatred for poor curious Dave.
Or actually paying attention the article, apparently. "Poor Curious Dave" was a VOLUNTEER at the workshop. Just like the author of the article, Dave's purpose being there was to assist the students of the workshop with the projects (presumably, or to assist in some other capacity).
Maybe Dave thought his questions and comments would help clarify or improve the instructor's content...but on the other hand I really don't find the article author's evaluation of Dave as just a showoff/bully much of a stretch. I assumed that we've all seen this behavior tons of times and that it is pretty obvious when someone is being "That Guy" versus trying to clarify or expand on the material for themselves or others.
The fact that quite a few here are eager to challenge the author's evaluation of Dave and jump to Dave's defense is...funny, I guess.
In college and grad school I was usually the guy asking advanced questions, not because I was trying to show off or be a jerk, but because I was trying to gain a particular level of mastery of the material, and the way I gain that mastery is to ask questions during the process of absorbing the material. I gain understanding of, say, a particular algorithm by asking if a particular extension of that algorithm is appropriate.
This makes me wonder if others mistakenly viewed me as a troll, or felt like I was dragging the classroom down, due to my learning style being something of an outlier. (Being on the autism spectrum, if anyone tried to signal me about this without being explicit, I would have missed it.)