* Welcome to The Carpentries Etherpad! * Users are expected to follow our code of conduct: https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html * All content is publicly available under the Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ *Useful links * Workshop website: https://anenadic.github.io/2022-03-15-ttt-online-GMT/ * Instructor Training curriculum: https://carpentries.github.io/instructor-training/ * Day 1 morning slides (Aleks): https://drive.google.com/file/d/11Kms9_Of9bWCA8C0VzzgLGf5ilmKfzyR/view?usp=sharing * Day 2 morning slides (Aleks): https://drive.google.com/file/d/1uN5z0tAM-4LYLCW717oUuCNU50nQp9O7/view?usp=sharing * Day 2 Etherpad notes: https://pad.carpentries.org/2022-03-16-ttt-online-GMT _____________________________________________________________________________ *Welcome to The Carpentries Instructor Training! Day 2 Etherpad notes: https://pad.carpentries.org/2022-03-16-ttt-online-GMT *Day 1 - morning *Sign in: Name (Pronouns), Institution, Email & Twitter (optional) Please sign in so we can record your attendance. 1. Espen Rosenquist (he/him), NAV, espen.rosenquist@gmail.com 2. Matthew Good (he/him), University of Oslo, matthew.good@ub.uio.no 3. Stuart M. Lewis (he/him), Newcastle University, stuart.manfred.lewis@gmail.com 4. Akhil Trikuta Srinath (he/him), Illinois Institute of Technology, akhilsrinath0315@gmail.com 5. Heike da Silva Cardoso (she/her), University of Augsburg, cardoso@bibliothek.uni-augsburg.de 6. Ken Smith, Queen's University Belfast, k.w.smith@qub.ac.uk / ken.w.smith@gmail.com 7. Fabian Steeg (he/him), Hochschulbibliothekszentrum NRW (hbz), steeg@hbz-nrw.de 8. David Wilby (he/him), University of Sheffield, UK, d.wilby@sheffield.ac.uk, @DrDavidWilby 9. Kenneth Ndumbe Ngale (he/him), Phoenix College, Phoenix AZ, USA, kenneth.ngale@phoenixcollege.edu 10. Amanda Cole Victoria University Melbourne, Australia, amanda.cole1@live.vu.edu.au 11. Phillip Prestel (he/him), University of Augsburg, phillip.prestel@bibliothek.uni-augsburg.de 12. Kathy Dooley (she/her), United States Geological Survey, kdooley@usgs.gov 13. Cora Assmann (she/her), Friedrich-Schiller University Jena (Germany), cora.assman@uni-jena.de, https://twitter.com/CoraAssmann 14. Rashel Sumpter(she/her), Phoenix College, Phoenix AZ, USA 15. Dave Young (he/him), Queen's University Belfast, UK, d.r.young@qub.ac.uk, @thespacedoctor 16. Ed Lowther (he/him), University College London, e.lowther@ucl.ac.uk 17. Eduard Klapwijk (he/him), Erasmus University Rotterdam (NL), e.klapwijk@essb.eur.nl, @etklapwijk 18. Wolfgang Giese (he/him), Max-Delbrück-Center (Berlin, GER), wolfgang.giese@mdc-berlin.de, @ad_wolfgang 19. Ragnhild Sundsbak, (she/her), University of Oslo, ragnhild.sundsbak@ub.uio.no, @rasundsbak 20. Annajiat Alim Rasel (he/him), Brac University, annajiat@gmail.com, @annajiat 21. Pål Magnus Lykkja (he/him), University library of Oslo, p.m.lykkja@ub.uio.no 22. Okoko Irene Mkavi (she/her), Kenya Snakebite Research and Intervention Centre, okokomkavi@gmail.com Today's break time(s): vote * 1x 15 minute (as originally scheduled) * 2x 10 minute breaks - xx2xxxxxxxxxxxxxxxxx -- -- Exercise: Reviewing The Carpentries Experience and Goals -- -- For the multiple choice questions below, please place an “X” next to the response(s) that best apply to you. Then find yourself a spot in the Etherpad below to write a short response to the last question. 1) Have you ever participated in a Software Carpentry, Data Carpentry, or Library Carpentry Workshop? * Yes, I have taken a workshop. xxxx * Yes, I have been a workshop helper.xx xxxxx * Yes, I organized a workshop.xxx * No, but I am familiar with what is taught at a workshop. xxxxxxxxxx * No, and I am not familiar with what is taught at a workshop. x 2) Which of these most accurately describes your teaching experience? * I have been a graduate or undergraduate teaching assistant for a university/college course.xxxxxxxxxxxxx * I have not had any teaching experience in the past. * I have taught a seminar, workshop, or other short or informal course.xxxxxxxxxxx * I have been the instructor-of-record for my own university/college course.xxxxx * I have taught at the primary or secondary education level.x * I have taught informally through outreach programs, hackathons, libraries, laboratory demonstrations, and similar activities. xxxxxxxx 3) Why are you taking this course? What goals do you have for today and tomorrow? Njuguna- I believe the training will equip me with knowlege and skill on how to become a better trainer. I also aspire to become a bioinformatics instructor therefore this training is part of the mentorship. Matthew - To be able to hold workshops at my university and help build and maintaing the Carpentries community here. I also want to develop my digital skills in programming, data management, etc. Wolfgang - learn about online teaching and live coding, science of learning (also references and material), holde workshops at my institute, be able to teach interdisciplinary audience, want to be certified Eduard - want to be certified + learn more how to teach computational skills (so far have been teaching more academic courses on other subjects). Goal: to stay focused for two days online :) Espen Becoming certified and be more secure, want to contribute. Goals, besides from learning about the Carpentry Way, are to be present, attentive and constructive. ;) Cora It is part of my jobposition and I currentyl conducting the trainer training. Pål Magnus I want to enable all types of students to use advanced programs to do great science. And of cours having fun :-) Ragnhild I would like to document that i am a good teacher, and strengthen existing skills Karl David Wilby - to learn how to facilitate the best and most enjoyable learning experience and develop effective training materials Ken - To get ideas about best practice when delivering material - to enable foundation programming training of PhD students / postdocs Stuart - To learn how to more effectively teach a group (the general skills as well as those specific to teaching in Carpentries Workshops). Rashel - learn how to deliver the material i teach better. To be a carpentry trainer. Adrian Fabian I hope to learn how to teach carpentry lessons and how to contribute content to existing lessons / help set up new lessons Kenneth - To get some new teaching skills that I can apply in my classes and to learn how to teach, organize and coordinate carpentry workshops. Phillip - to improve my knowledge about learning and to be able to teach basic IT stuff at an understandable level Heike - I would like to improve my teaching skills and would like to engage more in the carpentries community Kathy - to improve my teaching and open more opportunities to teach in the future. Goals for today and tomorrow are to learn teaching best practices and how to apply them to my own work and instruction, and connect with all of you in the Carpentries community! Ed - to improve my understanding of teaching methods and learn more about how people learn so that I can run workshops/teaching sessions more effectively and help attendees internalise new skills Charles David Young - hope to teach carpentry workshops internally at QUB Irene- To learn the teaching and workshop organizing skills, use the skills for knowledge transfer. Akhil - To learn how to communicate effectively and teach to an audience who may not have any prior computing experience. Additionally, I want to learn how I can contribute to The Carpentries. Amanda I would like to learn how to make my workshops more engaging with the audience, also to improve my planning of the workshops esp balancing the time with content. Eunice Annajiat - I would like to learn from all learners as well as the trainers. Exercise: One of the best/worst classes you took Matthew - A bachelor level programming class that had really great assignments that challenged me and gave me a great sense of accomplishment once I figured out how to solve it. Classmates were very open and shared ideas while working on assignments. Wolfgang - workshop about data management, very engaged teachers, good examples from real life Eduard - Best: bachelor course on medieval philosophy: very engaging teacher. Also master course on dev psychology with 3 other students, it became really a 2-way experience Espen - Best: media pedagogics NTNU, cross subject, a team of extremely dedicated teachers. Worst: "Introduction to Electronic Computing Devices" - a too basic course for adults with 12 years of school already knowing what a "console" is - "or keyboard as someone calls it". Cora a workshop about sience management, very interactive, a lot of visualizations, critical questiones and analogies and good course materials / handbook Pål Magnus I had 75 students on Zoom, teaching Zotero, and the students started to help eachother, so I just became one of the helpers. The students just took over the course. Wonderful! Ragnhild The best class was one in language, where we had to change place every time we met. This made us know everybodu in the class, and not having the same place every time was a success, even if it was a bit unexpected the first time we heard the idea. Karl David Wilby - Best: Testing framework workshop series, well-paced and very interactive with good materials to return to afterwards and continue learning, lots of helpers; Worst: online cloud computing workshop, too much material and poor balance/relationship between theory and practical, level consistently poorly pitched. Ken - best: level 2 university maths. Many, many worked examples - short content before examples - notes written by lecturer as the lecture progressed/ worst - wave theory: pre-prepared slides, rattled through too much material too quickly - no breaks - constant droning from the lecturer - huge gaps in the notes which meant lecturer could not be listened to - too much time (by students) spent writing stuff down. Stuart - The best classes I've attended/helped with are those with students at a similar level of skill/knowledge, since the pace can remain consistent amongst all students. Rashel- the worst class i took, is that in which there was no interaction, and the material was new. The best class is that in which i was interacting. Adrian Fabian - I liked best classes with lots of small exercises, interleaved with content. Like, learn a bit, then try it, etc. Kenneth- My best class was one where the instructor used a lot of joke, day-to-day experiences and practical exercises. Phillip - best classes are those where the students can gain insights on a topic and the teacher helps them on this; specificly Introduction to Topology at University Heike - best class was Data Visualization in grad school, very interactive with many real life examples Kathy - I took a journalism course in college. The instructor made every moment of the course interesting and engaging - we all were continuously wondering what would happen next! Everyone was eagery to actively participate and his assignments were both informative and fun to complete. Ed - I remember a session on back-end web development where quite a few things I'd struggled to get to grips with finally became clear. The tone was informal, although the instructor was quite challenging (but very polite!), picking on students to come and draw their mental models of the subject on a whiteboard. We would then discuss what they had drawn and refine our ideas Charles David Young - Best classes generally are interactive and where the teacher gauges the audience correctly. The correct amount of material is delivered ... not too much or too little. Material is also readily available online (before and after class). Worst classes are the opposite! Irene The best class was when I was in charge of a group of students on internship at the intsitute. It was the most interractive and we got to share our experiences. The worst was when I trained the students for the first time- I was under prepared. Akhil - The best class I took is a Data Mining course in grad school. Probably the best thing about the course was the way the teacher kept the students engaged and interested in the material throughout the course. Amanda - the worst classes I attend are when the lecturer simply reads from the slides, in monotone. They are bored, the session is boring and seems a waste of time. Other examples are when microphones don't work properly in zoom classes. The best classes are well organised, stick to a schedule and have opportunities for interactions Eunice njuguna -best class was a very engaging and interactive lesson about leadership and the worst class was my first coding lesson! I couldnt interprate any error -- -- Exercise: Mapping a Mental Model -- -- 1) On a piece of paper, draw a simplified concept map of a topic from your work or life (e.g. a hobby). Think about what are the 3-4 core concepts involved? How are those concepts related? 2) In the Etherpad, write some notes on this process. Was it difficult? Do you think it would be a useful exercise prior to teaching about your topic? What challenges might a novice face in creating a concept map of this kind? This exercise should take about 5 minutes. Matthew - I found it difficult to simplify a complex theme into a mental model. I felt I was just creating a process diagram. I imagine a novice will not be able to create a complete concept initially and our job as teachers are to provide knowledge which will help the student create a complete map. Wolfgang - difficult to think of all the categories and decide between details and general concepts, what are the starting points/ entry points? can be only a part, whats the goal, what's the audience? needs adaptation to that Eduard - was more difficult to think of a good concept map than i thought, but it helps to visualize stuff > so won't lead to perfect explanation/understanding, but might help break down info in smaller parts Espen The most difficult thing was probably finding some paper. The second most difficult thing is translating my images and fast moving shapes onto said imaginary paper. I do find concept maps useful, also in settings where words are concepts - like "object", "variable", "parameter" and how they relate to the machine they build. Cora Concept map takes time to thing. I find it difficulte where to cut or to decide how deep and detailed i want to draw the map. I guess for novices is also difficult to find a starting and endpoint. I think it is always goog to provide an exmaple of a concept map to get the idea behind. Pål Magnus I like to teach 1: concept: searching bolean search, 2: concept: import it into Zotero, deduplicate, search/sort/organize well 3: concept: read and annotate 4: concept: cite and make bibliography. That is four technical concepts but involve critical judment of sources and ethical use of sources, and focus on original contributions from the student/researcher. Ragnhild Do a task. Get feedback from an observer/ teacher, and then do it in an improved way Karl David Wilby - Once you've turned something into intuitive knowledge, it can be difficult to remember how to explain the fundamental concepts at an entry level; making a concept map seems a useful exercise in remembering how to break down those concepts into something that can be explained to a learner. Ken - Feels a little forced here - not sure what difference between "concent map" & analogy Stuart - Was not difficult because I have a lot of experience in the field. Definitely a useful exercise since it puts into words some concepts I understand intuitively, and highlights ideas I wouldn't have thought about. My topic involves the relationship between a few similar algorithms, which many people confuse with each other - a novice may have difficulty remembering which is which and how they relate. Rashel- In teaching how to convert mass of substance to number of particles i construct a concept map. First the mass must be convert to moles then moles to number of particles. And the reverse is true. Adrian Fabian - Very useful for getting an overview, preparing to teach about something, to get an initial idea about how things relate, but can be hard to work out if connections are unclear or even unknown, can be confusing, e.g. if connections are not obvious; it can also be hard to even decide what should be the boxes/nodes and what connections, and to get uniform meaning in the connections Kenneth- Phillip - wasn't difficult for the topic I chose; can be useful to see what are the core concepts of a topic and define learning outcomes Heike - a little difficult to choose a topic and limit the concepts, For novices should maybe be more specific, as they don't really know much about the topic. Good for teachers to visualize topic. Kathy - at first I had to think a bit about what all the objects/main ideas were (in my case: how to milk a sheep). After I got those written down, it was easier to draw all the connections between them. Yes! I think this would be a useful exercise prior to teaching my topic. A challenge a novice might face is that they don't know where to start; after they have a starting place, they can build on from there. Ed - yes, think this exercise is very useful. Can be challenging even if subject is familiar because of need to unpack assumed knowledge. For novices is difficult because may not know about possible links between conceps Charles David Young - important to use an ananlogy that is very familiar to audience. For example the concept of the shell and its relationship with the OS kernal. Once a good analogy is found then the connections flow quickly. Irene- My concepts are work-related: DNA extraction, amplification, sequencing and prior laboratory prepartions. Obtaining the relationships between the concepts is not challenging for me. I believe the exercise can be a challenge to a novice. And yes, this is a useful exercise for teaching. Akhil - I feel the concept map was a great way for me to break things down into small set of tasks. It makes it less overwhelming to teach as well as gives me a clear approach to go about explaining a complex topic. Amanda- trying to teach my son to cook - topics are food item, method of cooking, time and temperature and desired results. He gets flustered as he wants the specific instructions - steak on the stove top at this temperature for this length of time to get the result. He doesn't accept the response - it depends. It is really difficult to break down something that you don't really have to think about. Eunice- connecting the concepts was quit challenging coz i picked them randomly, although finally ideas were flowing and i managed to recconnect them. my concepts were work based ( cell, DNA starcure Back from Break? Let us know by sharing your favoruite morning drink, or typing "back" next to your name. Matthew - coffee of course! Wolfgang, same here, coffee!! Eduard - tea and coffee Espen - water, coffee - if the kids allow Cora cereal coffee Pål Magnus Coffe and milk Ragnhild Water! Karl David ☕ Ken - decaf tea! Stuart - Hot Chocolate (the hard stuff). Rashel Adrian Fabian Coffee Kenneth - Warm water or tea Phillip - decaffeinated coffee Heike - black tea Kathy - green tea Ed - coffee Charles David - black coffee! Irene- mango smoothie Akhil - Black Coffee Amanda - coffee in the am, cab sav in the evenings - but not tonight. Its still coffee. I need to be alert until 4am Eunice Aleks - strong black tea with loads of milk -- -- Exercise: Anticipating Misconceptions -- -- Describe a misconception you have encountered as a teacher or as a learner. This exercise should take about 5 minutes. Matthew - I have always thought that I was a terrible writer and would never be able to write large reports. I still have that feeling to some extent but I have proven through writing a PhD and multiple reports that that is not the case. Wolfgang - data management is boring and tedious; wrong expectations of computational models + Eduard - writing a for loop is very complicated and therefore it is easier to just copy and paste and operation hundreds of times - and it is not good to admit that I cannot code, so would not ask for help Espen - a wall of fright exists in many when it comes to approach programming. "An Object? What is that?" - it seems basic language skills are forgotten and one starts to think that things are more complicated than they are. Breaking things down into constiuents and using scaffolding to help them along seems to help. Cora I am not good at cooding because I have also spelling problems in my mother tongue Pål Magnus That "all work is work in progress" is an excuse to deliver sloppy science Ragnhild as a young student, i thought that using google scholar would give me the best overview of the scientific literature Karl David Wilby - "I can't use other git clients with Matlab code" - simple factual error + Ken - big effect on me at school physics lesson was learning that small things don't fall slower than big things (when air resistance removed) Constantly being told by parents that they are not "clever". Stuart - I used to believe I was simply poor at writing analyses and reports. Now I write too much and I'm obtusely verbose to an unreasonable extent. I'm now working on being more succinct and clear. It is just a skill like any other which will improve with practice. Rashel-Programming is very difficult, I can't learn it on my own. I need to attend an inperson class to be able to understand. Adrian Fabian What the grammar of a language says is the way people should talk, the grammar prescribes correct usage (while it's actually the reverse, the grammar tries to describe how people talk) Kenneth - the concept of dimensional analysis in solving chemisty problems usually gets rejected by students because they learned a specific method of solving simple proportions. And they relialize that it is better when they get to solving more difficult problems. Phillip - as a learner: how Singular Value Decomposition is working in detail Heike - Some peolple think they're to old to learn computational skills, even in their 30s or 40s Kathy - misconception I had with gardening is that squeezing as many plants into the planter as possible would produce the most vegetables. It turns out if you have fewer plants and allow each one to grow to it's full ability you get more food! Ed - complex solutions > simple solutions Charles David Young - learning javascript coming from a procedural programming perspective. Once I learnt about function programming paradigm by learning of JS rocketed. Irene As a learner: Teachers know everything and should have the answers to everything. It turns out, they might also be learning in the teaching process. Akhil - one misconception I had a while back regarding learning was that I needed to know a lot of math to learn certain topics in other fields. However, that was not the case and I realized that all that I needed to do was be more confident with my current abilities and be more curious. Amanda When first learning to code in R for anlaytics - I never thought i was a coder. I hadn't even heard of the software when it was introduced in my business analytics class. I didn't want to search on the internet for help with coding as this was "cheating' . I quickly learned this was the old way of thinking and that google search was another method of learning.Is Eunice- for a while i thought using a loop to solve repetitive tasks is difficult later after practici i ralized its the easiest way to solve a complex task. -- -- Exercise: Formative Assessments -- -- Any instructional tool that generates feedback that is used in a formative way can be described as “formative assessment.” Based on your previous educational experience (or even this training so far!) what types of formative assessments do you know about? Write your answers in the Etherpad; or go around and have each person in the group name one. This exercise should take about 5 minutes. Matthew - group/plenum discussions, simple questions like these that help show student understanding, group work with opportunity for feedback Wolfgang - quiz, discussion, mentimeter Eduard - quiz questions, polls, mentimeter, exercises Espen - hands, post-it notes, kahoot, stepping forward Cora zoom poll, quiz or survey (mentimeter, slido), small game like bingo or memory, Pål Magnus "reactions" in zoom, conversations with students, annotations in pdf with hypothes.is Ragnhild jokes (laughter), quiz, 5-minute papers with the following plenary discussion, hands up Karl David Wilby - polls, exercises, interactice word clouds Ken - quick class tests Stuart - Homework. Extracurricular activities (sometimes). Kahoot/Slido. This. Rashel- work sheets. Pliccards. Adrian Fabian Nodding/shaking head/puzzeled expressions; asking/polling who's done? Kenneth- survey of the knowledge gained from a chapter, discussion boards of applications of the concept Phillip - kahoot!-quiz, tweedback Heike - menti poll, quizes, exercises Kathy - if it's a hands-on activity, checking in to see if everyone has been able to complete the previous step before moving on (or applying what they just learned to their own idea, and if students are able to do that). Have them discuss their understanding with a partner, and report back together (sometimes they're more likely to say they don't understand if their partner doesn't either - if their partner understands, they can help their friend) Ed - quickfire online quiz, practical exercises Charles David - Ask the learner to re-teach another learner/group about a concept they have just learnt. Irene- online surveys, assessments, Akhil - feedback, questions, and conistent evaluation Amanda - listening to feedback from students - when asking for clarification, written feedback surveys Eunicereactions in online meetings like teams,zoom -- -- Exercise: What Is An Expert? -- -- What is something that you are an expert in? How does your experience when you are acting as an expert differ from when you are not an expert? Matthew - As an expert, I am more confident in my answers, more use of jargon, can identify gaps in knowledge, can be hard to explain simply. As a novice (or thinking I am a novice) I am more likely to ask questions, be open to new knowledge, easily confused or prone to misunderstandings, Wolfgang - as an expert, I feel comfortable, can easily adapt to situations, correct errors, can catch up easily, feel included; as a novice I easily lose the line of thought, have doubts, lack of confidence, difficulty to ask questions/formulate, easily feel excluded Eduard - take things for granted (hard to understand that most people do not have the same knowledge), much quicker and more confident as an expert Espen - I can explain the same topic, challenge, problem in several ways and adjust my pace and angle according to feedback. Very quick to understand what the audience or target struggle with from how they formulate assumptions or questions. I can use several examples, illustrations according to context. Cora To be onest, I have no topic where I feel like an expert. I working less than one year in research data management and still feel not like an experts compared to my collegs which work already couple of years in this field. An Expert has for me experience which you can not find in a textbook, you only get when working several yeras in a field. Pål Magnus I am not expert, but I have some experience with Zotero, and I can see how to solve scholarly problems and learning with this program. That comes from experimenting and reading. As an novice, I dont have the knowledge to apply programs to solve scholarly problems. Ragnhild I can answer questions witout excessive preparations Karl David W - I'm not sure I'm an expert in anything! But when a topic is newer to me, I have an easier time conceptualising it for a learner than when I know more about it. However, sometimes a greater level of experience will enable me to simplify something more effectively. Ken - spatially crossmatching large databases of astronomical objects. Non-expert will attempt to do this trigonometrically - which works for small databases, but will be very, very slow with large ones. Experts will know what tools to use. Stuart - Not quite an expert, but I'm experienced with gradient noise. A novice will treat a noise function as a black box tool with some parameters to change the results. An expert will change the parameters knowing exactly why it changes the results to what they see. An expert will also have a better idea of which noise functions are appropriate in a given context, whilst a novice will have to experiment. Rashel-I have been teaching chemistry for many year. I know the material and know what i an going to do in class. It make my work easy. And i feel relaxed in class. Adrian Fabian Feeling confident, knowing what to do, how to approach smth, also feeling fine when encountering problems VS. feeling lost, having doubts about my approach and my ability to reach my goal Kenneth- as an expert you are always tempted to say that the material is easy, or see the concept map in you mind without drawing one. as a novice it takes time to process the material. Phillip - knowing much about a topic also means to know what you don't mean; so can one ever become an expert? as an expert you often tend to not explain basic terms Heike - when I'm preparing to teach a subject, I tend to ask myself questions about it and try to find out more. However, those are not the questions that students tend to ask. Kathy - fixing flat tires on my bike! My experience now differs from before I was experienced in two main ways: 1. I have the tools to do it (i.e. tire lever, patches, etc), 2. I know all the steps that need to happen and I've done them enough times I don't need to actively think about what to do next Ed - I consult with researchers who are struggling with their data analysis for one reason or another. I try to understand their situation by asking lots of questions then talk them through some possible solutions. I sometimes worry when I am explaining concepts that are familiar to me that I'm telling people things they already know so try to get feedback frequently Charles David Young - friction is reduced! Easy to get into a 'flow' state when working. Irene- Knowledgeble in the area, can interpret expected and unexpected results, know the current trends in the field. Akhil - I find myself to be more relaxed and interactive when I am explaining a topic I consider myself an expert in. It is much easier to tackle questions from the audience and I often tend to have numerous examples when I know the topic well. Amanda - confident in the response and self assured, can be a bit closed minded. Yes I know this. sometimes you get comfortable in the subject and just want to stay with that level of knowledge - eg my goto software is excel or R, not wanting to explore new options Eunice as an expert in bioinformatics analysis, I find it easy to debug my codes unlike before where I would panic when an error is thrown - -- Exercise: Awareness Gaps -- -- * Is there anything you are learning how to do at the moment now? Can you identify something that you still need to think about, but your teacher/supervisor/superior can do without thinking about it? OR * Think about the area of expertise you identified for yourself earlier. What could a potential awareness gap be? Matthew - one problem is the different ways that people understand the terms that I use. They can have a completely different understanding of what I mean when I say "documentation" or "archiving" of data. Wolfgang - I like math and formulas (math background), but need to reformulate and avoid symbols/formulas that I am familiar with; my supervisor is biologist and very quick with experimental methods, feasibility and aware of possibilities, difficulties that are very hard for me to assess Eduard - trying to learn more about metadata standards. So much jargon to swim through first - experts seem to know this very well but it confuses me Espen - Learning Python coming from R. I have a LOT of structures and preconceptions and methods that have to be translated, transformed or straight out scrapped. Is very confusing. Talking to gurus, masters of software development, it is also hard to understand all frameworks and adapting them to my field of data analysis without experience in full-stack development. I have to pick the right tools from a sea of possibilities. Cora I am lacking the basic concepts and wording about programing. Pål Magnus I feel the need to get enough "working memory" so that I can reach "google level" on NVIVO. I like to learn throug examples Ragnhild I am learning R, SQL and Python. I know that I need to take the time to go up these paths. It is not easy to get time for developing skills at the same time as working full time, and doing it all for the family. Even my cat needs care. I need to make some time to stydy more :) Karl David - software testing, I still ned to spend time thinking about every single test I write and dedicate real time to it; I understand the concepts, but the reality of doing it in practice requires more experience to do quickly Ken - learning "ansible" for deploying new servers. Struggling with the order in which things get executed. Also repeatability ("idempotence") issues - executing the same script twice and getting it ignore stuff that it's done already. I'm sure some of my colleagues know almost without thinking how to resolve my issues. Trying to get them to explain in simple terms my incorrect methodology and walk me through the solution. Stuart - Currently improving my knowledge of Gradient Noise, and trying to gain a lower level understanding of the relevant algorithms. A lot of the math is still un-intuitive to me, making some of the algorithms appear confusing and messy. This also makes debugging harder since I can't tell if an error is due to writing incorrect logic or an expected artefact of the math. Rashel-I try to put myse Adrian Fabian Learning a new programming language, colleague has been working in that language for years, syntax is natural for her, while I struggle with basic constructs and need to learn/look up what certain characters even mean Kenneth - Trying to learn some computersional skills like sql and pyton but the codes do not come that easily but my my instructor seem to know it all. Phillip - putting together all the different concepts to explore Lie-Algebras | potential awareness gap: basic understanding of programming etc. Heike - terminology is a frequent problem Kathy - learning how to speak Spanish. I need to pause and think about how to conjugate verbs, which words to use, etc., whereas a teacher (or anyone fluent!) does those things automatically without thinking Ed- novice in many things! Some current examples: high-performance computing, database administration, Django Charles David - teaching my kids how to read! My awareness of phonics and graphemes is so ingrained that it is hard to somethings work out how to teach these rules to my kids. Irene- I'm currently learning bioinformatics and analysis of genomic data using R. While I have problems writing arguments in a function, I find it fascinating when my trainers build complex arguments. Akhil - I am learning SQL and there seems to be a lot of prior database stuff that I need to catch up on to really get to where I want to be with regards to using SQL. I go about this by familiarizing myself with database concepts whenever I have some free time. Amanda Learning how to live code in a workshop, building the different functionalities and arguments, and then explaining the correct order / function of the code when reading nested functions. I still try to read from left to right not inside out Eunicewhenever I make a perfect presentation and present it to my supervisor, he always identify mastakes that i had not thought they could be actually mastakes Back from break? Let us know by sharing something you have on your desk or typing "back" next to your name. Matthew - postcard Wolfgang- board game "the crew" Eduard - audio interface Espen - cameras Cora back, pencils Pål MagnusMango Ragnhild Hi Karl David - an arduino! Ken - a mini deck chair for my phone! Stuart - More Rubik's cubes than can be considered reasonable. Rashel - I am here. Adrian Fabian water bottle Kenneth - back Phillip - Bulbasaur vinyl figure Heike - tea Kathy - an apple Ed - record player Charles David - lego firefighter car Irene Akhil back Amanda yes im here Eunice Aleks - Carpentries "programming/debugging" dug -- -- Exercise: Test Your Working Memory -- -- This website implements a short test of working memory. https://miku.github.io/activememory/ What was your score? If you are comfortable, share your answer in the Etherpad. Matthew - 5, 6 on the second try, too fast, not enough time to chunk... Wolfgang - 5 first try | 7 second try Eduard - only 6 :( - no improvement, it goes to fast to remember or make chunks Espen - 5-9 (choose those company smiles yeah). "present company president shoot outside opportunity" - so six word story Cora 6, second time 5 (for me it depends on the word you get, first time a could build a better model) Pål Magnus3 , 3, now improvement :-( Ragnhild a bit better but still frustrated Karl David- 4 -> 6 Ken 4,5 - no improvement for me! Too fast to think about how to relate th words Stuart - 4, first try | 6, second try | words go too fast for me to organise them for chunking Rashel-6 - try you to do it one more time. Adrian Fabian 6, 5 (was switching strategies while looking at the words) Kenneth- 6, 6 Phillip - 7 | 8 Heike - 7 -> 10 Kathy - 5 | 9 second try (at some point I stopped looking at the new words and just tried not to forget the ones I'd already tried to memorize. I also made the page take up the full screen so wouldn't be distracted by movement on here) Ed - max score: six, not really able to chunk effectively on the fly!* Charles David - 7 :( Irene- 4, 8 after applying the chunking concept Akhil Amanda 3 and then 2 Woo hoo 6 Eunice6-goodness! it got worse *Lunch Break *Day 1 - afternoon Back from break? Let us know by sharing something you had for breakfast/lunch or typing "back" next to your name. Matthew - back Wolfgang back Eduard - back, sorry for being late! Had some troubles connecting again Espen - falafel Cora back, Pizza Pål MagnusSalad and vegetables Ragnhild i had salad and turkey Karl David beans on toast! Ken - pizza & chips! Stuart - Hot chocolate Rashel Adrian Fabian pasta Kenneth Phillip - Hotdogs Heike - noodles Kathy - a muffin and more tea (not lunchtime over here yet! :) Ed - two sandwiches and a hot cross bun Charles David - boring sandwich Irene Akhil - Sandwich Amanda - I'm back, just a coffee its midnight here Eunice am back Aleks - houmous, cheese, rye bread Jannetta - tomato soup and bread Think about some task you did this week that uses one or more of the skills we teach, (e.g. wrote a function, bulk downloaded data, built a plot in R, forked a repo) and explain how you would use it (or a simplified version of it) as an exercise or example in class. Pair up with your neighbor and decide where this exercise fits on a graph of ‘short/long time to master’ and ‘low/high usefulness’. In the class Etherpad, share the task and where it fits on the graph. As a group, we will discuss how these relate back to our ‘teach most immediately useful first’ approach. This exercise should take about 10 minutes. Eunice and Amanda: Monitoring the heat curing of prestressed precast bridge beams - extracting csv files for each of the different sensors, reading them into R, combining the files based on date and time stamp into a single file, writing that file to a common folder for the Engineers to plot and evaluate. Previously this took approx 3 hours, the R code has it complete in 5-10 minutes. High usefulness and short time to master. Matthew and Kenneth - importing a csv file into a spreadsheet - short time to master, high usefulness; Ed & Espen: Git - rolling back to previous commit. 3/4 to the right: fairly difficult to master for someone new to Git, but then again a necessary or very useful skill to learn so quite high up. Buildup: explaining the concepts of commit history and then the actual syntax of getting to your previous commit. David & Phillip: writting functions, top right of graph, long time to master but extermely useful. spreadsheets, top left David & Wolfgang: publishing a basic github pages site, teaches about hosting code/files on github, but produces something tangible and fun fairly quickly - short time to master, relatively high usefulness but high enjoyment! I have recently used Rhiny (web-app) to easily adpat figures/visualizations, it can show and motivate students to understand where to go and waht is possible even though the details take time to implement. Stuart Lewis & Pål Lykkja Had a question where a collegua asked how to take one list of references minus another list of references in Zotero. It was very useful and easy when we found out. I've written an implementation of Perlin Noise using shaders. When treated as a 'black box' function it is fairly intuitive and easy to use (I would place this at the top left of the graph), but when trying to optimise you own implementation there is a lot of heavy math making it difficult and complex (placing it closer to the bottom right). Ken & Akhil - working on a task to deploy software we've written on a new cloud infrastructure - long-ish time to master / low immediate usefulness, but long term very useful. Working on a data analytics project that attempts to find the application of AI in Art. The particular project that I am working on right now is to try to predict the artist for a given painting using Machine Learning. Short time to master and medium term usefulness. Rashel and Eduard - writing a paper in R Markdown, quite some time to master, but super useful. Using commands in Linux, long time to master but very useful. Cora & Ragnhild S: data managment: CSV File , Excel file and one file from SPSS and students have to open this files in R, this task gives a feeling of mastery, once it is completed by the student Heike & Fabian: Writing a simple unit test for some method (e.g. trim whitespace, split), useful as guidance to know when you're done (vs. full Test-Driven Development with high time to master) Kathy and Mkavi: time to master depends on the background you have (for example, Mkavi conducts phylogenetic analysis, which for me would take years to master! But for someone like Mkavi, who is in the field and has relevant background/experience, so she will be able to learn more quickly). Our other example was making a chart in javascript, which could be very challenging, but if we give students a simple dataset and closed environment, they could create a chart with minimal instruction. -- -- Exercise: Brainstorming Motivational Impacts -- -- Think back to courses you have taken in the past and consider things that an instructor has said or done that you found either motivating or demotivating. Try to think of one example in each case, and share your example under the appropriate heading in the Etherpad. This exercise should take about 5 minutes. Motivating experiences * encouraging mistakes, using them as learning opportunities * Although this is a challenging concept, I think you can do it * showing the relevance of a topic to daily life * helping to make use of new things * Visually encouraging output from exercises, e.g. visualisations * showing postive learning examples * you can learn everything * the more you practise, the more you will understant the concepts- This was absolutely true! * Much use of analogies. Use of humour! * giving a structure, letting the students know what to expect * Tutoring a colleague and having him say: "Well, I am not as confused as I was" * i like it when i have to prepare for a carpentry course by downloading the software to different types of computers. The instructor has made a site with elements that we are to use to prepare for the course. * Programming execises with increasing complexity, building interesting things that seemed like magic before * I like it when getting a good introduction to why and how * Fast route to a tangible outcome * Relating to our experiences (for example, when a student left homework at home "oh no! I've done that before!" Instead of a lecture on being organized) * The course and content was immediately applicable to projects I was currently working on. I engaged in examples that I knew were going to make me more productive. * Being able to see the result of the new skill learned very quickly - practical vs theoretical * realting to real lif * you are real programmer now! my teacher in my first programming class after writting my first scrip! hello world. I dint know much by then but he motivated me with the phrase * My supervisor for my research was very encouraging. Even when I didn't understood the concept on how to run a particular code, he was not discouraged, but helped me out. * I like it when giving very easy examples that is easy to replicate after the lessons, without very hard work Demotivating experiences * first thing the prof said in a pedagogy lecture: nothing of this will ever be usefull in real life * instructor has gone too quickly through the material and did not seek engagement or feedback. I got left behind and just gave up. * I feel demotivated when my institution makes it bureaucratic or even impossible to download software on my own. When my computer runs slow or when i lack the equipment required for doing progress in learning R, Python or SQL * skipping over large parts of the material because timing was not considered ("have a look at these 20 slides afterwards") * workshop required people to download and install python. Only one person had done this. The instructor made the decision to progress with the workshop and having the students just watch on. Instead of taking the time to show them how to install the software. * porf that at the beging oft the semester: "most of you want past the exam * using a lot of jargon early on in a workshop without explanation * not understanding technical terms and not knowing where to go for explanations * exercises that could not be solved in the breakout session. * saying this is "trivial" or "easy to see", when it is definitely not +1 * "Maybe you are just not cut out for this course" * not havin appropriate material, using only one way of communication (e.g. no visuals) * "obviously.." * .The instructor went too fast when showing us how to use a particular instrument to Wdo measurement * Unreadable slides - either pixelated or use of tiny fonts. * When trying to get feedback on my work, showing off their own related work instead of answering my questions * Can't hear the speaker or easily understand them. After asking for clarification or volume changes, then goes on to ignore the problem. * "Some of you like to be spoon-fed"- When what he was teaching was really challenging and difficult to understand * Deliberate leaving of blanks in slides and telling us to go & fill them in ourselves. (Justification was to encourage attentance of lecture.) * Asking further questions only to get the response "I don't know" without followup. Kind of defeats the purpose of a lesson if they only teach things you know (mainly an issue for compulsory things like school). * I think it is a problem when it goes very fast * When you feel the instructor does not believe in the usefuleness/relevance of what's being taught * Seeing other students who are demotivated/disinterested. -- -- Exercise: Helping Learners Learn From Mistakes -- -- A learner at your workshop asks for your help with an exercise and shows you their attempt at solving it. You see they’ve made an error that shows they misunderstand something fundamental about the lesson (for example, in the shell lesson, they forgot to put a space between ls and the name of the directory they are looking at). What would you say to the learner? In the Etherpad, describe the error your learner has made and how you would respond. This exercise should take about 5 minutes. Matthew - in the case of a fundamental error, I might ask them to go back and show me how they understood the assignment and ask some guiding questions about the course material - depending on how fundamental the error actually is Wolfgang - first ask to read the error they get carefully, for instance "this is not a directory", then try to disenstangle, try to help by explaing the command and how they can find out the usage themselves, for instance by "ls --help" etc. Eduard - first: ask them what the error message is, from there try to break down what needs to be done to fix the error. Next, ask if they can check if there might be a typo. Encourage them by pointing out that the majority of coding errors are small typos. If they cannot see it themselves, ask the other participants to find the problem. Espen - in your example, a factual error, I would point it out. "ls is a command and needs to be separated from any arguments by a space". In case of a fundamental error, which makes all subsequent material crumble, there would need to be a reckoning, a serious conversation where we must discuss those fundamentals. The earth is not flat. Cora showing a spreadsheet table with not good formating (missing values, not exlpanied abbreviations etc....), not directing pointing out the errors but showing a good example and explaing some spreadsheet rules Pål Magnus I would use the opportunity to teach about general rules about writing in the shell, and thank the student for the opportunity to show how important it is. Its a great opportunity to have a good tone. Ragnhild I would first point out what the learner did right, then proceed to suggest a solution to the wrong issue. Karl David - find out whether they are understanding the structure of commands and arguments, this could just be a typo, or could be a misunderstanding, this might be an opportunity to correct a broken mental model Ken - Learner has concatenated a command & parameter and misunderstood that commands and parameters need to be separated by a space. "OK you remember what we learned earlier about this. What you've written is almost right - let's see how we can fix it" Stuart - "You appear to have put a space in your filename. The computer will usually interpret this as an attempt to reference another parameter, rather than a continuation of the name. To work with spaces in filenames you should prefix each space with a backslash so the program knows you're still talking about the filename." (what is the error | why is it an error | what is the solution). Rashel- I will explain to the learner, the mistake. And explain how to correct it. And will let him do the correction. So that when it occurs again he can fix it and help some one else. Adrian Fabian I'd try to reiterate the concept that they seem to have gotten wrong, like: 'the command you're running is called 'ls', and the thing after it is the directory you want to list, so these need to be separated by a space' Kenneth - I will explain the concept to the learner again and check if they understood it and ask them to check their solution and see if they can fine the error they had made. If they cannot find the error then I will point out the error to them. Phillip - taking them back to previous examples and let them compare to their solution so that they can get an insight Heike - going back to repeat the concept, "how does ls work..." and asking them to look at their example and compare, so they can figure it out themself Kathy - "you did everything right, except for one small mistake! Between the ls and the name of your directory, you need to put a space. The ls is shorthand for `list` and by putting the name of the directory (`sampleDirectory`) after it, you are telling your computer to "list the contents of sampleDirectory". Ed - show them where to look for help on that particular command, and how to understand what they are reading in the docs. Steer them towards figuring out what the problem is themselves Charles David - Explain that the shell takes a command followed by a list of arguments. The *computer* isn't smart enough to distinguish between them so you need to help by giving a space between them. Irene- I will give an example of when I made a similar mistake, to make them understand no one is perfect and life is a learning process. We will run the code with and without the error just to point out where the student went wrong and how it is important to avoid the same mistake. Akhil - I would indicate that the overall solution to the problem is right and that their error is simply because of a minor syntax issue and then proceed to show them the right syntax. The goal would be to help them solve the problem but show that they got the concept right Amanda I encourage the learners to run the code, and learn to decipher what the error message is saying. It could be something simple like the library in R hasn't been loaded, or there is a typo, a hyphen instead of an underscore. incorrect names in the variables are another common mistake. Note that I haven't got any experience in the shell training. EuniceI woul tell the learner "dont panic,its just a syntax error" and then explain why error occured -- -- Exercise: Choosing our Praises -- -- Since we are so used to being praised for our performance, it can be challenging to change the way we praise our learners. Which of these examples of praise do you think are based on performance, effort, or improvement? * That’s exactly how you do it – you haven’t gotten it right yet, but you’ve tried two different strategies to solve that problem. Keep it up! * You’re getting to be really good at that. See how it pays to keep at it? * Wow, you did that perfectly without any help. Have you thought about taking more computing classes? * That was a hard problem. You didn’t get the right answer, but look at what you learned trying to solve it! * Look at that - you’re a natural! This exercise should take about 5 minutes. Matthew - effort/improvement, performance, performance, effort, performance Wolfgang - effort/improvement/performance/effort/performance Eduard - 1 effort - 2 improvement/performance - 3 performance 4 - effort 5 - performance Espen - effort, improvement, performance, akward (effort), praising inborn abilities (performance)? Cora - effort, improvement, performance, improvement, performance Pål Magnus 1 effort, 2 improvement, Ragnhild 1) effort 2) performance 3) improvement 4) effort again 5) performance Karl David - effort, improvement, performance, effort, performance Ken - effort, improvement, performance, effort, improvement/performance Stuart - 1. Effort | 2. Improvement | 3. Performance | 4. Improvement | 5. Performance Rashel- Adrian Fabian effort, effort, performance, effort, performance KennethImprovement, performance, performance, effort Phillip - effort, performance, performance, effort, performance Heike - effort, improvement, performance, Kathy - effort, improvement, performance, effort, performance Ed - 1, 2, and 4 are about growth; 3 and 5 are about talent Charles David performance 3&5 , effort 1, improvement 2&4 Irene- Effort, effort, improvement, effort, effort/improvement Akhil Amanda 1. Improvement/effort 2.Improvement 3. Performance 4. Effort 5. Performance Eunice1 and 2 are about growth Back from Break? Let us know by sharing something interesting|random about your work setup? Or typing “back” if you prefer. Matthew - back Wolfgang Eduard - back Espen - back Cora back i have earphones were I can walk through the apartment while listening, thats good when working with kids at home ;). Pål MagnusBack Ragnhild Karl David - I'm using an arduino to build a button that mutes my microphone.. 🎙️ Ken - I'm stranded several hundred miles from home in an attic. Stuart Rashel Adrian Fabian Some keys on my keyboard are red, green, blue, and orange Kenneth- back Phillip - weeeelllll, ... I'm back Heike - back Kathy Ed - back Charles David Irene Akhil - Back Amanda - I am the only female in the company (60-80 people) and have an hour commute each way Eunice Aleks: I am gearing up to go back to the office (again) -- -- Exercise: Why Do You Teach? -- -- We all have a different motivation for teaching, and that is a really good thing! The Carpentries wants instructors with diverse backgrounds because you each bring something unique to our community. What motivates you to teach? Write a short explanation of what motivates you to teach. Save this as part of your teaching philosophy for future reference. Matthew - enjoy helping people learn something new, meeting new people with interesting backgrounds, learning from other participants, have always enjoyed guiding people Wolfgang - enjoy teaching, helping other people to understand, discovering new ways of insight/aspects, feedback from students, sharing eureka moment, develop myself Eduard - preparing and teaching lessons helps me to learn things and to structure my knowledge. I also like to help others to learn something that I find very useful or interesting Espen - I know the enjoyment of getting a grasp of something, to learn something, sparkling with excitement. I also know the pain of having nowhere to go, noone to ask. I believe in sharing knowledge openly and building upon others. I want to help others avoid some pain in learning something I have some knowledge of and to experience the pure joy of using good tools in a creative way. Cora - I get to learn staff deeper when I have to teach it. But also teaching is part of my job description so i have to teach but I am happy most of the times I can choose the teaching topics by myself. Pål MagnusBecause I think the world need much and good science to be safe and prospurous in the future, and now... And because it makes it fun to work ;-) Ragnhild I teach because i want the students to be ahead of where I was when I was at their stage, no matter their prerequisites. I want my mistakes to be useful for the society :) Karl David - to provide researchers with the skills to make their research even better Ken - It's fun to see that learner (and teacher) eureka moment Stuart - It's enjoyable and a satisfying task to succeed at. Rashel- I am back. I am motivated to teach, because I love the subject, and want otherr to learn it also. And also, when certain concepts and principle that i teach, leads to the improvement of people lives. And also improve our community. Adrian Fabian I feel I benefit from others teaching what they know, so I want to (and feel I should) share what I can share Kenneth Phillip - getting new perspectives on topics while preparing lessons; thinking of as easy as possible ways to explain topics Heike - motivating learners to learn new topics and discover new subjects Kathy - I enjoy interacting with and helping people. It takes me a long time to figure out anything tech/computer-oriented, so I enjoy relating to and helping others in the same situation! It also causes me to think through problems starting with the basics, which always improves my understanding of the subject too. Ed Charles David Irene- The joy of transferring/sharing my knowledge Akhil - The more I learn, the more I feel like sharing that with others. It feels satisfying to know I can make someone feel like they learned something new. Amanda - when learning R I complained that there was noone to help me. I had an opportunity to form a student association and now use this platform to help others learn, I enjoy the workshop development process, it helps clarify my own understanding. Creating workshops helps push me to learn new things as well. Learning to speak and teach in front of a group is a really important personal skill. Eunice- I find myself understanding even more when i am sharing with others sharing benefits me -- -- Exercise: Discuss The Carpentries Core Values -- -- * Take a moment to read through the Core Values on this page: https://carpentries.org/values/ * Choose one core value that resonates with you. What is a decision you might make in a workshop that could look different if you were actively considering the core value you chose? 5 minutes. Matthew - Always Learning - I would seek feedback before, during, and after the class from students about course material and other aspects of the course. I would also try to connect with individuals who had interesting experiences or comments during a lesson to learn more and invite them into the community. Wolfgang - value all contributions: people have different backgrounds, getting those different views and insights is very valuable; acknowledge contributions, do not judge Eduard - Always learning - this is a good one but also hard sometimes. I am not always good at receiving feedback. And my experience with teaching and Carpentries is that there will always be conflicting feedback, which makes it hard to incorporate it Espen - Empower One Another. If I emphasized that value, I would like everyone to finish the lesson with some new knowledge built upon a "crowd sourced" solution to a case problem. Cora I have diffculties with that questione and not a good idea. Pål MagnusI like the values because they are based on empathy and fairness, but also that they are optimal for encouraging and nurturing real science. Inclusiveness is super important for good science. There are a lot of differences, and that is very good. Beiing attentive and kind is sharpening the teaching, try to be a servant for each and everyone so that they succeed in learing and have a good time. I like code of conduct because it make it possible to cooperate with every single person in the world with learning as the goal. RagnhildThe nine core values all resonates with me. I find it difficult to choose one... Maybe Community collaboration: The possibbility to invite a wider audience could become a plus for the athmosphere at a University institution like mine. Karl David - "Inclusive of all" - ensuring equal recognition of everyone in a workshop (particularly online) regardless of identity/confidence/participation Ken - Access for all - some colours we use in our slides exclude poeple with colour blindness. Stuart - "Access for all" | We are already seeing improvements in this with online workshops, since people who would be physically unable, or simply too shy, to attend an in person workshop can now attend the online ones. This also enables global teaching at no extra cost to the teachers or students. Rashel - I resonate with core value 1. Transperency, honesty, and fairness will build the learners confident to learn. I will be transperent to the learners that I also struggled, and I made it . They will also make it. Adrian Fabian Value all contributions: when presenting an open-source project, invite participation, not only code, but also opening issues, writing documentation, answering questions on a mailing list etc. Kenneth Phillip - people first. Let learners take the best out of a lesson. Heike - Community Collaboration, it is quite motivating to work with others the collaborative environment should also be inclusive and diverse Kathy - 'Community Collaboration - if we collaborate with and reach out to multiple types of groups of people, this helps strengthen the other values (i.e. reaching out to multiple schools, diverse organizations, etc to get their people involved, that will help with the values of empowering people with multiple identities/expressions, increasing access and diversity). As far as changing what I'm doing in a workshop - this starts before the workshop begins! Make sure I'm advertising the workshop through many avenues and reaching out to organizations that have people that might not normally be in my academic/professional/social circles. Ed - "Always learning" resonates with me. A decision that might look different with this in mind would be on how to respond to feedback, how to do better in future as an instructor and where to steer learners towards more teaching materials that might stretch them further Charles David - people first. Try and engage individually with each person in workshop. Be sure to make a concerted effort to at least learn names. Irene- Value all contributions- All contributions within or without the workshop field/ are of focus are important. Akhil - The one that sticks with me the most is "Inclusive of all": I believe there is absolutely no room for any kind of exclusivity, more so in education and learning. I like how the Carpentries values representation and sticks by it as one of its core features. Amanda - Empower one another - I support and encourage other committee members to learn to be workshop leaders by progressing from helper to leader and developing their own content to share with attendees. Eunice-community collaboration ensures that alot of diversity in learning this will help to spread the mesage to more people -- -- Exercise: What Happens When Accessibility is an Issue? -- -- Think of a time when you have been affected by, or noticed someone else being affected by barriers to accessibility. This may have been at a conference you attended where the elevator was out of service, or maybe a class you were taking relied on audio delivery of content. Describe what happened, how it impacted your (or someone else’s) ability to be involved and what could have been done to provide better accessibility in this case. This exercise should take about 5 minutes. Exercise done as a group discussion. UDL: The UDL Guidelines (cast.org) https://udlguidelines.cast.org/ -- -- Exercise: Activity: Applying Universal Design in Your Teaching -- -- Consider some of the teaching tools and strategies we have discussed so far in this workshop, or others you have observed in your experience. How do these meet UDL goals of providing multiple options for learners? Consider multiple ways for learners to: * receive information * engage with you, the material, and other learners * share what they have learned This exercise should take about 10 minutes. Matthew - live coding strategies provide both visual and audio (since the instructor must also state exactly what they are writing) ways of receiving information, class exercises provide opportunities for learners to engage with the material and potentially work with others, etherpad is a great way to engage non-verbally in discussions, identifying expert knowledge gaps improves learners ability to engage with me since the content should be more accessible to novices, the presence of helpers makes learners more comfortable for asking for help and keeping up with the rest of the class Wolfgang - teach slow, do not rush; try to convey information by multiple channels, speaking, writing and visualization; use live coding techniques and demonstrations, use etherpads to engage people, use appropriate feedback tools (Fromative assessment, surveys etc.) Eduard - combine channels (visual, text, hyperlinks etc) Espen - live coding AND etherpad AND lesson web page all saying the same things, but with the freedom of filling in and elaborating. Frequent feedback loops engages the student and can be used to adjust tempo or content. Be conscious about where one stands, background, light. Cora proivde information on different chanels slides in a cloud, teaching platform, etherpad, provide contact for further questiones on different ways via e-mail, telephone, personal-chat Pål MagnusI always encourage people to take personal contact or meeting on video if they want to learn more, or need help with something. I encourage people to work together and meet me in small groups on video or in person. I adjust the number of concepts to how fast people can grasp it, and give much attention to the people that struggle. Ragnhild ask participants under the way wether they follow the pace. Ask wether the students see colours, in order to adapt the sticky notes technique. Ask students wether they are comfortable sharing theis experiences in plenary sessions. Introverted attendants might find it scary to be asked for participation. Karl David - being aware of cognitive load can be especially important when considering learners with hidden disabilities such as chronic fatigue or similar, by breaking down the load of concepts delivered into manageable chunks, this can help everyone and be more accessible to those that particularly need it. Ken Busy slide backgrounds can make them unreadable to some people. Have slide notes along with slides. Provide feedback tools (e.g. google docs or etherpad!) with URLs. Stuart - Have supporting text to allow people to read something in case they missed what was said (should be simplified to reduce noise, but still clear enough for a general understanding). Support a variety of methods for people to communicate/ask questions, including anonymous quesion boards for the shy, and public chats for students to help each other on. Rashel - I use different means to deliver the materials. I give them recorded videos to study after the class. I active learninig also is encouraged. Adrian Fabian Live coding probably requires some attention to actually provide multiple options to get the content, seems to rely a lot on vision, instructors should probably verbally explain in detail what they are doing? Fill-in-the-blanks and similar guided practice tools should work with screen readers? Kenneth- I try to include activities, videos and sketches with lecture to have the learner view the material from different angles. Phillip - live coding: audio-visual access to programming; group discussions on a subject to share the learnt and help others understand; playful access via kahoot! to engage Heike - provide additional notes, encourage engagement and take care of those who don't engage much, maybe with extra motivation incase they cannot follow try to find out why and provide support. Use multiple communication channels Kathy - the way you structure these response prompts is a good example. You state the instructions verbally, and then copy the text here in case we can't remember the specifics or couldn't hear it clearly. You also provide the relevant information on the current slide and/or linked to her, so we can refer back to it! It also gives us a chance to slow down and re-think the topics that were just explained to us, which allows us to think of how to apply these strategies to our own teaching and makes us more likely to remember this content in the future. Ed - the balance between listening to instructors and reading (on the etherpad or from urls pasted in the chat) I think is a good way to offer multiple ways to engage with the material, and with other learners. It has been great to read everyone's thoughts on here, and more efficient than taking it in turns to speak individually on any topic ++ Charles David - transcripts from video workshops (not perfect but helpful). Having multiple means to ask questions (text, speech ..) Irene Akhil Amanda - size, colour and font of the slides used in lessons, hosting real time zoom classes - to have engagement with trainer and other participants (not just prerecorded lectures) subtitles to assist with different acents and audio issues. Preparing different materials - slides that are direct copies of text books are not really helpful, its duplication of the same information. Links to additional resources, sometime stack overflow has old and redundant code that is no longer supported, which is frustrating for a learner. Eunice-live coding will always encourage the participants to be attentive to avoid being lost unlike those workshop that requires to listen only Contributions to this page may be made on GitHub (click the “improve this page” link at the top), though our #accessibility channel on The Carpentries Slack, or by emailing team@carpentries.org. Back from Break? Let us know by sharing something interesting|random about your work setup? Or typing "back" if you prefer. Matthew - back Wolfgang - back Eduard - back Espen - back. Second home office is in the guest room/library/TV room Cora back. I am at the guest / hobby room Pål Magnus Ragnhild Karl David back Ken Stuart - I happen to exist congrats ;) completely random, I'm sure?:-) Rashel- I am back Adrian Fabian back Kenneth I am here Phillip - back Heike - back Kathy - I can take food out of the fridge, stir pots on the stove, and take things out of the oven... without getting up from my desk! Ed - back Charles David- back Irene Akhil back Amanda - Im back Eunice Aleks - I now work in the living room, but have been in the kitchen and my daughter's bedroom too -- -- Exercise: Giving Feedback -- -- We will start by observing some examples of teaching and providing some feedback. Watch this example teaching video as a group and then give feedback on it. https://www.youtube.com/watch?v=-ApVt04rB4U Put your feedback in the Etherpad. Organize your feedback along two axes: positive vs. opportunities for growth (sometimes called “negative”) and content (what was said) vs. presentation (how it was said). Note: there is a version of this video with subtitles in both Spanish and English here: https://www.youtube.com/watch?v=jxgMVwQamO0 This exercise should take about 10 minutes. Positive - Content * Admitting errors * The content was what was needed. The instructor acknowledge, and apologies when he made an error * It is about a confined subject matter - functions * Good timekeeping (maybe a bit too good ;) lol, true * Seems comfortable with the subject he's teaching * Taking like feedback * If it was an intermediate python course then the content was pitched at the correct level. * Maybe the audience like this type of teaching * the example discussed seemed to be relevant, though it is hard to judge - Presentation * Occasionally, reading out exactly what he was typing (not always!) * live coding +1 * There is a screen * asked for questions at the end of the teaching block * I think the size of the letters and numbers is too small for visual impairment people * Not stuffy or pretentious * The presesentation was not good. Poor screen. Interruption occured. It was had to follow the lesson. Growth/improvement opportunities - Content * Should try to omit some of the more advanced concepts (no real need to talk about lexical binding or how a function is an object when talking about the basics) * Lots of 'simply', 'obviously' * 'even Excel users can do this' :( * Don't worry, this is what you'd expect * "let's do something very simple, which of course is polymorphic" * Not very growth focused * use of jargon should be reduced * the instructor was a little too flippant about ease of examples * Perhaps begin by explaining how to open the terminal/initiate Python for people who want to follow along - Presentation * Small text of live coding * Seemed distracted, answering the phone, over use of hands was distracting for the students, * Code of conduct rules to treat everyone with respect and use manners - he was quite disrespectful to the student at the commencement of the lesson * seemed very hurried * larger font should be used * white on black might stand out better in the terminal (and of course bigger fonts) * Glossed over many important concepts * Talking too fast for someone unfamiliar with the topic to keep up * not using full screen, cut at side, text color/size * text too small on screen * more joy is needed here! * dark room, turning his back, looking a phone, demeaning the audience, aggressive, illegible screen * remove distractions, leave mobile in your bag * question from the audience was answered very quickly, was not taking as a learning opportunity but as an annoying distraction * should show more respect to students by not showing anger or frustration * should slow down and explain step by step what he is doing * "Any questions" * Avoid saying "even Excel users can understand that" and putting people down for using specific tools * Not trying to spark enthusiasm for subject * Only one approach for communicating information * use a pointer or sth else to show/highlight * Using telephone in the lecture is not good * Pausing before seeing the answers would be great for us to think of what the solution would be first Type 'back' next to your name when you are finished: Matthew- back Wolfgang- back Eduard - back Espen - back. I like strong colours, but red was a bit too lighthouse I like you knew colour although the previous one was standing out nicely! :=) Cora - back Pål Magnus-back Ragnhild Positive: The teacher shows clear expectations, when telling the students we are starting. Negative: I think he could physically be more present and walk down to the students, but if the microphone is located at one place, this might be difficoult Karl David back Ken - back *Stuart - 'front' Rashel- back Adrian Fabian back Kenneth Phillip - back Heike - Kathy - back Ed - back Charles David Irene Akhil back Amanda Eunice *Sharing Feedback The prep time for this exercise is intentionally short – the point is to practice giving and receiving feedback, not to create a perfect presentation. Imperfect presentations will give you more to work with! Distributed trainings: 1. Split into groups of three. 2. Individually, spend 5 minutes preparing a 90-second introduction to the topic of the lesson episode you chose before the start of the training course. You will not be live coding. 3. Get together with your group and have one person teach their segment to the group. Keep a strict time limit of 90 seconds per person (one person should be responsible for the timekeeping). 4. After the first person has finished teaching, share feedback. The person who performed should start by offering feedback on themselves. The timekeeper should help to keep feedback to about 5 minutes per person to ensure everyone has time to perform and discuss. 5. Rotate roles and repeat steps 3 & 4 6. 7. Return to the main group and briefly summarize the feedback you received in the Etherpad. Your Trainer will split the group into virtual break-out rooms. Follow the instructions above but do not record each other. Instead, give each person feedback immediately after they finish their turn teaching. Trainings where trainees are co-located: 1. Split into groups of three. 2. Individually, spend 5 minutes preparing a 90-second introduction to the topic of the lesson episode you chose before the start of the training course. You will not be live coding; you can use a whiteboard or other visual aids if available (but this is not required!). 3. Get together with your group and have each person teach their segment to the group, while one person records this (video and audio) using a cell phone or some other handheld device. Keep a strict time limit of 90 seconds per person (one person should be responsible for the timekeeping). 4. After the first person finishes, rotate roles (they become the videographer, the audience becomes the instructor, the person who was recording becomes the audience) and then rotate roles again. 5. After everyone in the group of three has finished teaching, watch the videos as a group. Everyone gives feedback on all three videos, i.e., people give feedback on themselves as well as on others. Keep an eye on the time during feedback, especially if your group has more than 3 people, to be sure to leave time for everyone. 6. After everyone has given feedback on all of the videos, return to the main group and put everyone’s feedback about you into the Etherpad. This exercise should take about 25 minutes. *Using Feedback Look back at the feedback you received on your teaching. How do you feel about this feedback? Is it fair and reasonable? Do you agree with it? Identify at least one specific change you will make to your teaching based on this feedback. Describe your change in the Etherpad. This exercise should take about 5 minutes. Hopefully you were able to identify at least one helpful comment in the feedback you received and are able to use it to start (or continue) the process of improving your teaching. Remember, teaching is a skill that is learned. If you notice yourself feeling hurt or threatened by the feedback you got, or rejecting it as unfair or wrong, pause and try to consider the feedback from a growth mindset - that through practice and feedback, your skills are going to improve. By strengthening your growth mindset with respect to teaching, you can transform getting feedback from an unpleasant experience to a richly rewarding one. You will have more opportunities to practice teaching and to get and give feedback tomorrow. Matthew - Wolfgang Eduard - got good feedback > I will try to actively do the things in real teaching that I did right in this snippet Espen - no time for me to hold presentation. We used quality time on discussing the first two lessons. :) Cora Pål Magnus Ragnhild Karl David - don't read from my notes and show the learners the top of my head :) Ken Stuart - Prepare a proper introduction (don't jump straight to the content) and avoid using excess jargon without suitable definitions. Rashel Adrian Fabian Kenneth Phillip Heike Kathy Ed Charles David Irene Akhil Amanda Eunice *Homework for tomorrow https://carpentries.github.io/instructor-training/12-homework/index.html *Your questions about about organising and running workshops, or the Carpentries in general - we will answer all questions tomorrow * How to organize a self organized instructor workshop? * If there is interest in a carpentries workshop, what needs to be organized? * What kind of fees are charged for the workshops? * Is there something like a max size/length for official lessons? e.g. when contributing (optional) episodes to an existing lesson * Can you modify the lessons, or do they always have to be officially approved? * Is teaching carpentries workshops always on an honorary basis? * * *