* 1Welcome to The Carpentries Etherpad! * This pad is synchronized as you type, so that everyone viewing this page sees the same text. This allows you to collaborate seamlessly on documents. * Use of this service is restricted to members of The Carpentries community; this is not for general purpose use (for that, try etherpad.wikimedia.org). * 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/ _____________________________________________________________________________ *Welcome to The Carpentries Instructor Training! *Sign in: Name (Pronouns), Institution, Email & Twitter (optional) Please sign in so we can record your attendance. * Breeshey Roskams-Hieter (She/Her), University of Edinburgh (Scotland) * Sara Morsy Khalil (She/her, Univeristy of Bradford, skhalil7@bradford.ac.uk, @DrSaraMorsy) * Harithaa Anandakumar (she/her), MDC/Charité, harithaa.anandakumar@charite.de * Alexander Winkler, ULB Sachsen-Anhalt (Halle, Germany), alexander_winkler@posteo.de, @a_winkler3 * Sandra Silva (She/her), University of Lisbon, sandragodinhosilva@tecnico.ulisboa.pt, @SandraGodSilva * Albert Bogdanowicz (he/him) * Branka Franicevic (she/her), University of Bradford, b.franicevic2@bradford.ac.uk * Khushboo Gehi (She/her) * Ravi Kumar Guntu, GFZ German Research Center of Geosciences, Potsdam, ravi.kumar.guntu@gfz-potsdam.de * Novica Nakov, nnovica@gmail.com, @novicanakov * Jens Nieschulze, Georg-August University Goettingen/Germany * Winny Nekesa Akullo (She/her), Public Procurement and Disposal of Public Assets Authority/Uganda, nekesawinny@gmail.com * Alice Belskis (she/her), Penn State University, amb9776@psu.edu * Vincent Guillemot (he/him), Institut Pasteur, Paris, France, vincent.guillemot@pasteur.fr * Hacer Karamese (she/her/hers), University of Iowa, hacer-karamese@uiowa.edu * Désirée Treichler (she/her), University of Oslo, Norway, desiree.treichler@geo.uio.no * Michał Oziębło (he/him), AstraZeneca Pharma Poland * Domingo Salazar (he/him), AstraZeneca, domingo.salazar@astrazeneca.com * * Robin Nandi, Newcastle University, robin.nandi@ncl.ac.uk * * Rafi Ullah, Instructor, Lahore University of Management Sciences (LUMS), Lahore Pakistan, rafiullah@lums.edu.pk * * * * * If you have a moment before we begin and have not yet done so, please fill out the pre-training survey at https://carpentries.typeform.com/to/QVOarK#slug=2022-05-10-ttt-online-GMT You can keep track of the time in your current timezone at https://timeanddate.com/worldclock. *Today's break time(s): 10:25-10:40AM BST 12:30pm break as well * Homework day-1 (with list of lessons): https://carpentries.github.io/instructor-training/12-homework/index.html Also information: https://carpentries.github.io/instructor-training/setup.html ------------------------------------------------------- *Welcome Back -- -- Exercise: Questions -- -- Yesterday we asked you to read some resources about the logistics of teaching and running Carpentries workshops. Please add your questions about logistics and preparation to the Etherpad. We will answer these questions in the Etherpad during your work time and will return to this list later today. This activity should take about 5 minutes. What times are we doing the live coding sections and what is the structure for that? How close are we expected to stick to the lessons? E.g. can there be (a very limited) additional/related commands be shown or separately be introduced (for instance I noticed that the $ was "introduced" on the fly in the intro R session and would have expected to have it covered "explicitly")? What if more tailor-made curricula are needed? Is it possible to create them from scratch within the Carpentries framework?+1 How common is it that instructors travel to do workshops elsewhere? +1 Is there a certain policy to customize (e.g., changing the dataset, adding/removing subsections) the content of the suggested trainings? What's the best way to get started/involved in teaching? +1 Could you please explain to us what do we need to do to gain instructor certification and the timeline of tasks, please. Thank you Is it possible to host regular carpentry sessions at an institution (museum, library)? ------------------------------------------------------- *Checkout Process https://carpentries.github.io/instructor-training/14-checkout/index.html Questions: * What do I need to do to finish certifying as a Carpentries Instructor? Objectives: * Describe the final steps required to qualify as an Instructor. * Schedule your community discussion session. Eligible Repositories * any Data Carpentry (https://datacarpentry.org/lessons/), Library Carpentry (https://librarycarpentry.org//lessons/), or Software Carpentry lesson (https://software-carpentry.org/lessons/) * the Carpentries Instructor Curriculum (https://carpentries.github.io/instructor-training) * any community developed lesson (https://github.com/carpentries-incubator/) * our open source, multilingual glossary of data science terms, Glosario (https://github.com/carpentries/glosario/) -- -- Exercise: Be The Expert: Checkout Q & A -- -- In small groups, read and discuss one of the three checkout procedures described on this page: https://carpentries.github.io/instructor-training/checkout/index.html Make notes in the Etherpad: * What points do you think it is most important or helpful for people to remember? * What questions or points of confusion do you have, or think others might have? When you are done, report back to the full group about that stage of the process. This exercise should take about 10 minutes. Room 4 (Guntu, Alice, Novica) -contributions (How do we submit contributions? Are word documents okay?) -https://carpentries.github.io/instructor-training/checkout/index.html#alternatives-to-github -community discussion (Can the demonstration workshop be used as a topic for community discussion? is there a specific topic for each community discussion?) - Teaching demonstration Room1 (Sara, Desiree, Michal)- teaching demonstration are in line with what we will teach (a workshop at our own institution) Preparing an entire lesson is really a lot. It is good and straight forward document, nothing is confusing Room 5 (Breeshey/Winny/Hacer) - important points: time limit, 3 months to complete, sign up for community discussion via etherpad, sign up for teaching demo, PR for a lesson via github to make a contribution or add an issue to the repository, or email your contribution to instructor.training@carpentries.org - points for confusion: determining the scope to which you contribute to an existing lesson (small typo vs. adding a new section to the lesson) ; which repository should we be contributing to? ; when you sign up for community discussions with name/email, will they just email you with the zoom information? Room 6 (Jens/Doming Remember to check the documentation and get things starting soon! Room 7 (Branka/Alexander): - finish the 3 conditions within 90 days - contribution has to be done in a github issue - how to enroll for a community discussion (links in the Etherpad) - teaching demonstration: sign-up for a demo session Room 5 (Robin/Harithaa): - Time-bound (90 days) - Important to - engage in the discussion ; to contribute ; Demo - a good oppportunity to test one's skills Room 3 (Sandra/Albert/Vincent) - You need to know how GitHub works to make a contribution (?) - There is a "pad for pads" : https://pad.carpentries.org/pad-of-pads ! - May 11 + 90 days = Aug 9 (and not october !) - For the teaching demo, you need to prepare the whole **lesson**, an episode of the lesson will be chosen by the Trainer! - who should we report to during checkout? Anne-Claire and Rafi or instructor.training@carpentries.org? -- -- Exercise: Schedule a Discussion or Demo -- -- Visit the discussion Etherpad to sign up for a session: https://pad.carpentries.org/community-discussions If the session you would like to attend is full, contact the discussion host and co-host to ask if you can attend. If you would prefer to do your teaching demonstration before your discussion, visit the demo Etherpad and sign up there: https://pad.carpentries.org/teaching-demos This demo rubric is provided as a guide for Trainers evaluating potential new Instructors during the teaching demonstration. This exercise should take 5 minutes. What does a badge mean? - teaching - voting - bonus modules - sharing Alternative to github: https://carpentries.github.io/instructor-training/checkout/index.html#alternatives-to-github ------------------------------------------------------- * *The Carpentries: How We Operate https://carpentries.github.io/instructor-training/15-carpentries/index.html Questions: * How is The Carpentries organized and run? * What is the difference between SWC, DC, and LC workshops? * How do you run a Carpentries workshop? Objectives: * Get connected with The Carpentries community. * Describe where you can go to get information on running a workshop. A Brief History Global & Local Carpentries communities Image: A very brief history of The Carpentries. A timeline. https://data-lessons.github.io/instructor-training/fig/SWCDChistory.png *Similarities and Differences between The Carpentries Lesson Programs Similarities between Data Carpentry, Library Carpentry, and Software Carpentry workshops include: * a focus on technical skills, * a two-day format taught by volunteer instructors, and * a focus on filling gaps in current training for learners. Image: Three intersecting circles labelled Software Carpentry, Data Carpentry, and Library Carpentry. https://data-lessons.github.io/instructor-training/fig/carpentries-venn-diagram_20200904.svg *What is a Carpentries Workshop? The Rules. Using the Names and Logos https://carpentries.org/workshops/#workshop-core Materials is freely available and reusable. https://carpentries.github.io/instructor-training/LICENSE.html Useful links: The Carpentries Handbook: https://docs.carpentries.org/ includes: * templates and checklists https://docs.carpentries.org/topic_folders/hosts_instructors/index.html * policies https://docs.carpentries.org/topic_folders/policies/index.html * much more! *Lesson Incubation https://github.com/carpentries-incubator/proposals/ *A Culture of Contribution -- -- Exercise: Community Roles -- -- Select one role from the list below that interests you. Using the the descriptions on The Carpentries community website, write 1) a short definition of the role and 2) a question that you have (or that you imagine someone else might have) about the role. Are there roles you would like to see that are not listed? Note that, too! * Executive Council * Mentors * Instructor Trainers * Lesson Developers * Code of Conduct Committee * Instructor Development Committee * Community Facilitators * Maintainers This exercise should take about 5 minutes. https://carpentries.org/community/ • Breeshey Roskams-Hieter - 1) Maintainer - ensures that carpentries lessons stay up-to-date and promotes "growth mindset" pillar of the carpentries. Also allows you to practice collaborating via git. 2) What kind of review process does an update to an existing carpentries lesson undergo? • Sara Morsy Khalil 1)Executive council: Governace and Advocates for the carpentry training 2)Instructor: organize and teach the workshops lesson developers: developing the curriculum For the first: how to join this community to network with other members? • Harithaa Anandakumar Lesson developer - adding parts to either exisiting/actively developed lessons or contribute to entirely new ones ; not super sure how much this is "colloborative" process with others in terms of also actively brainstroming the bigger picture of what is needed in a given lesson. • Alexander Winkler: 1) a maintainer is someone who curates the lesson contents and takes care they be up-to-date, relevant, and effective. 2) when revising a lesson, how can make sure nobody acts in a 'disruptive' way (write everything from scratch), but rather improves what is already there? • Sandra Silva - mentor: 1) someone who actively participates in the community by supporting other instructors - help to organize workshops, answering doubts, and improving confidence levels overall. 2) how can I find a mentor? • Albert Bogdanowicz - Maintainer: 1) keeps the lessons up-to-date, cohesive and makes sure they keep their high quality. 2) how to justify rejecting a pull request, what feedback should be given? • Branka Franicevic Lesson developers Definition of the role - teaching lessons developiing and sharing openly in collaboration across the Carpentries community A question about the role- is the material accredited, if so by which institution? • Khushboo Gehi • Ravi Kumar Guntu-Instructor: Primary component of the carpentery workshop where most of the learners leave feedback. I would like to play a role of instructor and get feedback on my teaching as well as growth for opportunities. • Novica Nakov - Regional Coordinators, represent the Carpentres in a given region. How are regions defined? Is there a process to become a regional coordinator? Ups, i just noticed this role is on the website but not in the list above. • Jens Nieschulze lesson developer: practioners who devise/create training materials and contribute or share their work to/with the carpentries; question what is the invitation process for new lesson development, how to get an invitation? • Winny Nekesa Akullo - Mentor is someone who supports an instructor to gain confidence, technical skills in order to reach their goal.I think it would be great for instructors to be assigned mentors whom they can always consult. Are there mentors that the instructor may consult. • Alice Belskis mentor- someone who supports instructors, can be less experienced (<2 workshops taught), and more experienced (> 3 workshops taught) can lead mentoring groups. Responsible for communicating with mentees regarding workshops, and helping instructors personalize workshops to align w mentee interests. Is this role less time commitment than being an instructor? • Vincent Guillemot - Lesson developpers create new teaching content and make it accessible to the Carpentries community • Hacer Karamese - 1) maintainer- keeps the content up-to-date and relevant and resolves the github issues in a timely manner. 2) what is the minumum time commitment for the role? Are maintainers responsible for specific lessons? • Désirée Treichler Trainers are experienced instructors who want to share their passion for the Carpentries and pedagogy, and train novice instructors. Question: do instructor trainers usually do this as part of their job? Anne/Rafi, do you have to take time off for such trainings, or is this part of your work? • Michał Oziębło Instructor - The Carpentries Instructors are the core of our community. Instructors organise and teach Carpentries workshops to spread data literacy and programmatic skills both locally and globally. • Domingo Salazar Instructor: Instructors organise and teach Carpentries workshops to spread data literacy and programmatic skills both locally and globally. • Robin Nandi - Instructor Trainer: 1) Experienced instructors who teach new instructors to become certified Carpentry Instructors; 2) As an instructor trainer, how much time per week do you spend on training new instructors? Get connected: https://carpentries.org/connect/ ------------------------------------------------------- *BREAK (15 min) --> 10:45 BST ------------------------------------------------------- *Live Coding is a Skill https://carpentries.github.io/instructor-training/17-live/index.html Questions: * Why do we teach programming using participatory live coding? Objectives: * Explain the advantages and limitations of participatory live coding. * Summarize the key dos and do nots of participatory live coding. * Demonstrate participatory live coding. *Why Participatory Live Coding? Exercise: Up and Down List some advantages and challenges of participatory live coding from both a learner’s and an instructor’s point of view in the Etherpad. This discussion should take about 5 minutes. • Breeshey Roskams-Hieter - Up: it allows the audience to follow at a good pace, and helps with letting the concepts sink in as you are doing it real-time. Down: it does take longer, so you have to be selective about the things you want to show in the lesson so that it doesn't drag on too long and you lose peoples focus. • Sara Morsy Khalil As instructor: up: it provides interactive learning experience and increase the engagemnt down: It becomes difficult in terms of timing to go over everyone to check the errors As a learner: UP: I learn more and become more engaged. I only register for these lessons Down: if the setup is not explained before the lesson, it waste the time to do it during the lesson • Harithaa Anandakumar - Up (instructor): forced to go systematically, (learner) gets to see this in real-time and can also witness the instructors making and rectifying/dealing with errors/issues/warnings and thereby normalising this very common every day thing. Down (instructor): Might have to deal with simpler, straight forward set ups and be conscious to not give into everyday routine of doing things a certain way; (learner) - could feel overwhelmed when the instructor's pace is faster • Alexander Winkler: up: you're forced not to skip anything you might consider self-explanatory/obvious, you have to do every step (that's why I prefer online tutorials e.g. on Youtube over written tutorials where sometimes important details are left out); you get a good idea of 'train of thought' of an expert doing something as she/he explains what she/he is doing; you get a feeling of the 'timeline'; sometimes a script evolves in a non-linear manner (you insert some intermediary steps that you then get rid of, e.g. some print statements in a loop that tell you something about the state of your script that would be discarded in the final product); down: it's difficult to adjust your pace to everybody's needs; if somebody faces an issue, you might have to interrupt your lesson or loose one participant • Sandra Silva - up: it's interactive and gives immediate hands-on experience to the learner; down: it can be hard for the teacher if he/she tries to explains concepts while typing at the same time • Albert Bogdanowicz - up: it's plainly visible that something works, it limits the pace of the training and makes it easier to follow; down: unexpected setup differences between instructor's and trainees' environments • Branka Franicevic I have little edxperience/knowledge here, so cannot comment • Khushboo Gehi • Ravi Kumar Guntu-Helps the learner to gain more confidence. • Novica Nakov - up: ability to learn together with the group; down: may seem incompetent if mistakes are made. As a learner: up: see the process of thinking of an experienced person ; down: if the pace is fast maybe you can't follow. • Jens Nieschulze pro: coding comes with typos and enables to show how to get context, it provides a environment where one can react flexibly on comments/questions con: it takes more time to prepare; showing context could be a challenge (incorporting eg websites/visuals illustrating a task) • Winny Nekesa Akullo : Up: its visible and the learners are able to see how it is done. Down: it needs someone who can be able to type fast. Otherwise if you are slow in typing it will take alot of time • Alice Belskis Up- if the instructor paces it correctly, learners can follow along. Down- it can be time consuming to type everything out • Vincent Guillemot - Up: learners "see" how it is done, and maybe do it themselves. Down: It takes a long time. • Hacer Karamese-Up: Learners gets an opportunity to practice or actively code instead of hitting the run button. Down: troubleshooting might be time-consuming depending on the problem. Learners can get lost if they miss important part. More stressful for the instructor. • Désirée Treichler up: slower, time to think (both teacher and learner). down: teacher: easier to make mistakes (and thus more stressful?), student: once you get lost, it's very hard to catch up • Michał Oziębło up: slower pace to follow for students, I think also this way it is easier to remember later what is going on in the code; benefit of real life example how to create code or handle issues; down: it may be time consuming, prons to a lot of questions before the end of an example • Domingo Salazar Up: it is a good way for the students to loose fear by re-typing what the instructor is writing and following along. Down: things never go exactly as planned and the instructor may need to do more advanced things to resolve an issue and that may confuse some students. • Robin Nandi Up: students can follow along in real time; Down: can be slow and people can't go at their own pace -- -- Exercise: Compare and Contrast -- -- Watch this first participatory live coding demo video: https://youtu.be/bXxBeNkKmJE and this second demo video: https://youtu.be/SkPmwe_WjeY as a group and then summarize your feedback on both in the Etherpad. Use the 2x2 rubric for feedback we discussed earlier. In the videos, the bash shell for loop is taught, and it is assumed learners are familiar with how to use a variable, the head command and the content of the basilisk.dat unicorn.dat files. Note: Sometime sounds in the room can be poor. Turning on closed captioning by pressing the cc button will improve the accessibility of these videos. This exercise and discussion should take about 15 minutes. Content * Positive * Constructive Delivery * Positive * Constructive Room 1 (Alex/Robin/Winny/Ravi) -content - positive: expertise of bash - negative: (1) doesn't explain much; (2) assumes everybody knows about lists (of strings) in bash - delivery; talking to his computer; notifications on phone and computer are distracting - positive: (2) standing, interacting with public -negative: explains what he's done only afterwards (1), disturbing notifications (1); sitting (1); +ve: (1) Typing every line helps to replicate easily opportunities for growth (1): Interaction and asking feedback Room 2 (Breeshey/Desiree/Novica) -content - positive: - video 1: clearly knowledgable about the subject, good examples of diff variable names in a for loop, - video 2: same content, was good. - constructive: - video 1: didn't outline what he was going to be discussing. - video 2: did a brief recap of concepts that were preiously mentioned. - delivery - positive: - video 1: fixed his mistake live. - video 2: has a white full screen of the console, addressed red sticky, was standing up (more engaged with the room), explained clearly as he was live coding, spoke each command that he did, clearly explained errors that were made and how to address them/fix them -constructive: - video 1: has a black screen which is not very readable, also the background of the browser content serves as a distraction, went quickly, didn't address red sticky at beginning, didn't speak while typing commands, didn't explain what each portion of the for loop is, didn't go over shorthands like the up arrow, and didn't explain different formats for loop could take, didn't explain what his error was and how to fix it. - video 2: addressed all constructive points of video 1 and ensured that he did them well. He did make a mistake during the live coding, which could be confusing to the audience. Room 3 (Sandra/Sara/Albert) 1st video -content - positive: knowledgeable, - constructive: should explain the mistake he made - delivery - positive: - constructive: should turn off notifications, check understanding 2nd video - content - positive: explained all the steps he was taking - constructive: - delivery - positive: more engaging - constructive: check understanding Room 4 (Vincent, Harithaa, Michal & Domingo) Video # 1 Content * Positive : Good example, explanation * Constructive : put more explanation in between Delivery * Positive : went slow, * Constructive : interact more with the audience (look for red pos-its!) Video # 2 Content * Positive : progression, examples, explanations * Constructive : Delivery * Positive : clear setup, great energy * Constructive : Room 5 (Jens, Alice, Branka) 1st video Positive: corrected typo and aknowledged it, went back to explain what he did, expert knowledge by the look of it; multiple examples explaining the concept of a variable in a sense, the label does not matter Room for improvement: Interact with audience, long pauses while typing, small font size, unmotivated, 2nd video Positive: Slower, more audience interaction, larger font sizes used, talked/walked through the lines wihile coding and also making it more interactive by switching positions, detailed, slow lecture Room for improvement: "trust me", showed interest in his work -- -- Exercise: Practice Teaching -- -- * Split into groups of three. * Assign roles, which will rotate: presenter, timekeeper, note-taker. * Have each group member teach 3 minutes of your chosen lesson episode using live coding. For this exercise, your peers will not “code-along.” Before you begin, briefly describe what you will be teaching and what has been learned previously. Do not record this exercise. * After each person finishes, each group member should share feedback (starting with themselves) using the same 2x2 rubric as yesterday. The timekeeper should keep feedback discussion to about 1 minute per person; this may leave some time at the end for general discussion. The note-taker should record feedback in the Etherpad. * Trade off roles. This exercise should take about 25 minutes. Content * Positive * Constructive Delivery * Positive * Constructive Room 1 Presenter 1: Ravi kumar Guntu Note keeper: Alice Jens: Time keeper Content -positive- made sure font size was okay, and contextualized the organization of the program -constructive- could keep some varaibles in the workspace to explain purpose Delivery -positive- good pacing, -constructive Presenter 2: Jens Time keeper: Alice Note keeper: Guntu Content -positive: Refered to previous carpentery and prepared acordingly -constructive: R interface could be explained Delivery -positive:Pacing is good. -constructive: Presenter 3: Alice Time keeper: Guntu Note keeper: Jens Content -positive: Background is presented and nicely organized, what is the session about, what can be expected to be learned -constructive-Warning messages should be explained Delivery -positive- -constructive-Pacing could be bit slower Room 2 (Branka/Alexander/Albert) Branka: no presentation- no background knowledge Albert: Positive: good singnposting, clear delivery, good timing Room for improvement: little too technical Alexander Positive: clear, showing on the screen steps as you go along, good timing, the use of different colours, good use of three commands, Room for improvement: To go little bit slower, tap completion to pay attention to, little less material to cover would be better Room 3 (Sara/Michal/Robin) Presenter1: Robin Time keeper: Sara Notetaker: Sara Positive: Clear, precise, good examples and mentioning common errors Room for improvement: all good, no comments Presenter2: Sara Time keeper: Michal Notetaker: Robin Positive: interactive session using colab, precise, good examples, simple presentation Room for improvement: all good, no comments Presenter1: Michal Time keeper: Robin Notetaker: Sara Positive: Good, explained the data frame and mentioning the time Room for improvement: all good, no comments Room 4 (Sandra/Novica/Hacer) Presenter 1: Novica Time Keeper: Sandra Note taker: Hacer Delivery Positive: provided brief and clear intro about the content. The learner was able to follow along the conent. Explain how/why certain script was used. Explained the results/output. Constructive: Presenter 2: Sandra Time Keeper: Novica Note Keeper: Hacer Delivery: Positive: Provided brief and clear intro about the objectives of the workshop. Explained why certain command is used while coding and explained the output. Presenter 3: Hacer Time Keeper: Novica Note Keeper: Sandra Derlivery: Positive: Easy to follow along, explained the basic setup commands (create directory, ex) Constructive: for the checkout process, work with a carpentries' lesson; avoid copy and paste Room 5 (Harithaa, Vincent, and Winny) Presenter: Harithaa Time Keeper: Vincent Note Taker: Winny Content: * Positive - Very clear * Constructive - less recap (in this setting) Delivery: * Positive - Clear, Knowledgable, provided a step up process, impro * Constructive - lesser re-cap, slower pace Presenter:Vincent Time Keeper: Winny Note Taker : Harithaa Content: * Positive - Clear,Transition from powerpoint to R, held attention * Constructive - definition of R Delivery * Positive * Constructive Presenter: Winny Time keeper: Harithaa Note Taker: Vincent Content : * Constructive: software Delivery * Positive - Clear, Calm * Constructive - Need to choose another software Room 6 (Breeshey, Domingo, Désirée) Presenter Désirée: Time Keeper: Breeshey Note Keeper: Domingo Content: - positive: gave a good introduction to how to get started with Git. - constructive: Delivery - positive:Very clear and explained very well. - constructive: There was an issue with the communciation because text took sometime to appear in the screen due to a slow internet connection: this is something that we should all take into account. Presenter: Breeshey Time keeper: Breeshey Note keeper: Désirée Content: positive: clearly basic commands constructive: starting with ls -F is less easy to understand as ls only. But that's probably the lesson content. Delivery: positive: explaining very clearly. Font/contrast was clearly readable. Engaged and audible voice. constructive: compared to us non-natives, you went through the material faster (just because you don't have to look for words?) - if you gave a workshop for non-natives, you could slow down even more to make sure people not proficient in English can follow. Prompt: it would be an advantage to have a shorter preamble/the part that comes before the $ sign on the prompt, that would make it easier for people to read the commands. Presenter: Domingo Time keeper: Désirée Note taker: Breeshey Content: - positive: covered important concepts like root directories and difference between forward and backward slash - constructive: potentially add a diagram to show directory structure and definition of "root" directory Delivery: - positive: took a good pace, and was very clear in communicating as he was typing. Did great at answering questions for different slashes in PC versus Linux. - constructive: use more visual aids for directory structure, using different words for root directory could be confusing to first-time users ------------------------------------------------------- *Preparing to Teach https://carpentries.github.io/instructor-training/18-preparation/index.html Questions: * How should I prepare to teach? Objectives: * Critically analyze a learning objective for your workshop. * Identify checkpoints in a lesson for formative assessment. Building Teaching Skill Prepare to teach (and not only focus on the technical content). *Prepare to Cut * Keep breaks on time * Watch out for dependencies * Leave time to wrap up your workshop * Do not speed up * Communicate with your team * Communicate with your learners * Review the Instructor Notes https://github.com/carpentries/workshop-template/wiki/Configuration-Problems-and-Solutions *Review Prior Feedback * Repetition vs Reflective Practice Connect With Your Team Feedback: https://forms.gle/Mu6HQxsF9nN9UwjCA *POST WORKSHOP SURVEY: https://carpentries.typeform.com/to/cjJ9UP#slug=2022-05-10-ttt-online-GMT ------------------------------------------------------- *LUNCH (1h) / END 3rd HALF DAY --> 13:25 BST ------------------------------------------------------- RUBRIC: https://data-lessons.github.io/instructor-training/demos_rubric/ -- -- Exercise: Round Two -- -- * Before splitting into groups, read the rubric that is given to Instructor Trainers as a suggested framework for evaluating the online teaching demonstration sessions that are part of Instructor checkout. https://carpentries.github.io/instructor-training/demos_rubric/ . (Note: demos are not scored, so this rubric is for advisory purposes only.) What questions do you have? * Return to your groups and repeat the previous live coding exercise, re-teaching the same content as before. This time, the presenter should incorporate changes based on feedback received, and everyone should try to ‘level up’ their feedback using the rubric for teaching demos. * When you are finished, add some thoughts on this process to the Etherpad: What did you change? Did it work better or worse with the change? How might you do it if you were to teach it again? This exercise should take about 10 minutes for rubric discussion, 25 minutes for teaching, and 10 minutes for de-brief. * Breeshey Roskams-Hieter - pace myself slower * Sara Morsy Khalil not only targetting novice audeience, add more challenging examples * Harithaa Anandakumar Pace * Alexander Winkler Cover less * Sandra Silva - better introduction; experience is key - almost always better when you repeat something * Albert Bogdanowicz - sticking to the curriculum. I got into technical details too early. * Branka Franicevic - from previous feedback, talk in more intonations * Ravi Kumar Guntu-Usage of variables to explain the syntax * Novica Nakov - privide better introductionb * Jens Nieschulze explain the R interface/environment * Winny Nekesa Akullo: identify a familiar software/content * Alice Belskis - Explain warning messages * Vincent Guillemot - Context = give example(s) of real life application.... Not very sucessful * Hacer Karamese - Content = stick with the Carpenteries curriculum. Delivery: type everything * Désirée Treichler - how to deal with uncooperative technology (typing delayed after speech) * Michał Oziębło Pace * Domingo Salazar * Robin Nandi - improve the introduction to explain the pycharm set up - yes, it worked ------------------------------------------------------- *Working With Your Team https://carpentries.github.io/instructor-training/21-management/index.html Questions: * What are the challenges of managing a heterogeneous classroom? * What should we do if there is a Code of Conduct violation? * What does it mean to be a co-Instructor? * How does an instructional team prepare for a workshop? *Never Teach Alone *The Instructional Team * A Host who organizes the workshop logistics * Two or more Instructors who plan and execute workshop instruction * Helpers who support learners during the workshop Hosting https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#host-checklist Helpers * help learners with setup and installation * answer questions during exercises * monitor the room to spot people who may need help (indicated by a sticky note or otherwise) * monitor the shared notes and either answer questions there or remind the Instructor to do so during breaks https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#helper-checklist *Sticky Situations 1: Learners at Many Levels -- -- Exercise: What Are the Challenges? -- -- What are some of the challenges you might expect when teaching learners with a broad range of expertise? Add your thoughts in the Etherpad. This discussion should take about 5 minutes. * Breeshey Roskams-Hieter - keeping audience with different levels of expertise engaged in the lesson * Sara Morsy Khalil - keeping the audience engaged * Harithaa Anandakumar - acknowledge that we will never be able to be in the right "pace/level" for _everyone_. Having done that, assess the median/general level and work from there * Alexander Winkler: make sure the novices don't feel 'stupid'. Let the advanced learners do some additional research (in the shell lession, e.g., look for interesting command options). If appropriate, pair an expert with a novice and have them work on an assignment * Sandra Silva - keeping advanced learners engaged * Albert Bogdanowicz - learners going at a different pace. Instructor may not know about practical applications in some fields. * Branka Franicevic- common interests incorporate in the program, have extra activities ready for the more advance part of the audience, engage the learners on the higher level to help with engaging the others * Ravi Kumar Guntu-Starting the topic and taking it to next level takes time for beginners and learners with background don't find it exiciting. But as Dr. Rafi suggested I would like to take the advantage and ask learners with background to volunteer and help the beginners. * Novica Nakov - finding a common topic that will connect all learners. * Jens Nieschulze be clear about aims and content of the lesson; start with getting an idea about the background of the learners; have enough colleagues for support (eg. for 1-to-1 help); ask more advanced learners to contribute with their experience (eg. presenting solutions to challenges) * Winny Nekesa Akullo- Learners who more knowledgeable, have a pre-survey to identify the skills level of the learners and then group them with those who may have less knoweldge accordingly. * Alice Belskis - keeping everyone interested and on task, making the content relatable to the majority of the group, if students of different skill levels try to help each other they may deviate from what the instructor is trying to teach * Vincent Guillemot - More advanced students could get bored, beginners could get lost. Strategy: make groups, perhaps try to "recruit" an advanced student to help. Alternative strategy: give the more advanced students little "challenges" when they look bored. * Hacer Karamese - Pacing based on audience Time/Content: 1 hour live coding seems to be very short. Since we need to schedule multiple events to covmore stuff, scheduling can be an issue. I'm not sure which episode of a lesson would be a good start if I teach one session. * Désirée Treichler main challenge: split audience / not a good group feeling, as some will be bored, others will not catch up. Learners that are really unfamiliar with the software and even setup/system could be extermely slow, which makes it hard to keep even average learners interested and busy. Consider placing a helper permanently with an extra slow learner. For moderate differences in experience: Having exercises at different levels at hand can help. Very experienced participants can be promoted to helpers (if they agree). * Michał Oziębło the challenge is always the difference of initial knowledge and the rate at which new idea is absorbed by the participant; due to the weariness of advanced students and the risk of getting lost in the subject of beginners, as an interesting solution option it can be adding extra-curricular challenges to each task * Domingo Salazar Generally losing students because they give up because the course is too complicated or because they get bored and do not think the course is worthwhile for them. There is a particular case here which is when the students have similar skill levels but widely different interest in the potential application of the course: some may be biologists, others chemists and still others engineers. It may be hard to show the course relevance for all of them. * Robin Nandi - For experienced learners it may be too slow & they could get bored. Could have extra exercises or questions that are optional specifically for advanced learners to keep them engaged. I think you have to go at a slow pace for the beginners otherwise they will be totally lost. *Sticky Situations 2: Code of Conduct Violations A critical function of the Code of Conduct is to ensure that our community does not tolerate or encourage the persistence of harmful behaviors. In order for the code to work well, incidents must be reported. Note that it is not the responsibility of the reporter to determine whether a Code of Conduct violation has occurred; when in doubt, it is best to report an incident and allow the Code of Conduct Committee to make that determination. -- -- Exercise: Know Your Resources -- -- 1) Take 5 minutes to read through the Code of Conduct Incident Response Guidelines: https://docs.carpentries.org/topic_folders/policies/incident-response.html 2) Discuss what you have read in small groups. As questions arise, you may wish to refer to our complete Code of Conduct section in The Carpentries Handbook: https://docs.carpentries.org/topic_folders/policies/index_coc.html or to the Transparency Reports released by The Carpentries Code of Conduct Committee: https://github.com/carpentries/executive-council-info/tree/master/code-of-conduct-transparency-reports * What kinds of things could your instructional team agree upon in advance of your workshop? * What questions do you have about CoC enforcement? 3) Write some notes in the Etherpad. * Breeshey Roskams-Hieter - make sure your roles are clearly defined, how you deal with someone that has validated the CoC. Who addresses them? Host can monitor breakout rooms s.t. the person who violated the CoC and the person affected are not int he same breakout room. If someone does violate the CoC, do you put them in a breakout room with one of the helpers and have them discuss the issue with them? Can you remove someone from a call? At what point would this be necessary? When you report a CoC violation, does that get recorded anywhere and used if the same person joins another carpentries workshop down the line? * Sara Morsy Khalil - before the session, we identify our roles, who will be responsible for organizing the attendanc, deal with any disturbance and what are action taken, share our expectation. * Harithaa Anandakumar - how are they implemented in a virtual setting? * Alexander Winkler - state most important rules of CoC at beginning; * Sandra Silva - inform the learners at the start of the workshop that there is a CoC and it should be respected. This information alone can be already really helpful to make everyone aware of the importance of respecting one another * Albert Bogdanowicz - go through expected and unwhelcome behaviors and make sure everybody understood them * Branka Franicevic To inform the audience before the workshop about the code of conduct and their role in the event when the guideliness have to be put into place. Question: do the instructors have any real-life examples to share, or are aware of 'common' virtual misconducts we can expect? * Ravi Kumar Guntu-Before the start of the course I will describe the code of conduct and if the action crosses the code of conduct, I will follow the guideliness provide by the carpentries. * Novica Nakov - what if the person violating the CoC doesn't want to comply; agreeing wiht the rest of the team about consistency in treating incidents. * Jens Nieschulze constructive in "constructive criticism" may vary between individuals * Winny Nekesa Akullo inform the learners about the CoC before the workshop. And also inquire at the beginning of the workshop whether they have been able to read it. This will help them appreciate what they are expected to do during the workshop * Alice Belskis- can we remove someone from a virtual call if they do not comply with CoC? * Vincent Guillemot - make the CoC very clear in the material + share the report form - at least before the beginning take some time to discuss about the CoC among the instructors * Hacer Karamese - are there any scenerio based instructions to handle some of the common violations? * Désirée Treichler - chat/diplomacy as first choice, both physical/online. If violent/aggressive and not straight-forward to handle: move over to indirect bystander intervention techniques (distract, delegate, delay). Discuss the code of conduct and the possibility of this happening with the team beforehand. * Michał Oziębło * Domingo Salazar * Robin Nandi Code of conduct: https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html ------------------------------------------------------- * BREAK (15 min) --> 15:43 ------------------------------------------------------- *Planning a workshop: what remaining questions do you have about it? -- -- Exercise: What is in an Introduction? -- -- Get into small groups (3-4 people) and discuss the questions below. Take notes on your answers in the Etherpad. * What do you hope to accomplish in a workshop introduction? * What information do you need to include in an introduction to accomplish these goals? After 5 minutes, come together, and combine ideas as a large group. Finally, compare your ideas with the list of topics below. Did you miss anything? Did you come up with something that is not listed below? Room 1 (Robin, Alice, Sara) -introduce self, topics to be talked about, have attendees introduce selves, see what the skill levels of the group are, give break times, CoC (points in the code of conduct) Room 2 (Desiree, Vincent, Albert) - basic information: location, food, safety information - code of conduct + classroom etiquette - prerequisites and what to expect from the course - introduce instructors and helpers, and how to ask questions (sticky notes etc) - set the tone, create a friendly atmosphere and lower the threshold to ask questions Room 3 (Branka, Jens, Michal) Aims, expectations from the audience from the instructors, pre-survey, agenda and training schedule, code of conduct, (building orientation for face-face workshops), short introduction around,/ Room 4 (Hacer, Sandra, Alex): - set the tone (informal, fast, relaxed) - expectation management (topics, schedule) - talk about your own concerns (first teaching experience, insecurity, feedback needed etc.) Room6 (Novica,Domingo, Ravi) introduce yourself and let the learners introduce themselves Code of conduct Outline of the course Motivation and outcomes of the course House keeping things - Encourage participants to freely interact and discuss their challengs Feedback at the end of every session Room 5 (Breeshey, Harithaa, Winny) - what do you want to accomplish and what information do you need ot include in the introduction? - create a positive environment for everyone, establish a welcoming and inclusive group dynamic - outline general aims for the lesson - state expectations for the workshop - specify the audience this is intended for - go over the CoC or display link to code of conduct at beginning of workshop - introduction of yourself, and the host and helpers - encourage people to put their video on if they can and reduce distractions by notifications of email/text/etc. - outline when the breaks in the day are and a link to the schedule - ask people to fill out pre-workshop survey -- -- Exercise: Practice Your Introduction -- -- Imagine you have completed instructor training and you are about to teach a full lesson around the material you have been practicing teaching today. * Write out some notes, covering a few of the topics described above: * Introduce yourself effectively * Clarify learning objectives and expectations * Set the tone for the workshop * Return to your groups of 2 or 3 and each give 2 minutes of your introduction. (5-6 min) * After each introduction, briefly share feedback, reserving extensive discussion for after all have had a turn to present. This exercise will take about 15 minutes. we need a few more mintues if possible (Room 4) Teaching Your Trajectory: Workshop 101 * Describe the prerequisites (if any). * Share the schedule and logistics * Communicate the workshop structure * Communicate your expectations for learners, including: * how to follow the Code of Conduct * ways to ask for help * ways to give feedback to the instructional team * Collect and share baseline data on learners * Share some advice for success * Whet learners’ appetites for workshop content *The Art of a Smooth Landing -- -- Exercise: Brainstorm: Making the Last Moments Count -- -- You have made it to the end of your workshop! Everyone is exhausted and their brains are full. You could cover more content… or you could use the last few minutes in another way. In the Etherpad, write down one thing you could do at the end of a workshop. What is the value of spending time on that thing? If you have time after writing down your idea, read through the others in the etherpad. If you have another idea that has not been written down yet, add it to the list. This exercise will take about 5 minutes. * Breeshey Roskams-Hieter - open the floor for any lingering questions people have & give a massive thank you to the group! also ask people to please fill out post-workshop survey :) * Sara Morsy Khalil - recap the most important points, give time for any questions, share feedback form, share my contact details if they have questions after workshop, thank them for the attendance. * Harithaa Anandakumar - summarise, normalise the "overwhelming" feeling and let that not deter from more exploration and that things get easier with time, 3 key takeaways, how to ask for help next * Alexander Winkler: ask everybody to single out one particularly useful thing they've learnt; maybe some kind of entertaining survey to get a general feedback, ask people why they voted in a particular way * Sandra Silva - give an overview of the content that is covered; talk about possible next steps for the learners: how should I continue with my learning experience? * Albert Bogdanowicz - sum up, show where to read more, remind everyone where to find the current lesson material. * Branka Franicevic - in summary, show what was covered. Express your wishes that the participats enjoyed being there and met their expectations of learning the new skills. Point out to the question time and feedback forms to complete before they go. * Ravi Kumar Guntu-Discuss the motivation and outcomes again and ask learners what is their take home message from the workshop. * Novica Nakov - I think the most important thing is to provide answer about what is next. The workshops are short, very likely learners will have a lot of questions and may be curious about more, so to provide a roadmap of where to look for more classes, a community, a meetup ro something like that. * Jens Nieschulze allowing for enough time to wrap things up, maybe refer to some question/ways the lessons/workshops deviated from the expected and what one has taken out from it (hoping it will have a lasting impression). References or where to go from here email later, also "made to order" according to the feedback received (say if HPC came provide some pointers) * Winny Nekesa Akullo I would request the learners to share the main thing that they learnt from the presentation and also how they will be able to share the knowledge acquired with their colleagues. * Alice Belskis - I would probably summarize what we had learned and re-highlight some key points. At the end I would try to answer any questions and make sure everyone stayed on pace so people don't leave with questions. I'd try to give attendees resources to use in the future. * Vincent Guillemot - "What have you learned and what is missing?" * Hacer Karamese - make sure that learners are not get lost since they miss something. Check with them regularly to make sure that we are all on the same page. * Désirée Treichler 1) summarise what we went through, what they learned. 2) Let the people know how to move on from where they are now: places to look for help (stackexchange etc, community groups etc), invite them to community meetups (if existing) or to join the local community . 3) Thank everyone for their time and tell them what you enjoyed about the workshop. Welcome them back for different courses or as a helper in an upcoming course. * Michał Oziębło I would focus on summarizing and placing the new skills in real-life theoretical and practical examples, each repetition and new example supports the retention of information * Domingo Salazar Ask the participants abouot one thing that they can now do that they could not do before and why this thing may be important for them personally. * Robin Nandi - summarise; ask if anyone has questions; provide resources to help if they get stuck -- -- Exercise: Picking up the Pieces -- -- Based on the content we’ve discussed throughout this workshop, add at least one item to each category below: * Concepts/Theories * Tools/Practices This exercise can be done as a class and should take about 5 minutes. * Breeshey Roskams-Hieter Concept/theories: Cognitive overload, and keeping short-term and working memory in mind when teaching new skills. Tools/practices: Excalidraw for making diagrams is really great and I wasn't aware of this before! Ask "What questions do people have?" rather than "any questions?" * Sara Morsy Khalil Concept/Theories: mental models and cognitive overload. Practices: live coding session and feedback * Harithaa Anandakumar -C/T -- meet people at their level & cognitive overload; Practices: being mindful of the language used * Alexander Winkler: Concepts/Theories: Think about inclusivity; Tools/Practices: Live Coding as a teaching method * Sandra Silva - concepts/theories: don't forget the importance of inclusiveness; tools/practices: experience is key - give it a try! * Albert Bogdanowicz - concepts: mental models and how they change as we gain expertise. practice: live coding with detailed explanation * Branka Franicevic- Mean time to master, The acquisition of skill * Ravi Kumar Guntu-Evidence -based learning on cognitive load is really helpful-"small is better" * Novica Nakov - Concepts/Theories: i think the concepts about cognitive overload was something that was really interesting to me, as well as the differences between formative and summative excercises. Tools/Practices: live coding. I've done it in the past but it is always interesting and challenging to do better each time you go. * Jens Nieschulze cognitive load and concet maps with respect to concepts/theories; the live coding session for tools/practices * Winny Nekesa Akullo: concept/theories, mental models and cognitive overload * Alice Belskis - concept: Make it acccessable to all learning levels Tools: use breakout rooms or discussion boards to help attendees stay interactive, and use live coding to set a pace * Vincent Guillemot - concept/theories: (non verbal) communication and how to create a positive environment for learners - tools/pratices: teaching techniques (quiz, games, etc.) * Hacer Karamese Concepts: don't leave anyone behind and concept map, Practice: type every single code * Désirée Treichler - concepts: learning theory, the inclusive Carpentries community. Tools: live-coding, feedback culture/best practices, the power of language ("just", "easy"..) * Michał Oziębło cognitive load (in relation to the pace of the training), good practice for th live coding sessions * Domingo Salazar Concepts: cognitive load: intrinsic/germane/extraneous, motivation aids; tool: live coding. * Robin Nandi - Concepts/ Theories - introduce context & go slowly & be mindful of how much information we are providing at once; Tools/ Practices - live coding, feedback, zoom & breakout areas, pad *POST WORKSHOP SURVEY: https://carpentries.typeform.com/to/cjJ9UP#slug=2022-05-10-ttt-online-GMT